Through this CEM, participants will learn about assessment tools and intervention practices that can be integrated within a comprehensive, evidence-based behavioral intervention program.

These tools and practices involve multiple levels of interventions, including schoolwide, classwide, small-group, and individual behavioral supports. As participants gain knowledge about how to use these tools and practices effectively, they will become proficient in using behavioral data to guide intervention decisions, matching the behavioral intervention to the function of behavior and the intensity of a student’s needs. The CEM guides participants in becoming proactive, positive problem-solvers who anticipate and design interventions to prevent instances in which students are likely to experience an academic or behavioral challenge that interferes with their learning.

The purpose of this IC was to describe the critical features of evidence-based secondary and tertiary interventions. First, the critical features and extent of support for evidence-based secondary interventions are described. Then, the evidence base for functional behavior assessment (FBA) interventions, the recommended approach for tertiary intervention development, is described.

This paper addresses the following topics: (a) collecting important student information; (b) using a daily behavior measurement system; (c) conducting indirect and direct FBAs; (d) testing hypotheses through functional analyses; and (e) creating function-based, multi-component behavior intervention plans (BIPs). The last section of this paper addresses plan components, including modifying establishing operations (EOs) and setting events and using antecedent interventions, teaching replacement behaviors, and modifying consequences.