Planning Function-Based
Interventions for Students
With Intensive Behavior Needs
Lori Newcomer, Joseph Wehby, and Gail Chan
University of Missouri, Vanderbilt University, and American Institutes for Research
April 11, 2014
Note
The National Center on Intensive Intervention (NCII) does
not endorse any specific products. We would like to
acknowledge that examples used in presentations are
selected for illustrative purposes, in large part because they
are commonly used in tiered systems and have an intriguing
evidence base.
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What Is Intensive Intervention?
Intensive intervention addresses severe and
persistent learning or behavior difficulties. Intensive
intervention should be:
 Driven by data
 Characterized by increased intensity (e.g., smaller
group, expanded time) and individualization of
academic instruction and/or behavioral supports
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Five Steps of Data-Based
Individualization (DBI)
1. Secondary intervention program, delivered with greater
intensity
2. Progress monitoring
3. Informal diagnostic assessment
4. Adaptation
5. Continued progress monitoring, with adaptations
occurring whenever needed to ensure adequate
progress
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A Bird’s Eye
View of DBI
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Why Do We Need Intensive Intervention?
Low academic achievement:
 8–17 percent of students with
disabilities (SWDs) scored
“Proficient” or above across
reading and mathematics at
Grades 4 and 8.
Dropout rates:
 SWDs drop out of high school
three times more often than
the general population.
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Part I: Core Concepts in
Behavior
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Core Concepts in Behavior
Basic assumption:
 Behavior always serves
a purpose.
 It is performed to obtain
a desired outcome or
goal.
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Most Common Functions of
Behavior
To Obtain/Get:
Avoid/Escape:













Peer attention
Adult attention
Desired activity
Desired object/ items
Sensory stimulation (e.g.,
auditory, tactile)
Difficult task
Boring task
Easy task
Physical demand
Non-preferred activity
Peer
Staff
Reprimands
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Most Common Functions of
Behavior
Common reasons why students misbehave:
1. Students have not learned the behavior.
2. Inappropriate behavior removes students from what they
do not want to do (escape).
3. Inappropriate behavior gets students something (typically
attention).
4. They have not had to do the behavior in that way before.
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Part II: Why Should I Care
About Function?
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Why Function Is Important
“A hammer is an effective tool but not with a screw.”
 Design and implement interventions carefully, but
quickly.
 Time is a precious commodity. Educators need to be
efficient when problem solving.
http://ebi.missouri.edu/
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Function-Based Interventions
 When generating interventions we use function to develop
ideas to change A, B, and C.
Targeted
Routine
Antecedent
Problem
Behavior
Maintaining
Consequence
& Function
FUNCTION
Function should guide
selection of prevention
strategies.
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Example
 Jason is nine and cries when asked to do difficult tasks.
The crying is maintained by avoiding or escaping difficult
tasks.
Start with the function
 Possible behavioral interventions:
• Planned ignoring Jason when he cries
Which one will
• Breaking down objectives into smaller parts;
address the
asking for help
function of the
problem?
• Stopping the activity
• Time out from reinforcement
• Increasing his schedule of reinforcement (e.g. giving him access to
preferred activities more often)
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Reminder About Core Terminology
 Functional problem solving
 Functional behavior assessment
 Function-based interventions
 Functional analysis of behavior
 Functional assessment
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Levels of Analysis
Informal
Indirect/simple
Complex
• Archival review
• Problem-solving meeting
• Functional assessment interview
• Functional behavior assessment
• Functional analysis of behavior
• Function-based interventions
• Functional problem solving
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Function-Based Interventions
Reminder…
 With function-based interventions, it is important to
identify the events that reliably predict and
maintain problem behavior.
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Tools to Guide Function-Based
Interventions
1. Gather indirect and direct data
2. Analyze the data
3. Formulate a hypothesis about the function of the
behavior
4. Develop a Positive Behavioral Support Plan (PBSP)
5. Monitor and adjust the plan as needed
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Guiding Questions About Your
Current FBA Process
 Refer to
pp. 2–4
for
examples
of guiding
questions
Source: Newcomer, 2012
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Part III: Planning and
Implementation
Considerations
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Five Things Intensive Intervention Plans
Should Include
1. Intervention steps or procedures
2. Existing or needed materials and resources
3. Roles and responsibilities related to intervention
implementation
4. The intervention schedule and context
5. A method to monitor outcomes and analyze data
Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/
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Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/
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Case Example: Instructional Match
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Instructional Mismatch?
 Problem: The assessment of a student’s current
instructional level/ability is inaccurate in some way (e.g.,
knowledge, difficulty, pace, and/or level).
 In other words, there is a mismatch between the student’s
skill/ability and the level or difficulty of the task.
 Result: Students who are failing academically are
frustrated and often act out!
Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/
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Quick Example #1
Instructional Issue:
 Doing addition problems without
being able to count
Possible Solution:
 Preteach content or skill—teach
student number skills before
introducing addition.
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Quick Example #2
Instructional Issue:
 Journal writing without being able to
form two- or three-word sentences
Possible Solution:
 Reduce the difficulty of the task—as
opposed to writing sentences
independently, you could have the
student draw a picture and fill in the
blank/guided writing.
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Quick Example #3
Instructional Issue:
 Reading comprehension
passage
Possible Solution:
 Break down tasks into smaller,
more manageable subtasks—
provide questions with prompts
and key words from the passage.
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Example: Johnny
 Task/Activity: math worksheet with
multi-step directions
 Behavior: pretends to sleep; nonresponsive
 Other Notes: generally sociable;
likes peers
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Considerations for Johnny
 Function: Escape/avoidance of
the math task
• More specifically, Johnny
cannot remember multi-step
directions
• Priority reason was
identified as a mismatch
between the current ability and
task demand
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Considerations for Johnny
 Intervention: Select an
intervention that aligns with the
identified function of behavior
• Use visual prompts
• Write instructions on the
whiteboard
• Provide desk-size copies of
instructions
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Considerations for Johnny
 Monitor outcomes and analyze
data: After implementing the
visual prompts for three math
lessons, the teacher will assess if
Johnny is more engaged and
submitting his math worksheets.
 Style and context: The teacher
has identified that she really likes
peer tutoring strategies as well.
• Add peer tutor or mentor
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Critical Components for Success With
Instructional Match
 Must be able to accurately assess a student’s current level
of ability and implement a curriculum and teaching
materials that are appropriate to the student’s instructional
level.
 Must match task demands with current skill levels to
ensure success.
 Must differentiate instruction whenever possible and
appropriate.
Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/
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Summary
 Identify the hypothesized function of behavior and then
select the intervention.
 Use data to evaluate the effectiveness and make
adaptations as necessary.
 Implementation integrity
 Selecting function-based interventions are likely effective,
not definitely effective.
Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/
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Disclaimer
This module was produced under the U.S. Department of
Education, Office of Special Education Programs, Award No.
H326Q110005. Celia Rosenquist serves as the project
officer.
The views expressed herein do not necessarily represent the
positions or polices of the U.S. Department of Education. No
official endorsement by the U.S. Department of Education of
any product, commodity, service or enterprise mentioned in
this website is intended or should be inferred.
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References
Capizzi, A. M., & Fuchs, L. S. (2005). Effects of curriculum-based measurement
with and without diagnostic feedback on teacher planning. Remedial and
Special Education, 26(3), 159–174.
Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual.
Minneapolis, MN: Leadership Training Institute for Special Education.
Fuchs, L. S., Deno, S. L., & Mirkin, P. K. (1984). The effects of curriculum-based
measurement evaluation on pedagogy, student achievement, and student
awareness of learning. American Educational Research Journal, 21(2), 449–
460.
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Effects of instrumental use of
curriculum-based measurement to enhance instructional programs.
Remedial and Special Education, 10, 43–52.
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References
Newcomer, L. (2012). Brief functional assessment and behavior support plans.
Paper presented at Montana Behavior Initiative Summer Institute,
Bozeman, MT.
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National Center on Intensive Intervention
1000 Thomas Jefferson Street NW
Washington, DC 20007-3835
866-577-5787
www.intensiveintervention.org
Email: ncii@air.org
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