Document Type
Article
Publication Date
Spring 2024
Abstract
Research findings indicate that function-based behavior interventions lead to a decrease in challenging behaviors more often than interventions that are not function-based. Staff at a PK-2nd grade school in Eastern Iowa have shared that they are lacking confidence in these areas, including function-based intervention strategies, behavior assessments, and behavior plans, and would benefit from professional development on these topics. This paper proposes a plan to implement additional professional development learning, provide opportunities for mentorship, and create staff motivation and understanding for the process of functional behavior assessments and interventions. Implementation of ongoing professional development and mentoring opportunities in this area could help reduce challenging behaviors in schools and increase teacher confidence and fidelity.