FLYER
Challenging student behavior remains one of the biggest concerns for classroom teachers. Understanding why a student performs a specific behavior is important in determining how to develop an intervention that targets the function of the behavior.

This session outlines the Function-Based Thinking model, which aims to empower general education teachers, special education teachers and school-based personnel to apply a more systematic approach to problem-solving possible functions of student behavior and designing behavior intervention plans and supports that match the function of behavior. Applications of the Function-Based Thinking model across PBIS tiers of intervention will be outlined and discussed. Evidence-Based practices that address each function across tiers will be shared along with resources educators can access. The session will conclude with an exploration on how Function-Based Thinking can coincide with, and even enhance, mental health supports, trauma informed and restorative practices in schools.

Target Audience: general education teachers, special education teachers, school psychologists, administrators, school support staff


Objectives:
Understand the role of function in behavior as well as basic behavioral science principles behind challenging behavior
Know the 3 steps of Function-Based Thinking
Be able to identify evidence-based behavior interventions that match function
Be able to take behaviors of concern and apply Function-Based Thinking to develop a behavior support plan across PBIS tiers
Identify how Function-Based Thinking can contribute to mental health supports, trauma informed and restorative practices in schools