Better Together: Using Multidisciplinary Teams for Systematic Functional Behavior Assessment and Intervention Planning for Students With Extensive Behavior Support Needs

Abstract

Special educators working in self-contained settings for students with extensive behavioral needs face high rates of teacher burnout and attrition. Research also indicates that these professionals face notable environmental stressors and poor working conditions, even when compared to special educators in other settings. To address teacher burnout and promote effective practice, we present a tool for systematically completing a functional behavior assessment and corresponding behavior intervention plan as a multidisciplinary team. A structured, team-based approach to behavior assessment and planning may reduce educator stress, mitigate factors that lead to teacher burnout, and ultimately increase positive student behaviors. The tool is designed to reduce barriers identified in the literature that traditionally make team-based behavior assessments and interventions less effective.