Using Individual Student data for initial support planning Cynthia M. Anderson, Nadia K. Sampson, Celeste Dickey University of Oregon

45 students (7.6%) and 117 referrals 589 total enrollment

Meeting the Needs of All Students Problem Foundation in place: 10-20% of students will not be successful Solution? Individualized interventions for all? Alternative: Targeted Interventions Problem: there are too many students to do this! 500 students-50-100 students

School-Wide Positive Behavior Support Intensive Interventions Specialized Individualized Systems for Students with High-Risk Behavior ~5% Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior Universal Interventions School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

Targeted Interventions Matches needs of school Implemented within 5-days of identified need Similar across students Staff trained in intervention Materials on hand Function-based Data collected to monitor outcomes Formal system for informing parents of progress Matches needs: if only 1% of students exhibit behavior problems to escape peer attention, you probably don’t want to invest a lot of effort in an intervention that addresses this

45 students (7.6%) and 117 referrals 589 total enrollment

Is a Targeted Intervention Appropriate? Intensity of behavior Settings behavior occurs in Behavior of other students Perceived motivation

45 students (7.6%) and 117 referrals 589 total enrollment

Individualized, Function-Based Support Matched to the results of an FBA How can SWIS data help? What is the problem? When does it occur?

Mark Banks

Mark—What would you do? 1-2 referrals total per year? Considering a function-based plan What is the behavior of concern? Where are problems occurring and when? Does the perceived motivation help? What would you do? Who to focus on? Who to interview? Where to observe?