What is Function-Based Problem Solving?

1. What is Function-Based Problem Solving? FBPS is continuum of practices that differentiates in scale and scope depending on the complexity of the behavior needs but remains steadfast in a constructive reflection process that maps information into: Setting Events-Antecedent-Behavior-Consequence patterns NJ PBSIS is funded through the I.D.E.A. Act, Part B.

2. Function-Based Problem SolvingAt a Glance Gather representative information through a variety of methods (e.g., interviews, checklists, observations, baseline documentation, etc.) Map out information learned into setting event-antecedent-behavior-consequence patterns Determine the function of behavior Select function-based intervention strategies that address all dimensions of the behavior pattern Evaluate the effectiveness of implementation NJ PBSIS is funded through the I.D.E.A. Act, Part B.

3. Function-Based Problem Solving Planning for social, emotional and behavior intervention is different from academic planning and requires a tailored process that reflects the complex social dynamic inherent in repeated behavior patterns You will see planning differences in the type of information you collect, the process you use to arrive at strategies and the amount of time needed to develop a plan NJ PBSIS is funded through the I.D.E.A. Act, Part B.

4. Function-Based Problem Solvingthe Meeting Process • Rethink the design of meetings when planning for students with behavioral needs: • Rethink personnel: Designate key personnel who will function as the lead facilitator of a problem solving cycle for a specific student • The intervention team is comprised specifically of the staff who work with the student • Intervention development is a three part process: • Information gathering (pre-meeting) • Group consensus building (1st meeting) • Intervention selection (2nd meeting) NJ PBSIS is funded through the I.D.E.A. Act, Part B.

5. Traditional I & RS Meeting I & RS Member I & RS Member I & RS Member I & RS Member I & RS Member I & RS Member Student’s Teacher Case Manager Traditional IEP Meeting Teacher Representative Parent School Psychologist Related Services LDTC NJ PBSIS is funded through the I.D.E.A. Act, Part B.

6. Proposed Meeting Structure for Function Based Problem Solving • The purpose of the meeting is to gather information and build consensus Meeting Facilitator Student’s Primary Teacher Parent Elementary School Example Other: Student’s Related Arts Teacher Other: NJ PBSIS is funded through the I.D.E.A. Act, Part B.

7. Proposed Meeting Structure for Function Based Problem Solving • The purpose of the meeting is to gather information and build consensus Parent Student’s Teacher Meeting Facilitator Middle and High School Example Other: Student’s Teacher Student’s Teacher Student’s Teacher Student’s Teacher NJ PBSIS is funded through the I.D.E.A. Act, Part B.

8. Determining Who to Invite • Determining who participates in the intervention planning process will vary from student to student • By including all the student’s teachers you increase the likelihood that the teaching team will form consensus and arrive at an implementable plan of strategies and interventions • The opportunity to be at the meeting and participate in the conversation and process can be transformative NJ PBSIS is funded through the I.D.E.A. Act, Part B.

9. Determining Who to Invite • Always Invite: • The student’s teachers • Content area teachers • Special area teachers • The parent / guardian • Depending on the student, invite appropriate personnel, such as: • Administrator or Dean of Discipline • School nurse, Security, • Specialists (Reading specialists, OT, etc.) • Instructional aides • Others as appropriate NJ PBSIS is funded through the I.D.E.A. Act, Part B.