Procedures
Per the SEBA model, students who are identified as at risk for social-emotional or behavioral concerns are first provided a standard protocol intervention; that is, all at-risk students receive the same intervention, which is intended to be effective for a broad range of student concerns. If a student is nonresponsive to this intervention, problem analysis is conducted to inform the selection of an alternative intervention using one of the following methods listed below:
Skill AssessmentSkills assessments can be used to determine if an acquisition deficit is causing the problematic behavior. These can be completed by a student’s teacher, parent, or by the student themselves. When conducting skills assessment at Tier 3 or within special education, a school might look to collect information from two or more of these individuals. When conducted at Tier 2, it is acceptable to collect information from a single individual (e.g., teacher). As noted in the Tools section, most skill assessments are in the form of rating scales. Many can be completed in a single sitting lasting anywhere from 5-15 minutes. |
Functional Behavior AssessmentFBA represents a multi-method, multi-phase process. The specific phases of the FBA process are as follows:
When conducting an FBA to inform decisions at Tier 3 or within special education, schools typically complete multiple direct and indirect assessments at the “Descriptive” phase. In contrast, when conducted at Tier 2, schools typically use a single tool while skipping the “Verification” phase. In many schools, this single tool corresponds to an indirect method, such as a semi-structured interview (e.g., Functional Assessment Checklist: Teachers and Staff [FACTS]). |