behavioral assessment and intervention: a continuum of effective strategies in schools nicholas a....
TRANSCRIPT
![Page 1: Behavioral Assessment and Intervention: A Continuum of Effective Strategies in Schools Nicholas A. Gage, PhD IES Postdoctoral Fellow Center for Behavioral](https://reader035.vdocument.in/reader035/viewer/2022062714/56649d0d5503460f949e1b95/html5/thumbnails/1.jpg)
Behavioral Assessment and Intervention: A Continuum of Effective Strategies in
Schools
Nicholas A. Gage, PhD
IES Postdoctoral Fellow
Center for Behavioral Education and Research
UCONN
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Using Evidence-based Classroom Management Strategies within a PBIS
Framework
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Goals
I will define continuum of assessment practices in schools- Macro to Micro Framework
I will define evidence-based behavioral interventions that map to assessment procedures
You will ask at least three questions
I will not talk too fast or “hop” too much
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Continuum
A continuous sequence in which adjacent elements are not perceptibly different from each other, although the extremes are quite distinct (dictionary.com)
Although features of behavior assessments and interventions are different, the underlying theory is consistent (not perceptibly different)
Theory in use is behaviorism
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Universal
Targeted
Intensive
All
Some
FewContinuum of Behavioral Support for ALL
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Continuum of Assessment Data
School-Wide
Classroom
Small Group
Individual
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Key Starting Point
Behavior is functionally related to the teaching environment.
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Functional approach logic
Behaviors are maintained by consequence events (function)
Behaviors are occasioned by antecedent events
Changing behaviors requires consideration of maintaining consequences
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The 3 Term Contingency with Bonus Setting Event!
Setting --> Predictor --> Problem --> Maintaining
Event (Antecedent) Behavior Consequence
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Beauty of function-based Thinking: Closely examine
what may be obvious
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Data-Based Decision Making
How do we enact function-based
thinking?
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What is DBDM?
Data-based decision refers to the use of data to make decisions in schools
Data Student
Academic (e.g. DRA, DIBELS, high-stakes tests) Behavior (e.g. ODRs, rate of aggression, time on-task) Social (e.g. # of positive interactions, social reciprocity)
Teacher Personal assessment (e.g. # of OTRs) Outside assessment (e.g. CLASS, value-added)
Schools Academic progress (e.g. annual high-stakes tests) Financial stability (e.g. monthly resource costs)
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DBDM is…
A process Not static
Involves actionable steps that… Define the problem
Collect the data
Interpret the data
Make a decision
Is iterative
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Logic of DBDM
The elegance of DBDM is that it allows us to partition our bias Suspend opinion
Objective, not subjective (e.g. anecdotes)
Quantification of experience
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Kauffman’s thoughts
“The teacher who cannot or will not pinpoint and measure the relevant behaviors of the student he or she is teaching is probably not going to be very effective” (Kauffman, 2005, p. 439)
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DATA: 4 Simple Data-Based Decision Making Steps to Success
Define the problem and establish judgment criteriaWho, what, where, when, why?What are the socially acceptable criteria? What is
success (e.g. 80%)?
Acquire a planUse operational definitionsHow will you collect and analyze data?
Track dataConsistently and objectively collect and track data
Actively inspect data and modify instructionOrganize, describe, and analyze dataRelate results back to problem Evaluate student progress and intervention effectiveness
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Behavioral Objectives
Specific and measurable statements about expected or desired behaviors and levels of performance at the end of an instructional time period
During a 20 minute recess period, plato will verbally respond to peers in a positive or neutral manner in 80% of opportunities for three consecutive days by the end of the first term.
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Four essential components of all objectives
learner .... who
behavior ... what
condition .... when, where
criterion... how much and by when
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Operational Definitions
Key: You can see it and you can measure it!
Engagement: Target student’s body/eyes are oriented to a task or activity that is either asked of her/him or appropriate to setting, such as reading or playing with peers during free opportunities.
Instructional talk: The teacher is engaged in direct instructional talk with the classroom or small group of students.
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Data Collection Methods
Paper Pencil Simple- post-it notes
Complex- partial interval sheet
Golf counter
Cell phones and apps
Rubber band or penny in the pocket “trick”
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Organize and Analyze the Data
Excel or other software (e.g. OpenOffice, Numbers, etc.)
Graph paper
Inter-ocular test of significance Mean
Trend
Variability
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Macro-Level: School-wide Positive
Behavioral Interventions and Supports (SWPBIS)
Continuum of Assessment and Behavior: Part 1
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Universal
Targeted
Intensive
All
Some
FewContinuum of Behavioral Support for ALL
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
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Label student
Exclude student
Blame family
Punish student
Assign restitution
Ask for apology
Teach targeted social skills
Reward social skills
Teach all
Individualize for non-responsive behavior
Invest in positive school-wide culture
Doesn’t Work Works
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Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156
SWPBIS Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Improved organizational efficiency
6. Reduction in staff turnover7. Increased perception of teacher efficacy
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Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156
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Continuum of Assessment and
Behavior Support: Part 2
Classrooms
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Ok, but what about classrooms?
Are school systems and classrooms symbiotic?
Can we utilize the same prevention logic in classrooms (tiered models of support)?
Are there evidence-based practices for addressing classroom-based behaviors?
YES!
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Evidence Based Practices in Classroom Management
1. Maximize structure in your classroom.
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
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1. Maximize structure in your classroom.
Develop Predictable Routines Teacher routines Student routines
Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, carpet, etc.)
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A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do.
2. Behavioral expectations/Rules
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3. Actively engage students in observable ways.
Provide high rates of opportunities to respond
Consider various observable ways to engage students
Link engagement with outcome objectives
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4. Establish a continuum of strategies to acknowledge appropriate behavior.
Specific and Contingent Praise
Group Contingencies
Behavior Contracts
Token Economies
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• Error Corrections
• Differential Reinforcement
• Planned ignoring
• Response Cost
• Time out from reinforcement
5. Establish a continuum of strategies to respond to inappropriate behavior.
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Continuum of Assessment and
Intervention: Part 3
Micro-Level Supports: Structural
Analysis and Functional Analysis
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Structural Analysis in the Classroom
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Structural Analysis
Structural Analysis is an assessment procedure that manipulates antecedents
and/or setting events to increase the occurrence of pro-social behaviors and
reduce the occurrence of problem behaviors.
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How do you do it?
Stichter and Conroy (2005) outlined a 5-step approach
1. Collect preliminary data- interviews and observations
2. Develop hypotheses and conduct manipulations
3. Analyze the Data
4. Develop intervention plan
5. Implement and continue to monitor data
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Step 1: Data Collection Interview teachers, staff, paraprofessionals, etc.
Ask open ended question “What happens right before the behavior?”
Key things: Identify behavior and operationally define, develop summary statements (A-B-C)
Collect baseline data Start with “big picture” and move to specific
situations. Develop data collection methods if appropriate
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Operational Definition
Key: You can see it and you can measure it!
Engagement: Target student’s body/eyes are oriented to a task or activity that is either asked of her/him or appropriate to setting, such as reading or playing with peers during free opportunities.
Instructional talk: The teacher is engaged in direct instructional talk with the classroom or small group of students.
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Big Picture Example
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Situational Example
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Step 2: Develop and Conduct
Manipulations Review all data sources
including interviews, summary statements, baseline data, and other relevant materials
Develop hypotheses What antecedents seem to be triggering
the behavior?
Example: Nick’s frequency of swearing seems to increase during independent seat work and when the teacher is working with another student
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Develop manipulations and define how you will do them
Conduct manipulations and Collect Data
Step 2: Develop and Conduct
Manipulations (cont.)
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STEP 3: Analyze the Data
• Graph the data• Use Excel or graph paper
• Review Graph for patterns• Is there a functional relationship
present?• Identify the most effective environmental
variables
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Step 4: Develop Intervention Plan
Based on the results, develop an intervention plan If high attention reduces the occurrence,
develop an attention intervention that is not strictly contingent, but can be, such as check in every 30 seconds, fading to 1 minute, then to 2 minutes , etc.
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Step 5: Implement Intervention and Assess
Continue to monitor the student’s behavior. If the intervention is not effective, reassess
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Recap
Structural Analysis can be used as part of an FBA or as a stand alone procedure
5-step procedure can be used to guide process
Procedures outlined can be simplified and tailored to meet the needs of the teacher.
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Don’t think that we all get it right away and remember the best
laid plans do not ensure
success, persistence
does.
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Functional Analysis and Functional
Behavior Assessment
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Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
Secondary Prevention:Specialized Group
Systems for Students with At-Risk BehaviorPrimary Prevention:
School-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
~5%
School-Wide Positive Behavior
Support
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What is FBA? Functional behavioral assessment is a process
for identifying the events that reliably predict and maintain problem behavior.
Functional behavioral assessment improves the effectiveness and efficiency of a behavior intervention plan.
An FBA that does not affect the content of a BIP is not useful.
Create order out of chaos (define contextual information, where, when, with whom, etc)
Professional accountability (IDEA, 1997)
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What is FBA?
A systematic process for developing statements about factors that
contribute to occurrence & maintenance of problem behavior, &
more importantly, serve as basis for developing proactive & comprehensive behavior support plans.
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Fundamental Rule!
“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).
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Functional approach logic
Behaviors are maintained by consequence events (function)
Positive or negative reinforcement
Behaviors are occasioned by antecedent events
Relate antecedent to emission of behavior & likelihood of consequence event
Changing behaviors requires consideration of maintaining consequences
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The 3 Term Contingency with Bonus Setting Event!
Setting --> Predictor --> Problem --> Maintaining
Event (Antecedent) Behavior Consequence
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FBAElements
ContextuallyAppropriate
Support
TestableHypothesis
FunctionStatement
CompetingPath
Analysis
SupportingData
BehaviorIntervention
Plan
Definition ofProblem Behavior
or Class
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FUNCTIONAL BEHAVIORAL ASSESSMENT:
OUTCOMES A functional behavioral assessment should
result in the following: Operational definition(s) of problem behavior(s) Identification of the contexts (locations, activities,
routines, times of day, people) where the problem behavior(s) is most likely, and least likely.
Identification of the specific antecedent events (setting events and discriminative stimuli) most likely to predict (occasion) the identified problem behavior(s).
Identification of the consequence(s) that maintain (reinforce) the problem behavior.
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FUNCTIONAL BEHAVIORAL ASSESSMENT:THE PROCESS
Gather general information about student Gather specific information to build a summary
statement Validate the summary statement through direct
observation of student Use FBA information to build behavior
intervention plan.
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FUNCTIONAL BEHAVIORAL ASSESSMENT:THE PROCESS
Review medical, academic, social history.
Three primary sources of FBA information Indirect Assessment: Rating Scales or Interviews Direct Observation: Observe student Functional Analysis: Formal manipulation of
context with measurement of student behavior.
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FUNCTIONAL BEHAVIORAL ASSESSMENT:
INDIRECT ASSESSMENT Indirect assessments rely on reports about a
student’s behavior rather than direct observation of the behavior.
Many interviews and rating scales exist Any interview or rating scale you use should result
in identifying: The problem behavior(s) Context/routines where problem behavior is most and
least likely Specific events (discriminative stimuli) that occasion the
problem behavior(s) Specific consequences that appear reinforcing.
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FUNCTIONAL BEHAVIORAL ASSESSMENT:
DIRECT OBSERVATION Direct observation is often done to validate
information obtained through interviews. The student is observed in the context/routine
where the problem behavior is most likely to occur.
Direct observation focuses on identifying the specific antecedents and consequences that appear to control the problem behavior.
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FUNCTIONAL BEHAVIORAL ASSESSMENT:
FUNCTIONAL ANALYSIS Functional analysis involves direct observation
of problem behavior during experimental manipulations of environmental events to systematically identify the antecedent events that occasion problem behaviors, and the consequences that reinforce problem behaviors.
Functional analysis typically is conducted only by trained behavior analysts.
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Consider response class
Set of topographically different behaviors with similar or related purpose or function
– Hit, spit, runaway, yell…
• Escape difficult task request
– Cry, hit, whine, raise hand, spit…..
• Obtain adult attention
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Only 2 Basic Functions
Pos Reinf Neg Reinf
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Neutralize/eliminate
settingevents
Add relevant & remove irrelevanttriggers
Teach alternative
that is moreefficient
Add effective & & removeineffectivereinforcers
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SUMMARY Functional behavioral assessment is a process for
identifying problem behaviors and the events that prompt and maintain problem behaviors.
The reason for conducting an FBA is to gather information that will help make behavior intervention plans more effective and efficient.
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Five Steps in Leading a Team from FBA to a Behavior Support Plan
1. Summarize FBA Setting Events-> Antecedents -> Behavior ->
Consequence
2. Define goals of BSP process: Make problem behavior irrelevant Make problem behavior inefficient Make problem behavior ineffective Do all this in a contextually appropriate manner
3. Lead discussion to identify options Ask questions, don’t give solutions Paraphrase, elaborate, integrate Always bring group back to FBA logic Produce multiple ideas (elements)
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Sum-up
Behavior assessment and intervention is a collaborative process
Data must inform all interventions
Basic theory is the same across the continuum
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Universal
Targeted
Intensive
All
Some
FewContinuum of Behavioral Support for ALL
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Questions