[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-534737-105":59,"doc-detail-534737-en":135},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":128,"head_meta":130,"extra_data":132,"updated_unix":134},105,"en","function-based-support-an-overview","Function-Based Support - An Overview","","Function-based support guides educators in selecting, implementing, and adjusting practices based on the specific purpose, or “function,” of student behavior. Within PBIS, it supports prevention and skill teaching across tiers, and for intensive needs it uses Functional Behavioral Assessment to build an individualized BSP. The material details critical FBA features, explains BSP strategies across antecedent, behavior, and consequence categories, and contrasts complex versus basic assessment and plan development.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/function-based-support-an-overview/534737/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/function-based-support-an-overview/534737.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What does “function-based support” mean for educators?","Question",{"text":113,"@type":114},"It means educators consider the specific purpose (“function”) of behavior when choosing, implementing, and adjusting practices to meet students’ social, emotional, and behavioral (SEB) needs.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the PBIS continuum apply function-based support across tiers?",{"text":118,"@type":114},"Tier 1 uses function-based thinking to anticipate challenges and select strategies, Tier 2 uses function-based problem solving to improve targeted supports, and Tier 3 uses Functional Behavioral Assessment to inform an individualized, multi-component behavior support plan.",{"name":120,"@type":111,"acceptedAnswer":121},"What key information should an effective FBA collect?",{"text":122,"@type":114},"It should document behavior patterns over time using multiple informants and multiple methods, including contextually inappropriate behavior patterns and data used to define baseline levels and identify maintaining consequences and the function of the behavior.",{"name":124,"@type":111,"acceptedAnswer":125},"How do complex and basic FBA/BSP approaches differ?",{"text":126,"@type":114},"More intense, complex behaviors typically require multiple assessment methods across settings and result in complex BSPs with specialized safety or crisis procedures, while mild to moderate behaviors may use a simpler FBA with primarily indirect data and a streamlined BSP feasible for general educators.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},534737,1791701222,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":39,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","Function-Based Support: An Overview  \nStudents benefit from function-based support—when educators consider the specific purpose or“function” of behavior when selecting, implementing, and adjusting practices to support students’ social, emotional, and behavioral (SEB) needs. Decades of research document positive effects of implementing function-based behavior support for students with a wide range of SEB needs (Lloyd et al., 2019; Walker et al. , 2018) .  \nContinuum of Function-Based Support  \nWithin a positive behavioral interventions and supports (PBIS) framework, educators use a function-based approach to (a) prevent contextually inappropriate behaviors and (b) teach and encourage SEB skills across all tiers of support.  \n• Tier 1: Educators use function-based thinking to anticipate common challenges and select functionally-relevant classroom behavior support strategies.  \n• Tier 2: Educators use function-based problem solving to identify and enhance the effectiveness of targeted supports for students who require an additional layer of support to be successful.  \n• Tier 3: For students with more persistent, complex, and/or intensive SEB needs, educators conduct a Functional Behavioral Assessment (FBA) to inform development and implementation of an individualized, multi-component, and function-based behavior support plan (BSP) .  \nImplementing function-based support as a preventative practice in Tiers 1 and 2 can help to reduce the number of students needing more complex, resource-intensive supports and interventions in Tier 3 (Filter & Alvarez, 2012) .  \nCritical Features of an Effective FBA  \nAn effective FBA collects information from multiple informants, using multiple methods, to document patterns in behavior over time. In particular, an effective FBA includes the following critical features related to process and outcomes.  \n| FBA Process | FBA Outcomes |\n| --- | --- |\n\n\n| • Examine patterns in contextually inappropriate behavior via a records review\u003Cbr>• Describe experiences of the student, family member(s), and educator(s) via interviews\u003Cbr>• Document levels and patterns of current behavior via direct observations\u003Cbr>• Summarize data to inform FBA outcomes | • Define and document baseline levels of contextually inappropriate behavior(s)\u003Cbr>• Document aspects of the environment that occasion (triggering antecedent) and maintain (reinforcing consequence) behavior\u003Cbr>• Identify function (i.e., get/obtain or escape/avoid specific stimuli) |\n| --- | --- |\n\nPositive Behavioral Interventions & Supports (PBIS) [www.pbis.org](www.pbis.org)  \n1  \nCritical Features of an Effective BSP  \nAn effective BSP is designed to (a) prevent contextually inappropriate behavior and prompt contextually appropriate behavior; (b) teach and reinforce SEB and academic skills; and (c) respond when the student engages in contextually inappropriate behavior.  \n\n| BSP Strategies |  | BSP Implementation Process |  |\n| --- | --- | --- | --- |\n| •\u003Cbr>• | Antecedent strategies to prevent contextually inappropriate behavior (e.g., modify antecedent, provide choice, prompt) Behavior strategies to teach functionallyrelevant SEB and academic skills | ••\u003Cbr>• | Document selected practices in BSP Train and coach implementers in BSP strategies\u003Cbr>Monitor implementation fidelity and outcomes |\n| • | Consequence strategies to reinforce SEB and academic skills, and effectively respond to SEB | • | Adjust (e.g., modify, enhance, fade) support based on data |\n|  | errors |  |  |\n\nThese categories of antecedent, behavior, and consequence strategies remain the same across all behavior support plans. However, the way function-based supports are designed and implemented can vary depending on the nature and intensity of a student’s SEB need (Scott et al., 2010) .  \nComplex vs. Basic FBA and BSP  \nFor the most complex and intense student behaviors, the FBA process is likely to include multiple methods of assessment and data collection across a number of settings, days, and","cbCaiaW6fVUJjpy3","https://ap.wps.com/l/cbCaiaW6fVUJjpy3","pdf",902130,"English","# Continuum of Function-Based Support\n## Tier 1: Prevent and Select Strategies\n## Tier 2: Enhance Targeted Supports\n## Tier 3: Conduct FBA and Develop BSP\n# Critical Features of an Effective FBA\n# Critical Features of an Effective BSP\n## BSP Strategies and Implementation Process\n# Complex vs. Basic FBA and BSP\n# Summary: Big Idea\n# References","[{\"question\":\"What does “function-based support” mean for educators?\",\"answer\":\"It means educators consider the specific purpose (“function”) of behavior when choosing, implementing, and adjusting practices to meet students’ social, emotional, and behavioral (SEB) needs.\"},{\"question\":\"How does the PBIS continuum apply function-based support across tiers?\",\"answer\":\"Tier 1 uses function-based thinking to anticipate challenges and select strategies, Tier 2 uses function-based problem solving to improve targeted supports, and Tier 3 uses Functional Behavioral Assessment to inform an individualized, multi-component behavior support plan.\"},{\"question\":\"What key information should an effective FBA collect?\",\"answer\":\"It should document behavior patterns over time using multiple informants and multiple methods, including contextually inappropriate behavior patterns and data used to define baseline levels and identify maintaining consequences and the function of the behavior.\"},{\"question\":\"How do complex and basic FBA/BSP approaches differ?\",\"answer\":\"More intense, complex behaviors typically require multiple assessment methods across settings and result in complex BSPs with specialized safety or crisis procedures, while mild to moderate behaviors may use a simpler FBA with primarily indirect data and a streamlined BSP feasible for general educators.\"}]","Function-Based Support - An Overview | PDF",1791598953]