Creating Truly Trauma-Informed, Brain-Based, Skill-Focused Functional Behavior Assessments & Behavior Support Plans That Improve Emotional, Behavioral & Academic Functioning
Attempts at making behavioral change through the use of traditional FBA’s (Functional Behavior Assessments) and BSPs (Behavior Support Plans) have long fallen short, and we know that children who have experienced trauma and toxic stress often need far different approaches than those that we’ve traditionally applied.
- Strategies for looking deeper, beyond what a child is trying to get or avoid, to assess the underlying skills that need to be built
- Comparisons of how brain-based, skill-focused FBAs & BSPs more effectively address the needs of children who have experienced trauma than traditional models
- Processes to assess and plan proactive regulation as part of a plan to help a child become more accessible for intervention
- Strategies for intervention components of the FBA and BSP to ensure that the brain can tolerate and grow from the experience
- Application of how to take the information learned and create successful and effective Behavior Support Plans
- With children in a non-profit alternative middle school and high school setting in the David Douglas School District in Southeast Portland where students face significant barriers to their social, emotional and educational progress such as homelessness, severe poverty, drug & gang involvement, and disengagement from school.
- With teens in a Long Term Care and Treatment school for students in Level 5 residential foster care who have experienced significant trauma.