Function Based Interventions, PBIS, and North Metro GNETS Student Successes
Brief Biography
Dr. Cassandra Allen Holifield, a graduate of Georgia State University is the Director of North Metro Georgia Network for Educational and Therapeutic Supports (GNETS). Prior to serving as the North Metro GNETS Director, Dr. Holifield served as the Director of Northwest Georgia Learning Resources System (GLRS), Special Education and English Language Learning Product Manager for Western Governors University, the Emotional Behavioral Disorders Program Specialist for the Georgia Department of Education (GaDOE), and former EBD and Autism teacher for Atlanta Public Schools (APS) in which she piloted the first Autism class in APS that began the evolution of moving “appropriate” students statewide out of Psycho-Educational Programs (GNETS), back into their home schools. Dr. Holifield has also had the honor of serving as a Special Education Ambassador to South Africa in 2005, and is also a published author of an article and a book, "Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children with Autism" in the referred journal, Focus on Autism and Other Developmental Disabilities (FOCUS), October 4, 2010, and “The ABC's of Response to Intervention & Behavior Next Steps: A Practitioner's Guide to Implementation", October 2008.
Kimberly Thorpe Metro West GLRS Program Specialist
A graduate from Spelman College and Johns Hopkins University’s School of Education, Kimberly Thorpe has spent the last 16 years working in special education and social studies classrooms. Some of her areas of specialty include: behavior management, intellectual disabilities, and improving performance of struggling learners in social studies.
Highest Degree of Presenter(s)
Cassandra Allen Holifield, Phd.
Kimberly Thorpe, EdS.
Presentation Abstract
Functional Behavioral Assessments are generally considered to be a problem-solving process for addressing student problem behavior. FBAs rely on a variety of techniques and strategies to identify the purposes of specific behavior that help IEP teams select interventions that directly address the problem behavior. A functional behavioral assessment looks beyond student behavior itself. The focus when conducting a functional behavioral assessment is to identify significant, pupil-specific social/emotional, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors. The broader perspective of an FBA offers a better understanding of the function or purpose behind student behavior. Behavior Intervention Plans when developed based on an understanding of "why" a student misbehaves are extremely useful and effective in reducing problem behaviors. This presentation will focus on how using function based interventions positively impact behavioral competence within the PBIS model of support for students served within the North Metro GNETS Program and other environments.
Recommended Citation
Holifield, Cassandra A. Dr and Thorpe, Kimberly, "Function Based Interventions, PBIS, and North Metro GNETS Student Successes" (2014). Georgia Association for Positive Behavior Support Conference. 10.
https://digitalcommons.georgiasouthern.edu/gapbs/2014/2014/10
Function Based Interventions, PBIS, and North Metro GNETS Student Successes
Student Center-Court
Functional Behavioral Assessments are generally considered to be a problem-solving process for addressing student problem behavior. FBAs rely on a variety of techniques and strategies to identify the purposes of specific behavior that help IEP teams select interventions that directly address the problem behavior. A functional behavioral assessment looks beyond student behavior itself. The focus when conducting a functional behavioral assessment is to identify significant, pupil-specific social/emotional, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors. The broader perspective of an FBA offers a better understanding of the function or purpose behind student behavior. Behavior Intervention Plans when developed based on an understanding of "why" a student misbehaves are extremely useful and effective in reducing problem behaviors. This presentation will focus on how using function based interventions positively impact behavioral competence within the PBIS model of support for students served within the North Metro GNETS Program and other environments.
