Building a Better Behavior Support Team

Presenters

• Dan Mangum, Walton County School DistrictFollow

First Presenter's Highest Degree Earned

PhD

Year First Presenter's Degree Was Awarded

2021

First Presenter's Field of Study

Special Education

Institution Where First Presenter Received Highest Degree

University of Georgia

First Presenter's Institution

University of Georgia

First Presenter's Brief Bio and Description of Credentials for This Presentation

I am the District Board Certified Behavior Analyst (BCBA) for a district of roughly 15,000 student across 15 schools. I became a BCBA in 2019 and graduated with my doctorate in Special Education from the University of Georgia in 2021. I have 18 years of experience supporting special education students in public school settings.

Location

Vernon

Document Type

Individual Presentation

Primary Strand

Positive Behavior Interventions and Support

Relevance to Primary Strand

This proposal crosses strands but best fits into Strand 2: Positive Behavior Interventions and Supports. The Walton County School District Behavior Support Team (DBST) promotes the use of evidence-based interventions based utilizing the science of Applied Behavior Analysis across secondary and tertiary tiers. The WCSD BST models and systematically coaches school-based staff (e.g., administrators, teachers, paraprofessionals, etc.) in the assessment of the functions of problematic behavior (i.e., FBAs), as well as the creation of Behavior Intervention Plans (BIPs) via the use of Behavior Skills Training (BST) with the goal of improving student behavior, retaining highly-qualified staff, and building educators' behavioral tool-kit.

Alignment with School Improvement Plan Topics

Professional Capacity

Brief Program Description

Through the creation of a Better Behavioral Support Team school districts will expand the capacity of their staff's understanding of the functions of problem behaviors as well was their ability to intervene effectively.

Summary

This presentation will highlight the process, successes, and learning opportunities for a school district with a student population of 15,000 students through the hiring of a BCBA (Board Certified Behavior Analyst) and 3 paraprofessionals (already hired within the district) who were trained to become RBTs (Registered Behavior Technicians). The presenter will discuss how his team uses behavior skills training to build the capacity of school-based staff to implement evidence-based interventions for students with and without IEPs. The presentation will further illustrate the effective use of behavioral skills training (rationale/instructions, modeling, rehearsal, feedback) to build school-based staff's ability to implement evidence-based interventions.

Evidence

The use of applied behavior analytic interventions in educational settings and behavior skills training to improve the ability of educators to implement these interventions are well documented and will be noted in the presentation.

Learning Objective 1

Identify the need for a Behavior Support Team with deep knowledge of evidence based interventions

Learning Objective 2

Discuss how the use of behavior skills training is applicable for teacher-training and coaching models

Learning Objective 3

Discuss how importance of fidelity data in fading behavioral supports and building the capacity of school-based staff.

Start Date

6-2-2026 2:15 PM

End Date

6-2-2026 3:15 PM

Recommended Citation

Mangum, Dan, "Building a Better Behavior Support Team" (2026). Southeast Conference on School Climate. 62.
https://digitalcommons.georgiasouthern.edu/secsc/2026/2026/62

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.