Module 2: The ABCs of Understanding Behaviorlearndoe.org/dsiss/files/2014/05/FBA-Module-2-PPT... ·...
Transcript of Module 2: The ABCs of Understanding Behaviorlearndoe.org/dsiss/files/2014/05/FBA-Module-2-PPT... ·...
A Series of 12 Modules on
Functional Behavioral Assessment; Analyzing Data/ Designing Behavior Intervention Plans, Implementation & Progress Monitoring
May 8, 2014
Carol Dawson Ed.D., Director of Behavior Support
Angela McBride M.S.Ed., Director of Evaluation and Eligibility
Division of Specialized Instruction and Student Support
Module 2:
The ABCs of
Understanding
Behavior
Series of 12 Modules on FBA
Module 1. An Introduction to Functional Behavioral
Assessment; Using D.A.S.H. to Define, Ask, See &
Hypothesize about Behavior; and DEFINING Behavior
Module 2. The ABCs of Understanding Behavior—
Antecedents, Behavior, Consequence, Function & Setting
Events
Module 3. D.A.S.H. ASKING about Behavior: Interviewing
Staff, Student & Parent/Caregiver (INDIRECT DATA)
Module 4. D.A.S.H. SEEING Behavior: Observing the
Student (DIRECT DATA)
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Series of 12 Webinars on FBA (cont.)
Module 5. D.A.S.H. HYPOTHESIS Verification: Comparing
INDIRECT & DIRECT DATA
Module 6. Choosing Data Collection Tools and Completing
the Hypothesis Statement with Baseline Data
Module 7. Introduction to Behavior Intervention Planning
(BIP) and the Competing Behavior Pathway; Looking at
Replacement vs. Desired Behavior
Module 8. Function-Based Behavior Intervention Strategies
for Antecedents, Setting Events and Consequences;
Teaching New Behavior(s)
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Series of 12 Webinars on FBA (cont.)
Module 9. Using the Behavior Intervention Plan to Implement
and Evaluate (WHO will do WHAT by WHEN and HOW?)
Module 10. Progress Monitoring—Checking for Success
Module 11. Aligning the Functional Behavioral Assessment
and Behavior Intervention Plan with the Individual
Education Program
Module 12. Continuum of Multi-Tiered Systems of Support—
What does this look like for Tier 1, Tier 2 and Tier 3?
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Webinar Downloads
This Module 2 PowerPoint is available to download.
There is also a Module 2 Resource Packet to download.
There are THREE REQUIRED FORMS for FBAs and BIPs
1. Functional Behavioral Assessment (December 2013)
2. Behavior Intervention Plans (December 2013)
3. Considerations for Positive Behavior Support Form (December 2013)
which can be downloaded with this webinar or accessed at
https://portal.nycenet.edu/SpecialPopulations/SpecialEd/Behavior.
html
You will see other forms as part of this series, but these are optional
forms.
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Module 2:
The ABCs of Understanding Behavior
Antecedent, Behavior, Consequence,
Function & Setting Events
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Module 2 Outcomes:
• Defining behavioral terms: antecedent, behavior,
consequence, function, and setting events
• Identifying events that predict When & Where (Antecedent/
Trigger & Setting Events) the specific behavior occurs
• Identifying Why (Consequence/Outcome/Function) a
student engages in the specific behavior
• Constructing a hypothesis or summary statement of the
What, When, Where & Why of a student’s specific behavior
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Test your Knowledge of Previous Module
1. The team to conduct the Functional Behavioral Assessment can
include any of the following:
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a) CSE Team b) Family Members c) Teachers d) Counselors & Related Services Providers e) Principal or Assistant Principal f) Paraprofessionals g) Student h) All of the above
Test Your Knowledge of Previous Module
2. Behavior should be defined as:
a. Broad and vague
b. Observable and measurable
c. Meaningful and severe
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Test Your Knowledge of Previous Module
3. The acronym to remember the FBA process is:
a. D.A.S.H.
b. D.S.I.S.S.
c. F.L.A.S.H.
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Test Your Knowledge of Previous Module
4. Which is a clear definition of a specific behavior?
a. Disruptive
b. Aggressive
c. Defiant
d. Hits
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The A-B-C’s of Understanding Behavior
A= Antecedent. Find out the events that occur
right before the behavior. When and Where?
B= Behavior. Find out What is the observable
problem behavior?
C= Consequence/Outcome. Find out what
happens right after the behavior occurs? WHY?
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Always Start by Defining the Problem Behavior
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Antecedents/Triggers
When _____happens….
1
Behavior:
the student does (what)__
3
Consequence/Function
..and as a result ______
Activity: Carla and Carl
Read the scenarios and answer the questions.
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Carla and Carl Scenarios Carla is a 15 year old student in an Integrated Co-Teaching class. Her IEP
indicates that her current classification is speech or language impairment.
Carla is chatty, impulsive, and has difficulty remaining on task.
During math class independent work time, Carla is by herself, with no one
near her. Carla pushes her desk over. The adults run over to her to see if
she is okay. They are concerned about her because she could have been
hurt and tell her not to do that again. She has done this many times in the
past and the team is concerned.
Carl is a 15 year old student in an Integrated Co-Teaching class. His IEP
indicates that his current classification is learning disabled. He has
difficulties with reading comprehension.
During social studies class, the teachers have asked the students to form
cooperative groups and take turns reading and commenting on text
passages. Carl angrily pushes the desk over. The teacher admonishes
Carl, “You’re causing problems, again!” and sends him to the dean. He has
done this many times in the past and the team is concerned.
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Carla Carla is a 15 year old student in an Integrated Co-Teaching class. Her IEP
indicates that her current classification is speech or language impairment.
Carla is chatty, impulsive, and has difficulty remaining on task.
During math class independent work time, Carla is by herself, with no one
near her. Carla pushes her desk over. The adults run over to her to see if
she is okay. They are concerned about her because she could have been
hurt and tell her not to do that again. She has done this many times in the
past and the team is concerned.
1. What does the problem behavior
look like?
2. What happened immediately before
the problem behavior?
3. What happened immediately after
the problem behavior?
4. What do you think he or she wants?
5. What is the likelihood that the
student will repeat this behavior? Why?
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Carl Carl is a 15 year old student in an Integrated Co-Teaching class. His IEP
indicates that his current classification is learning disabled. He has
difficulties with reading comprehension.
During social studies class, the teachers have asked the students to form
cooperative groups and take turns reading and commenting on text
passages. Carl angrily pushes the desk over. The teacher admonishes
Carl, “You’re causing problems, again!” and sends him to the dean. He has
done this many times in the past and the team is concerned.
1. What does the problem behavior
look like?
2. What happened immediately before
the problem behavior?
3. What happened immediately after
the problem behavior?
4. What do you think he or she wants?
5. What is the likelihood that the
student will repeat this behavior? Why?
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Important:
Always start with the behavior
1st –Once you have defined the behaviors [the What (#1)]
2nd--Then identify Where & When (#2) the behavior occurs. This is
the Antecedent or Trigger. Ask, “What happens right before
the behavior?”
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2
Antecedent/Trigger:
When _____
happens….
1
Behavior:
the student does
(what)__
Where (Class/Activity) & When:
Triggers (Antecedents) to the Behavior
1. Specifically identify the Class/Activity (Where) in which the specific behavior occurs
Examples: During math class…, At the playground…,
2. Identify the event or action that occurs right before the specific behavior (When…) Signals the behavior “Sets it off” (trigger)
Where (Class/Activity), When (Antecedent) Student does (Behavior) During lunch, when told to shut up by a peer, Ben hits the student During language arts, when asked to read aloud in class, Tracy gets up and
tells jokes During circle time, when praised, Jessie starts crying
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Activity
Identify the behavior, class/activity, &
antecedent/trigger in the following scenarios…
Complete the following statements:
Class/Activity: “During _______________________”
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Antecedent/Trigger:
When _______
Behavior:
The student does
__________
Activity
Scenario: Sebastian
When he goes to physical education and peers tease him about
his weight, Sebastian calls them names and hits them.
Class/Activity: “During ____________________”
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Antecedent/Trigger:
When ______
Behavior:
The student does ____
Activity
Scenario: Sebastian
When he goes to physical education and peers tease him about
his weight, Sebastian calls them names and hits them.
Class/Activity: “During ____________________”
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Antecedent/Trigger:
When ______
Behavior:
The student does ____
peers tease him
about his weight
calls peers’ names
and hits them
physical education
Activity
Scenario: Bea
In math class, Bea throws book on floor when she doesn’t know
how to do a difficult math problem.
Class/Activity: “During ______________”
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Antecedent/Trigger:
When ______
Behavior:
The student does ____
Remember: Always start with the Behavior
1- Once you have defined the behavior [the What (#1)]
2- & know the Where & When (#2) the behavior occurs (Class/Activity
& Antecedents)
3- Then you want to find out WHY (#3) (the consequence/outcome of
the behavior…what happens right afterwards)
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2
Antecedent/Trigger:
When _____
happens….
1
Behavior:
the student does
(what)__
3 Consequence/
Outcome
..and then (why)
______
2 Steps to finding out the WHY
Step 1
Step 1: Determine what happens right after the behavior (the Consequence or Outcome).
It may help to think: “and then... ______________”
Examples (AntecedentBehaviorConsequence/Outcome: ABC)
> During recess, when peers tease him, Ben hits his peers and then they leave him alone.
> During reading, when asked to read aloud Tracy tells jokes, the other students laugh, and then she is sent to the office (missing the assignment).
> During circle time, when praised Jessie starts crying, and then the teacher stops circle time and comforts her.
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Activity
Identify the class/activity, antecedent, behavior, and outcomes for
the following scenarios:
Complete the following statements:
Class/Activity: During ________________
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Antecedent/
Trigger:
When
_________
Behavior:
Student does
_________
Consequence/
Outcome:
and then
__________
Activity
Scenario: Joe
Joe throws his pencil and rips his paper during math whenever
he is given double-digit math problems. The result is that he is
sent to the office.
Class/Activity: During ________________
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Antecedent/
Trigger:
When..
Behavior:
Student does..
Consequence/
Outcome:
and then..
Activity
Scenario: Joe
Joe throws his pencil and rips his paper during math whenever
he is given double-digit math problems. The result is that he is
sent to the office.
Class/Activity: During ________________
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Antecedent/
Trigger:
When..
Behavior:
Student does..
Consequence/
Outcome:
and then..
Math class
throws pencil & rips paper sent to the
office
given double-digit
math problems
Activity
Scenario: Nancy
Nancy cries during reading time whenever she has to work by
herself. This results in the teacher sitting and reading with her.
Class/Activity: During ________________
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Antecedent/
Trigger:
When…
Behavior:
Student does..
Consequence/
Outcome:
and then..
2 Steps to finding out the WHY
Step 2
After we know the outcome/consequence of a
behavior (Step 1), next we want to learn what
function (or purpose) the behavior is serving for
the student (Step 2). (What is the pay-off for the
student?)
You need to understand from the student’s
perspective…
> What are they getting (or trying to get) from engaging in this behavior?
> What is the most important thing that the student wants to gain (or avoid) by using this behavior?
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Step 2 in finding out the WHY? OR
function of behavior
Use information about the class/activity, antecedent, behavior, &
consequence to determine that the function of the behavior is
either to:
-Get or Avoid something in the environment
Class/Activity: During ________________
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Antecedent/
Trigger:
When
_________
Behavior:
Student
does
_________
Consequence/
Outcome:
and then
__________ Therefore, the
function of the
behavior is to:
get / avoid
____________
Functions that behaviors serve
Problem
Behavior
Obtain/Get
Something
Escape/
Avoid
Something
SocialTangible/
Activity
Adult
Stimulation/
Sensory
Peer
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FUNCTION
Most Common Functions of Behavior
To Obtain/ Get :
Peer attention
Adult attention
Desired task/activity
Desired object/ items
Sensory stimulation: auditory,
tactile, movement, etc.
To Avoid/ Escape:
Peer attention
Adult attention
Task (difficult, boring, easy)
Physical demand
Non-preferred activity
Reprimands
Sensory stimulation: auditory,
tactile, movement, etc.
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Activity—What’s the Function?
Choose the correct function for each statement:
o GET adult attention
o GET peer attention
o GET tangible/activity
o GET sensory/stimulation
o AVOID adult attention
o AVOID peer attention
o AVOID tangible/activity
o AVOID sensory/stimulation
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Activity: What’s the Function?
1. I curse and then kids laugh.
The possible function:
o GET adult attention
o GET peer attention
o GET tangible/activity
o GET sensory/stimulation
o AVOID adult attention
o AVOID peer attention
o AVOID tangible/activity
o AVOID sensory/stimulation
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Activity: What’s the Function?
2. I cry when work gets hard and then someone
will help me.
The possible function:
o GET adult attention
o GET peer attention
o GET tangible/activity
o GET sensory/stimulation
o AVOID adult attention
o AVOID peer attention
o AVOID tangible/activity
o AVOID sensory/stimulation
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Activity: What’s the Function?
3. I throw a book during math and the teacher
will remove me from class.
The possible function:
o GET adult attention
o GET peer attention
o GET tangible/activity
o GET sensory/stimulation
o AVOID adult attention
o AVOID peer attention
o AVOID tangible/activity
o AVOID sensory/stimulation
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Activity: What’s the Function?
4. I fight and then other kids listen to me.
The possible function:
o GET adult attention
o GET peer attention
o GET tangible/activity
o GET sensory/stimulation
o AVOID adult attention
o AVOID peer attention
o AVOID tangible/activity
o AVOID sensory/stimulation
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Activity: What’s the Function (continued)
5. I push and hit others to be first in line.
The possible function:
o GET adult attention
o GET peer attention
o GET tangible/activity
o GET sensory/stimulation
o AVOID adult attention
o AVOID peer attention
o AVOID tangible/activity
o AVOID sensory/stimulation
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Activity: What’s the Function (continued)
6. I yell in class and then the teacher sends me
to the dean, whom I like very much.
The possible function:
o GET adult attention
o GET peer attention
o GET tangible/activity
o GET sensory/stimulation
o AVOID adult attention
o AVOID peer attention
o AVOID tangible/activity
o AVOID sensory/stimulation
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Activity: What’s the Function (continued)
7. It is noisy in the cafeteria and then I cover my ears
and scream (student with Autism).
The possible function:
o GET adult attention
o GET peer attention
o GET tangible/activity
o GET sensory/stimulation
o AVOID adult attention
o AVOID peer attention
o AVOID tangible/activity
o AVOID sensory/stimulation
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Why Waste a Good Tantrum?
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Activity—What’s the Function?
Choose the correct function for the tantrum behavior
you observed in the video:
o GET adult attention
o GET peer attention
o GET tangible/activity
o GET sensory/stimulation
o AVOID adult attention
o AVOID peer attention
o AVOID tangible/activity
o AVOID sensory/stimulation
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…Back to Carla and Carl
What’s the function or pay-off of
the behavior?
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Carla During math class independent work time, Carla is by herself, with no one
near her. Carla pushes her desk over. The adults run over to her to see if
she is okay. They are concerned about her because she could have been
hurt and tell her not to do that again. She has done this many times in the
past and the team is concerned.
Class/Activity: During
Antecedent/
Trigger:
When ..
Behavior:
Student..
Consequence/
Outcome:
and then...
Therefore, the function
of the behavior is to:
get / avoid
_____________ is the pay-off for
the behavior!!
Carl During social studies class, the teachers have asked the students to form
cooperative groups and take turns reading and commenting on text
passages. Carl angrily pushes the desk over. The teacher admonishes Carl,
“You’re causing problems, again!” and sends him to the dean. He has done
this many times in the past and the team is concerned.
Class/Activity: During
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Antecedent/
Trigger:
When ..
Behavior:
Student..
Consequence/
Outcome:
and then...
Therefore, the function
of the behavior is to:
get / avoid __
_______is the pay-off for the
behavior!!
After we defined the Behavior (the What #1)
& know Antecedents/Triggers (Where &
When #2) & Consequence/Outcome
(Why #3) the behavior occurs…
Then we want to know: Are there any events that
happen outside of the class/activity that “SET UP” the
behavior (make it more likely to occur)?
2
Antecedents /
Triggers
1
Behavior
3
Consequence/
Outcome
4
Setting Events
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Behavior
Thoughts Feelings
Setting Events
Events that increase the likelihood that a behavior will occur
Predispose the student to act or interpret events in a certain
way
Setting EventsAntecedentsBehaviorConsequence
Antecedents vs. Setting Events
Antecedents - occur immediately before and act as “fast
triggers” for problem behavior
Setting Events – indirectly “set-up” the problem behavior by
making the likelihood of the behavior increase. Act as
“slow triggers.” Think of setting events as “risk factors.”
*Setting events can help us PREDICT that the problem
behavior will occur.
Common Setting Events*: “Set ups”
Lack of sleep or hungry
Having a fight on the way to school
Family conflicts
Missed medication
Substitute teacher / changes in routine
Irrational beliefs & negative self-statements
* Note: Setting Events can be difficult to identify, are often unknown.
NYCDOE form—Functional Behavioral Assessment (December 2013):
Global/Broad Influences Related to Targeted Problem Behavior
(Setting Events):
NYS Regulation: [200.1(r) and 200.22 (a) (3)]
Using Indirect and Direct Data sources summarize the global/broad
influencing factors (including cognitive, social, sensory, affective
factors) that relate to the problem behavior. Influences can be
student’s skills, health/medical, daily routines, relationships, recent
or ongoing events in the student’s life, etc.
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Influencing
Factors (Setting
Events) that
Increase
Likelihood of
Problem
Behavior(s)
When peers approach Victor in the hallway and
say, “Hello”, he yells “Leave me alone!” and “Go
away!” Peers say he is weird and they walk away.
This is most likely to happen on days that Victor
has an argument with his sibling before school.
What is the triggering antecedent?
- Peers approach and say “hello”
What is the setting event?
- Argument with sibling before school
Setting Events: Example
Summary or Hypothesis Statement
2
Antecedents /
Triggers
1
Behavior
3
Consequence/
Outcome…
Function
4
Setting Events
Summary Statement with Setting Event
In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn't ride the bus with friends).
Setting event
More likely
when…
Antecedent
When…
Behavior
The student…
Consequence
and as a result…
Class/Activity: During
Function:
To…
Summary Statement with Setting Event
In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn't ride the bus with friends).
Setting event
More likely
when…
Antecedent
When…
Behavior
The student…
Consequence
and as a result…
Class/Activity: During
Function:
To…
out of seat, walks
around room,
jokes with peers
asked to read
independently
peers laugh and talk
to Ben Ben brought
to school by
parents access peer
attention
Social Studies
Activity
Using the information presented in the scenarios, please
identify:
1. The triggering antecedent
2. The most likely FUNCTION of the problem behavior
3. The setting event
Activity Scenario: Jason
When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity. This results in him being sent to the office for “disrespect.” This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.
Setting event Antecedent Behavior Consequence
Class/Activity: _____________________
Function:
Function:
Activity Scenario: Michelle
During story time when the teacher asks other students questions, Michelle blurts out responses or begins crying if she is not called on. When this happens, the paraprofessional moves in closely and talks privately to Michelle in an effort to calm her. This is most likely to happen on days when Michelle comes to school tired after going to bed late.
Setting event Antecedent Behavior Consequence
Class/Activity: _____________________
Activity:Summary/Hypothesis Statement
Fill in the following:
To be continued…
Looking forward to seeing you on May 13th, 2014 for
Module 3:
ASKING about Behavior: Interviewing Staff,
Student & Parent/Caregiver
INDIRECT DATA
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Acknowledgements
We would like to acknowledge the resources and materials
from the National Technical Assistance (TA) Center on
Positive Behavioral Interventions and Supports
www.pbis.org, from which many of the activities and
materials are adapted.
The TA Center on Positive Behavioral Interventions and
Supports has been established by the Office of Special
Education Programs, US Department of Education to give
schools capacity-building information and technical
assistance for identifying, adapting, and sustaining
effective school-wide disciplinary practices.
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