This will hopefully lead to the use of FBA as proactive rather than reactive procedures, and to the linking of assessment and intervention. We're also requiring that FBA is documented prior to moving a student with challenging behaviors to a more restrictive placement. While our intent is that the FBA is used to help modify behavior plans, at this time it is seen as a gateway to special programs. The general trend is to have the teachers, special educator, school psychologist and the administrator responsible for the IEP team work together. We're training others to do the writing and analyzing of data, too.
School psychologists are key in helping with a task they have essentially been doing for years.
The Psychologist provides expertise and guidance, but the responsibility for setting up the meeting is the Case Manager. It is clearly a team effort though, with everyone working with the student involved in the process. Generally people want to dump the process on the Psychologist but this is intended to be a team process to understand and assist the student in being successful. School psychologist and social workers do these at the building level. As you might guess this is a lot easier if you work in the elementary school where there tend to be fewer manifestation issues.