Behavior Analysis Department

The Behavior Analysis Department (BAD) provides evidence-based behavior support services to students, staff and families across the Weehawken Township School District. Our services are derived from the principles of applied behavior analysis. BAD is led by Board Certified Behavior Analyst, Brianna Regan, and team of BCBAs, behavior specialists, and supervisee candidates. Our ultimate goal is to provide a tiered level of support necessary to maximize student independence in the school environment.

What do we do?

We use data collected via assessment tools, staff and parent feedback, and direct observations to create individualized behavior intervention plans. Behavior intervention plans are goal-oriented with the intention of increasing or decreasing target behaviors that impede on the student’s learning environment. Additionally, we provide a range of resources, training and support to staff, students and families from a behavioral perspective.

General Education/Inclusion

All of our buildings have designated BCBAs and/or behavior specialists for administrative, staff, and crisis support.
We provide an overview of Tier 1 classroom management strategies as proactive measures to increase the likelihood of successful classroom routines and instructional control.
Staff have access to our shared drive for building specific examples of resources and reference training powerpoints.
Students with an IEP or a 504 plan that qualify for individualized behavior support will be provided with a behavior plan via the student’s assigned BCBA.

Their goals/objectives and data are reviewed monthly to determine need for further support.

AIM

All of our AIM classrooms are assigned a BCBA and/or behavior specialist for direct consultation for students, staff and parents. Our BCBAs also ensure our staff are equipped to implement programs derived from applied behavior analytic principles.
Students in our AIM classrooms require individualized behavior intervention plans for at-risk behavior, self-help skills, toilet training, communication, socialization, and more.
Students with behavior goals and objectives, behavior intervention plans, or consultation are reviewed daily, weekly, or monthly, based on the tiered level of support.

How do we determine the level of support students need?

Student data are collected and tiered based on risk and need for support. The criteria are split into three tiers to consider increasing and decreasing the need for additional behavior support. Tier 1 is a universal level of classroom management implemented by the classroom teacher with support from BAD if needed. Tier 2 provides a level of support for students in small groups exhibiting similar behaviors or frequent yet low-risk individualized behavioral supports. Tier 3 provides support for students that display high risk behavior. Interventions will be in place for four-six weeks, unless otherwise specified, with frequent check-ins, observation, and data collection.

How are students referred to BAD for behavior support services?

Our General Education staff can refer student through Multi-Tiered Systems of Support (MTTS) process which facilitates a committee meeting to determine if there is a need for additional classroom or individualized support. Students with existing 504 plans and/or IEPs that do not currently receive behavior support services, but are exhibiting a potential need, should be communicated via their 504 chairperson or case manager.

How can staff access behavioral support services from BAD?

How does BAD measure progress?

Academic progress is measured through student assessment and the classroom curriculum. Assessments used throughout the district are VB-MAPP, ABLLS-R, and AFLS. After completing the assessment, student's programs will align with the curriculum that best fits their academic level. The curricula used throughout the district are ARIS, VIZZLE, READ180, MATH 180, and MODIFIED NJSLS CORE CURRICULUM.

Behavior data are collected by classroom teachers and support staff and input into our digital platform RethinkEd. BAD reviews data weekly via visual analysis and makes modifications to the intervention plan if needed. If warranted, the district BCBAs may conduct functional behavior assessments, student observations, and parent/staff interviews for more information.

Crisis Management Procedures

Brianna Regan is our district Safety Care certified trainer. All staff in BAD are trained in nonviolent crisis management procedures, Safety Care. Safety Care provides an additional level of support in de-escalation strategies, verbal and nonverbal, as well as physical skills training for risk behavior in crisis situations. Safety Care is provided to all staff within the district and offered during professional development training. Safety Care refresher training is available upon request via Brianna Regan.

Interested in becoming a BCBA, RBT, or have questions?

Are you a parent and/or caregiver and want more information?