Functional Behavioral Assessment/ Behavior Intervention Plan (FBA/BIP):

1. Functional Behavioral Assessment/ Behavior Intervention Plan (FBA/BIP): Evaluating and Refining BIPs Presented by : Stacey Weber, EdS Denise Hildebrand, PhD, BCaBA FBA/BIP Training Series: Day 4

2. Learning Outcomes Day 4 • Understand how evaluating Behavior Intervention Plans links to the Problem Solving Method. • Share and review your case example BIP. • Learn steps on how to facilitate evaluating and refining a BIP within the teaming process. • Learn decision making rules to determine level of educational need (i.e., discrepancy), rates of improvement and level of resources to support intervention needs. • Applyskills of evaluating and refining a BIP to a district/program case example. FBA/BIP Training Series: Day 4

3. Agenda • Review • Create a graph • Troubleshooting • BIG Ideas! • Next Steps... FBA/BIP Training Series: Day 4

4. Application Assignments • Using your hypothesis and FBA data for your case example develop a BIP: • Set the Stage • Educational • Motivational • Bring back information on the IEP document form (or district/program based form). • Be prepared to share with colleagues. FBA/BIP Training Series: Day 4

5. BIP Evaluation Rubric • Environment • Instruction & Curriculum • Positive supports • Motivators and Rewards FBA/BIP Training Series: Day 4

6. Partner Reflection • Pair up with your partner. • Exchange case example information. • Evaluate using the BIP Rubric. • Share with your colleague and review Set the Stage, Teach, Motivational strategies and discuss , if appropriate. • Be prepared to share with group. FBA/BIP Training Series: Day 4

7. Implementation of BIPs Team Team Agreements Agreements Data-based Action Plan Data-based Action Plan Evaluation Evaluation Implementation FBA/BIP Training Series: Day 4

8. Behavior Support Elements * Hypothesis statement * Alternative behaviors * Competing behavior analysis *Contextual fit * Evidence-based interventions Problem Behavior Functional Assessment * Implementation support * Data plan • Team-based • Behavior competence Intervention & Support Plan * Continuous improvement * Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle FBA/BIP Training Series: Day 4

9. Steps in Leading a Team from FBA to a BIP • Summarize FBA Data • Clarify Core Features of the BIP • Facilitate Discussion to Identify Intervention Options • Select Options with a strong Contextual Fit. • Specify Details of how the BIP will be Implemented. FBA/BIP Training Series: Day 4

10. Step 5: Specify Details of Implementation BIP • Transform ideas into a formal implementation plan • Identify who will do what, when, and how often • Schedule coaching support & monitoring integrity • Set goal and schedule for monitoring effectiveness • Communication with family, staff and students FBA/BIP Training Series: Day 4

11. Specifying the Implementation of BIP • In only 37% of FBA/BIPs reviewed, the BIP was specific, rather than a general list of options. • That is, it included specific descriptions of how to respond to misbehavior. E.g., “When the student does_____, adults do _______.” Van Acker, R. & Boreson, L. FBA/BIP Training Series: Day 1

12. Specifying BIP Example • When Bobby fails to comply with a teacher request within 20 seconds, • (1) repeat the request; • (2a) if he fails to comply and the task requires overt motor action on his part, he is guided through the requested action. This should be done calmly and without speaking or otherwise attending to Bobby. He then gets a mild reinforcer from the teacher. When Bobby complies within 20 seconds, he gets enthusiastic praise from the teacher. FBA/BIP Training Series: Day 4

13. Problem Identification Is there a problem? What is it? Problem Analysis Why is it happening? Plan Evaluation Did the plan work? Plan Development What should be done about it? • FBA/BIPAligned with the Problem Solving Process FBA/BIP Training Series: Day 1

14. Intervention plan logistics FBA/BIP Training Series: Day 4

15. Intervention Plan Logistics FBA/BIP Training Series: Day 4

16. The Who, What, Where, When of the BIP FBA/BIP Training Series: Day 4

17. REMEMBER When Implementing BIPs: • Focus on one context and behavior at a time. • Plan for frequent review in the beginning so that the plan can be tweaked. • Do develop a scaffolded plan of implementation. • Select strategies that align with the context and are more likely to be a part of the natural environment. FBA/BIP Training Series: Day 4

18. Coaching support and fidelity of implementation FBA/BIP Training Series: Day 4

19. Implementation Integrity Logistics FBA/BIP Training Series: Day 4

20. Implementation Plan: Checklist for Coaching/Monitoring P P P P P P FBA/BIP Training Series: Day 4

21. Sample Coaching/Fidelity Checklist FBA/BIP Training Series: Day 4

22. Sample Coaching/Fidelity Checklist FBA/BIP Training Series: Day 4

23. Team Time Discuss these questions and plan for your case example: • How does training and coaching for implementers occur? • What toolis used to monitor integrity of BIP? • How often is the integrity data reviewed to guide training and coaching? FBA/BIP Training Series: Day 4

24. ISBE IEP Forms:BIP FBA/BIP Training Series: Day 3

25. goal setting and progress monitoring FBA/BIP Training Series: Day 4

26. UP or Down? • Increase a behavior? • Decrease a behavior? FBA/BIP Training Series: Day 4

27. FBA/BIP Training Series: Day 4

28. WritingOBSERVABLE and MEASUREABLE Goals • Specify timeframe • Specify desired behavior • Specify measurement condition • Specify criterion for success • Check: Can you graph this goal? FBA/BIP Training Series: Day 4

29. Setting a Goal • Define Success! • Context specific • Zero occurrences of behavior is unrealistic • What features of misbehavior do you want to change? Consider: • Frequency of behavior • Duration of behavior • Context in which behavior occurs • How much does the behavior need to decrease to be acceptable? FBA/BIP Training Series: Day 4

30. Example: Kathy IEP Goal • By May 2015, when presented with independent math work, Kathy will complete the work (independently or with an adult or peer) without destroying materials, drawing on materials, placing head on table or engaging in off-topic conversationsin 80% of opportunities. FBA/BIP Training Series: Day 4

31. Using Data to Write a Goal • Student: Joe, 5th grader • Target Behavior: Tantrums – loud outbursts (above conversational level) screaming or yelling, lasting more than 3 seconds, that may or may not be paired with crying and throwing materials. • Hypothesis of Function: When given an independent work tasks (worksheet, silent reading, workbook etc)Joe exhibits tantrum behavior in order to escape the work requirement. • Replacement Behavior: request a break from independent work tasks FBA/BIP Training Series: Day 4

32. Plan to Monitor Progress and Evaluate BIP • In only 33% of FBA/BIPs reviewed, there was a plan to monitor and evaluate the BIP. • If the target behavior has not been clearly and operationally defined, it will be difficult to design a plan to monitor progress. • Many of the FBAs reviewed stated that “data will be collected”, but there were no specifics on who would collect what data when. • Some plans focused on “weekly communication” with parents, but did not specify how that would happen, what would be reported, and who would collect the data. FBA/BIP Training Series: Day 4 Van Acker, R. & Boreson, L.

33. Use BIP Rubric Data Collection Procedures & Methods Section To Evaluate: • Student will carry a daily point sheet and updated each trimester. • When student is given an individual direction, he will comply within 2 mins by staying in his work areas, and initiating the task for 95% of his instructional time. FBA/BIP Training Series: Day 3

34. Data Collection Procedures and Methods • Describe expected outcomes of the interventions; • How data will be collected and measured; and • Timelines for and criteria to determine success or lack of success of the interventions. FBA/BIP Training Series: Day 4

35. Example FBA/BIP Training Series: Day 4

36. Progress Monitoring Logistics Define method of data collection. Identify materials needed to collect the data. Identify location of data collection. Determine frequency of data collection (e.g., at least weekly) and time of day. Select a person who knows how to use the progress monitoring tool. FBA/BIP Training Series: Day 4

37. Kathy Progress Monitoring Logistics Occurrence / non-occurrence data will be collected Data sheet Student record / grade book At least weekly Math teacher or classroom assistant FBA/BIP Training Series: Day 4

38. Monitoring and Evaluating BIP Goal and Data Collection FBA/BIP Training Series: Day 4

39. Evaluate: Data Collection Procedures and Methods • By May, when presented with independent math work, Kathy will complete the work (independently or with an adult or peer) without destroying materials, drawing on materials, placing head on table or engaging in off-topic conversations in 80% of opportunities. Data will be collected through daily point sheets by the classroom teacher or teaching assistant. Data will be reviewed daily within the first two weeks of implementation and every 6 weeks during classroom team meetings. Changes to BIP will occur as needed and based on data progress. FBA/BIP Training Series: Day 4

40. Updating BIPs WHEN SHOULD WE? WHEN DO WE HAVE TO? at least yearly and/or if disciplinary action is expected/occurring • the team changes something that alters the student’s educational program • the DATA tells you! FBA/BIP Training Series: Day 4

41. Guidelines in Scheduling a Review of BIP • Take Off: More frequently in beginning (2-3 weeks) • New implementer • New environment (e.g., classroom) • New behavior • In Flight: Every 4-6 weeks once a plan is being implemented • Landing: Every 4-6 weeks for a couple of rounds, then increase to 2-4 months (3-4 per year). FBA/BIP Training Series: Day 4

42. Team Time Discuss and plan according to your case example: • What is your goal? Consider long and short-term goals. • Define your progress monitoring logistics for mentoring the goal. • What are your decision making guidelines for change? FBA/BIP Training Series: Day 4

43. Communication with parents or caregivers FBA/BIP Training Series: Day 4

44. Provisions For Coordination with Caregivers • A communication plan is included that describes when (e.g., the approximate points in the year; how often) the parents will be updated on student progress and with what communication method (e.g., email, phone). • The communication must reflect a behavioral (IEP) goal that focuses on the replacement behaviors. FBA/BIP Training Series: Day 4

45. Kathy: Coordination with Caregivers • A daily communication notebook will be sent home to increase communication between home and school and for parents to share information regarding Kathy's sleeping habits. The notebook will be checked by Kathy's homeroom teacher in the morning. Kathy's daily point sheet will also be sent home in the communication notebook by Kathy's homeroom teacher at the end of the day. Parents will be sent updated behavior graphs every two months, displaying information related to Kathy's independent work and appropriate behavior (IEP goal) as well as progress reports when report cards are sent home. FBA/BIP Training Series: Day 4

46. ISBE IEP Forms:BIP FBA/BIP Training Series: Day 3

47. Team Time Discuss and plan according to your case example: • What method(s) will be used to communicate data with parents? • How often will communication occur? • Who will communicate what information to parents/caregivers? FBA/BIP Training Series: Day 4

48. Before Evaluating BIPs... School-Based Teams must develop systems to: • Identify training and resource needs of those who implement the plan • Plan for monitoring of student outcomes • Plan for monitoring implementation integrity • Schedule regularly progress reviews FBA/BIP Training Series: Day 4

49. Evaluating BIPS FBA/BIP Training Series: Day 4

50. Essential Components of BIP during Plan Evaluation • Progress monitoring of student behavior and trends analyzed • Implementation integrity monitored • Intervention modified as needed FBA/BIP Training Series: Day 4