Functional Behavior Assessment and Behavior Intervention Plan

1. Functional Behavior Assessment and Behavior Intervention Plan The nuts and bolts of building a good one!

2. FBA – Step 1 Identify ALL Behavior(s) List ALL of the behaviors that are causing problems. • Fighting, disrespect, non-compliant, swearing, out of assigned area, bullying, aggressive

3. FBA – Step 2 Choose 1 or 2 Target Behavior(s) How do you choose a target behavior? • Look at the behavior(s) that: • bothers you the most • disrupts your classroom the most • causes the student the most trouble

4. FBA – Step 2 Define the Target Behavior(s) The “terrible” target behavior(s) 2. Aggressive: punches, kicks, bites and throws objects at staff and students Non-compliant: swears, roll eyes and refuse to comply when staff gives him a direction Measurable Observable Operationally defined (exactly what the behavior is) Objectively stated!

5. FBA – Step 3 Data on the Target Behavior(s) Measure it!!! Supply data!!! 3. This quarter: Two out of school suspensions, three “in team” time-outs, four after school detentions, three SAM referrals for aggression, eight referrals for non-compliance. See attached data for each period.

6. FBA – Step 4 Context Setting Events Check ONLY if the Setting Event TRIGGERS the Target Behavior ___ Response to demand/request ___ Transition between tasks/ setting ___ Interruption in routine ___ Consequences imposed for negative behavior ___ External (bus, hall, home, other adults) ___ Particular kind of activity _________________ ___ Presence and/or interaction of a specific peer ___ Independent seat work ___ Small/ large group instruction ___ Unstructured activity ____________________ ___ Specific time of day/week ________________ ___ Specific teacher/staff/substitute teacher ___ Specific subject ________________________ ___ Other (specify): ________________________

7. FBA – Step 4 Context Physiological/ Emotional Factors: Check ONLY if the Physiological/Emotional Factors TRIGGER the Target Behavior ___ Medication (change/not taking) ___________ ___ Medical conditions/diagnosis _____________ ___ Change in home/family dynamics ___ Eating routines/diet ___ Sleep patterns ___ Lack of social attention ___ Negative social interaction w/peers ___ Negative social interaction w/adults ___ Social skills deficits ___ Other (specify): _______________________

8. FBA – Step 4 Context Environmental Check ONLY if the Environmental Event TRIGGERS the Target Behavior ___ Over stimulation in classroom (noise, visual, materials, movement, lighting) ___ Seating arrangements/ grouping ___ Proximity to teacher/ others (personal space) describe: _____________________________ ___ Crowded setting (cafeteria, assemblies, classroom, etc.) ___ Frequent disruptions (bells, announcements, visitors, etc.) ___ Other (specify): ______________________

9. FBA – Step 4 Context Academics/Instruction Check ONLY if the Academic or Instructional Event TRIGGERS the Target Behavior ___ Grade level - Reading: on/above/below ___ Grade level - Math: on/above/below ___ Activities: too easy/ too difficult ___ Work completion: finishes quickly/ average / rarely finishes ___ Directions: Too many/ too long ___ Not enough time to process directions ___ Student learning style: auditory/ visual/ tactile-kinesthetic ___ Difficulty organizing materials and/or activities ___ Other (specify): _______________________

10. FBA – Step 5 Function Attention Escape Power/Control Self- Stimulation

11. FBA – Step 6 Hypothesis Statements that describe the relationship between the behavior and the events; including circumstances in the environment and identification of the function of the behavior. • The Hypothesis includes: • Where/Setting • Context/Antecedent • Behavior (Terrible Target) • Function When Bennie is in the classroom or in the cafeteria and one or more of the following occur:1. He is asked to do something he does not want to do, 2. A peer he does not like is in close proximity, 3. There is a substitute teacher; he typically responds by becoming aggressive and non-compliantin order togain power and control.

12. The Behavior Intervention Plan

13. Definition of aBehavior Intervention Plan A BIP is an intervention plan with strategies to teach/replace skills students need in order to behave in a more appropriate manner. A BIP is a plan for the STAFF to teach the student new behaviors.

14. BIP – Step 1 A Student Action What is the alternative socially acceptable behavior or new skill that serves the same function? • This means Step 1 is: • A student action … a “doing” behavior. Follows “Dead Man Rule” • An appropriate behavior that replaces the TARGET behavior. • A behavior that is related to the function • This means Step 1 is not: • A goal statement • An academic plan • A “Fix Everything” Plan • A statement that says he/she will “stop” doing the target behavior.

15. BIP – Step 1 A Student Action Socially acceptable behavior or new skill= Replacement Behaviors Target BehaviorStep 2 of FBA Replacement Behavior Step 1 of BIP Discusses appropriately Arguing Out of seat Purposeful, planned movement Use identified anger management technique Fighting Use appropriate, socially acceptable language Swearing Walks away from teasing and tries to find an adult. Negative comments Completes assignments with adaptations & modifications Incomplete assignments

16. BIP – Step 2 A Staff Action What will staff/teachers “provide” or “do” in order to support and teach the replacement behavior(s)? • This means Step 2: • Is a teacher/staff action • Has a teaching component • Has a documentation component of student success/lack of success in exhibiting replacement behaviors • Supports the replacement behavior • AND Function • Allows for practice and/or modeling • New/updated Point sheets, contracts, etc. will be distributed and faxed into Easy within one week. • This means Step 2 is NOT: • The classroom management plan • The school rules • A listing of WCPSS policies • A student behavior • Point sheets/contracts that are not working

17. BIP – Step 3 Rewards & Reinforcements Types of reinforcement Tangible Social Intrinsic Activity Be sure to ask the student what they would like to earn. Include their interests and enthusiasms.

18. BIP – Step 4 Consequences An agreed upon procedure for responding to problem behaviors Consistent across environments Reduces the likelihood that someone will inadvertently reinforce the problem behavior Spells out for the teacher and the student what will happen when the “old” behavior occurs, while learning the new one. Using consequences implies that the student knows what to do instead.

19. BIP – Step 4 Consequences Consequence procedures include techniques such as: positive practice extinction redirection time-out restitution response cost

20. BIP Plan Review Looking over what we’ve put into place … Things to consider: • Is it working? How do we know? • Have we correctly identified the function? • Does the student need additional supports/strategies? • Do we have current documentation on the behaviors?

21. Step 1 - Review 1. List Date 2. Review the current plan. Is it working, not working? How do you know? List supporting data. Ex. Point sheet data, office referrals, SAM referrals on target behaviors. 3. Are replacement behaviors being exhibited? At what frequency? List supporting data.

22. Step 2 – Are reinforcers and consequences appropriate and consistently applied? • List Date • 2. Provide data for reinforcers earned or not earned • 3. Provide data for consequences given • 4. Are the reinforcers/consequences appropriate? • 5. Have reinforcers/consequences been consistently applied? If not, what factors/barriers were present that prevented them from being applied?

23. Step 3 - List additional supports/ strategies needed: • List date • 2. This area concerns any NEW additions to the plan. What are you adding to the plan to support the student • 3. Each of these additions should also list the person responsible for the action

24. Step 4 – List changes to the behavior plan: • List date • 2. This area concerns any increase, decrease or elimination of strategies to the plan.

25. Setting the Review Date Set follow-up date (6-16 weeks – depending upon the success of the plan.) Continue data collection Give the plan enough time to accurately assess effectiveness Celebrate success & work on fading or adjust the plan and try again. Get agreement and commitment of all parties.

27. Now you can build it, too!