Updated Forms: FBA/BIP Manifestation Plans

1. Updated Forms:FBA/BIPManifestation Plans

2. What is a Functional Behavior Assessment? • FBA is a processfor gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan. *Its purpose is to determine a target behavior (s) that will be the focus of intervention on a Behavioral Intervention Plan.

3. Building Blocks of the FBA Process Develop Hypothesis Identify Function of Target Behavior(s) Analyze Data • Antecedent • Behavior(s) • Consequence • Target Behavior(s) Collect Data

4. The Behavior Cycle ANTECEDENT CONSEQUENCE BEHAVIOR

5. A Target Behavior is . . . Analyze Data • a specific behavior that • needs to be replaced OR • a cluster or combination • of behaviors that are • related to one another • and are a part of the • target behavior

6. SomeCluster Behaviorsof Blurting out “Impulsivity” Invading the space of others Quick to anger Talking Out Aggression Analyze Data

7. Academics Is a strong visual learner Seeks out extra help from teachers Responds to positive suggestions Takes good notes in classes and maintains well-organized notebooks Usually focused and attentive in classes Memory is adequate if paired with visual information Behavior Helpful towards others. Energetic Well Mannered Affectionate towards others Strong Communication skills Very sociable Persistent Consistent Team player Adventurous What are the Student’s Strengths ?

8. Identify the Behaviors of Concern • Problem Behavior: Identify the problem behaviors that most interfere with the student’s functioning. • Concrete Definition: Define behaviors in concrete terms that are easy to communicate and simple to record/measure. • Frequency: Examples: every 10 minutes, 4 of 5 days, 4 x per hour, 1 x per day, etc… • Intensity: On a scale of 1 to 10 (1 being low intensity and 10 high intensity). Ex: 3 = touched kid gently, 10 = gave kid black eye. • Duration: How long does the entire episode last? Example: Fred gets upset, leaves class and runs through the halls yelling and screaming. The episode begins when Fred gets upset and ends when he is able to get control of himself. Duration = approximately 35 minutes

9. Example Problem Behavior Concrete Definition of Behavior Frequency Intensity Duration

10. What Triggers the Behavior? Lack of social attention Demand/Request Does Not understand tasks Transition between settings Interruption in routine Negative social interaction with peers Consequences imposed for negative behavior Inability to process directions What Consequences have been implemented for problem behavior? Behavior ignored Reprimand/Warning Stated expectation Time-out Loss of priviledges Sent to Office Communications with home Discipline Referral In-School Suspension Out of School Suspension Target Behavior #1To Change

11. During what concurrent event(s) does the behavior occur? Independent work Large group instruction Small group instruction Crowded setting Unstructured activity Specific time of the day Specific day of the week With a specific teacher(s) A specific subject Does the student try to escape? Avoid a demand or request Avoid an activity/task Avoid a person Escape the classroom/setting Escape the school Target Behavior #1 cont..

12. Are there any Medical/Home factors that are contributing to this behavior? Medication (change/not taking) Change in home/family dynamics Medical conditions Does the student try to gain attention or control when he/she misbehaves? Get desired item/activity Gain adult attention Get sent to preferred adult Gain power Gain revenge Target Behavior #1 To Change

13. Develop A Hypothesis When student is (SETTING) and (ANTECEDENT) he/she typically respond by (BEHAVIOR) to gain (FUNCTION).

14. Hypothesis Format in small groups When student is SETTING and ANTECEDENT / CONTEXT he typically responds by BEHAVIOR to gain FUNCTION does not get his way hitting, kicking and/or threatening others escape from doing work

15. Example • Observation: (Independent Work) Betsy calls George a “buck tooth $**$##&$”. George glares back and Betsy smiles. Betsy sticks out her tongue and George throws his pencil at her. After throwing his pencil, George screams and threatens her with his fist. Betsy smiles and says “I dare you!” George hits her and pushes her to the floor. Betsy yells and the teacher comes over to separate the two.

16. Exercise • Develop a Hypothesis on George.

17. Behavior Intervention Plan

18. What is a“Behavioral Intervention Plan”? A plan generated by a team based on the information gathered from a FBA. This tool is a “lesson plan” for teaching replacement behaviors.

19. BIP Instructional Considerations “I want Joe to follow directions in class.” How? Who? Documentation? Consequences? When? Rewards?

20. Replacement/Desired Behaviors ”I want Joe to follow directions for task completion in class.” Complete entire task Complete ½ sheet Complete 1 problem Work with peer Progressive Steps must be taught to reach desired behaviors. Request help from teacher

21. Behavior Intervention Plan • Target Behavior (s): George will decrease the use of aggressive behaviors such as kicking, hitting and throwing objects, threatening and/or aggressive comments to staff and peers. • Plan of Action -Statement of Hypothesis: When George is in English class and is asked to do independent work he typically responds by throwing objects, kicking, and hitting and/or threatening others to gain escape from doing his work. -Desired Replacement Behavior (s): (1) When George becomes frustrated during independent work, he will raise his hand to obtain teacher’s attention for assistance with assignment. (2) If he continues to be frustrated, he will take small breaks (5 mins.) during independent work. (If George chooses not to work and becomes upset, staff will provide him the opportunity to go the safe area to calm down.)

22. Pathway Chart Desired Alternative Desired Behavior Acceptable Alternative Reinforcement Setting Events/ Triggering Antecedents Target Behavior Problem Behavior Maintaining Consequence or Functions Trigger Function Acceptable Alternative Acceptable Alternative Replacement Behavior Reinforcement

23. Pathway Chart Desired Alternative Acceptable Alternative Decrease Aggression Verbal Praise Setting Events/ Triggering Antecedents Target Behavior Independent Work Maintaining Consequence or Functions Aggressive Behavior Hit, Kick Throw Objects Acceptable Alternative (1) Raise Hand (2) Take Break Tangible Rewards

24. Direction Instruction Providing Cues Behavior Contract Social Skills Role Playing Stress Management Anger Management Modeling Problem-Solving Training Methods of Teaching the Replacement Behavior

25. Verbal Praise Positive Note Home Homework Pass Computer Time Free Time Immediate Feedback Tangible Rewards Reinforcement (Positive Consequences)

26. Classroom For Example: -Redirection -Phone call home -Parent Conference -Office referral -Change in setting Administrative Steps For Example: -Parent/Student Conference -ISS -OSS -Saturday Academy -Change in Setting Reactive Measures (Negative Consequences)

27. Clear, Concise Directions Frequent Reminders/Prompts Change in Schedule Specified Study Area Preferential Seating Avoid Power Struggles Modify Assignments Supervised Free Time Avoid Strong Criticism Cool-off Period Provide Alternative Setting Daily Parent Contact Review Expectations Frequent Breaks Teachers Proximity Environmental Modification(Accommodations)

28. Person Responsible forImplementing the Plan • General Ed Teacher • Principal/Assistant Principal • EC Teacher • Social Worker • Psychologist • Counselor • Behavior Liaison • Parent

29. Methods of Measuring Progress • Behavior logs • Daily behavior sheets • Weekly behavior sheets • Charting/Graphing • Self Monitoring • Number of Discipline Referrals

30. Exercise • Choose a student and develop a BIP

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