Aligning FBAs/BIPs with the IEP

1. Aligning FBAs/BIPs with the IEP 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 ctserc.org

2. Outcomes • Use the Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) to determine the specially designed instruction for students with behavior needs • Determine the specially designed instruction that provides access to general education setting demands or curriculum standards

3. Essential Questions • How does an FBA/BIP inform an IEP? • What is the distinction between specially designed instruction and general education curriculum?

4. Challenging behavior Perception of noncompliance Maintain/increase challenging behaviors Look to “Control “or “Punish” Design/apply manipulative interventions to have power over student Student’s needs remain unaddressed Traditional Approach to Managing Challenging Behaviors (Knoster and Lapos, 1993)

5. Challenging behavior Perception of unmet needs Personal growth improves self control Look to understand needs and develop hypothesis Reductions in challenging behaviors by learning alternative skills Improved Quality of Life Design/deliver prevention/ intervention strategies based on hypothesis Meet needs in a more socially acceptable manner Effective Behavior Support (Knoster and Lapos, 1993)

6. Behaviors Exist in Context • Behaviors are context related • Challenging behaviors result from unmet needs • Effective supports come from an understanding of why a behavior occurs

7. What is the Function of Behavior? • Avoidance • What is avoided with the behavior? • Gains • What is gained or achieved with the behavior?

8. Make a Statement About the Behavior Three parts include: • When {antecedent/trigger} occurs, • The {student(s)} do/does {behavior of concern}, • In order to {perceived function}. Pennsylvania Department of Education, Initial Line of Inquiry

9. Hypothesis Statement: • When Steven is working or playing in a small group of his peers and there is conflict, he kicks, hits, yells or cries, in order to escape from his peers.

10. Impact Statement Hypothesis Statement • When Steven is working or playing in a small group of his peers and there is conflict, he kicks, hits, yells or cries, in order to escape from his peers. Impact Statement • Steven’s difficulty in resolving conflicts and need to escape from his peers prevents him from participating in small group work and being able to focus on the learning in all subject areas.

11. . Is There Really a Gap??

12. The Behavior Gaps Demands/ Expected Performance Skills  Missing Skills & Strategies  Present Level of Performance Years in School KU-CRL

13. Three Components to Consider… (Ayres & Hedeen, 2003)

14. Prevent Does the plan address… • How the concern can be prevented? • Fits with the function of the behavior • E.g. Providing breaks from peers (peer avoidance) • Provides for an unmet need • E.g. Sitting 1 to 1 with an adult (coping ad de-escalation) • Changes context/triggers/antecedents • E.g. Teacher check-in 5 minutes into a group activity • E.g. A choice of working independently

15. Curriculum What we teach Environment Context of learning Instruction How we teach Student(s) Outcomes of Learning What Do We Change? In order to improve Adapted from Heartland Area Education Agency

16. Prevent Does the plan address… • How the concern can be prevented? • Changes in environment/organization • Space • Transitions • Clear expectations • Changes in instructional delivery • Instructional level • Student interest/choice • Grouping • Changes in social/interpersonal connections • Peers • Adult-student relationship • Providing attention

17. Teach • Does the plan address… • What the student needs to learn? • Missing skills and strategies • E.g. Compromise • Alternative/replacement behaviors • E.g. Counting to 10

18. Maintaining Consequences Desired Behavior Setting Event Triggering Antecedent Behavior of Concern Maintaining Consequences Function Alternative Behavior Competing Behavior Pathway O’Neill et al., 1997

19. Teach • Does the plan address… • What the student needs to learn? • Strategies • Problem-solving and decision-making • Study skills • Coping • Compensation • Self-awareness • Self-management • Skills • Able to do • Specific applications • Concepts • Need to know • Abstract ideas

20. Respond • Does the plan address… • How to respond to student actions? • Avoids feeding the function of the behavior • E.g. removal from peers • Provides the “real” reinforcer/consequence • E.g. time away from peers/ 1:1 adult time-positive • E.g. need to speak to peer after a conflict • Provides instruction • E.g. “what strategy can you use right now?” • Manages (vs. changes) • E.g. brief removal only for de-escalation (with a script)

21. Respond • Does the plan address… • How to respond to student actions? • Reinforcement • To increase the likelihood of it occurring again • To move from short term to long term memory (practice) • To create automaticity • Cueing and Feedback • To provide prompts for recall • To provide guided practice • To provide specific information on what is done well and what needs to change • To increase the number of responses to support automaticity • Management • To decrease the likelihood of it occurring again • To redirect an incorrect or inappropriate action • To address safety and disruptions to learning

22. Three Components to Consider… (Ayres & Hedeen, 2003)