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Corrective Action Plan (CAP) Training 2012-13

Corrective Action Plan (CAP) Training 2012-13. Behavior and Discipline: FBA & Manifestation Determination. Functional Behavioral Assessment (FBA).

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Corrective Action Plan (CAP) Training 2012-13

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  1. Corrective Action Plan (CAP)Training2012-13 Behavior and Discipline: FBA & Manifestation Determination

  2. Functional Behavioral Assessment (FBA) Functional behavior assessment means a process for gathering information to maximize the efficiency of behavioral supports. An FBA includes a description of problem behaviors and the identification of events, times, and situations that predict the occurrence and nonoccurrence of the behavior. An FBA also identifies the antecedents, consequences, and reinforcers that maintain the behavior, the possible functions of the behavior, and positive alternative behaviors. An FBA includes a variety of data collection methods and sources that facilitate the development of hypotheses and summary statements regarding behavioral patterns. Minn. Rule 3525.0210, subp. 22

  3. FBA When restrictive procedures are used twice in 30 days or when a pattern emerges and restrictive procedures are not included in a child’s individualized education program or behavior intervention plan, the district must conduct or review a functional behavioral analysis. Minn. Stat.§ 125A.0942, Subd. 2 (c)

  4. FBA • Can be completed separate from a comprehensive evaluation or reevaluation. • Does not require all the components of a comprehensive evaluation or reevaluation.

  5. Functional Behavioral Assessments (FBAs) Functional behavioral assessment means a process for gathering information to maximize the efficiency of behavioral supports. Minn. Rule 3525.0210, subp. 22

  6. FBA Components • Description of problem behaviors • Identification of events, times and situation that predict the occurrence and nonoccurrence of the behaviors • Antecedents, consequences and reinforcers that maintain the behavior • Possible functions of the behavior and possible positive alternative behaviors

  7. FBA • Points of Clarification for an FBA: • Required as part of any initial evaluation for EBD. • Must include either a new FBA or revisions to a previous FBA for an EBD reevaluation to reflect current behavior and changes that might have occurred since the previous FBA was completed. • Should be conducted for any student with a disability if there are significant concerns regarding behavior. • Required prior to including any restrictive procedures in a student’s IEP or Behavior Intervention Plan (BIP)

  8. FBA Sources An FBA includes a variety of data collection methods and sources that facilitate the development of hypotheses and summary statements regarding behavioral patterns.

  9. FBA: Description of Components • Description of Problem Behaviors • Problem behaviors must be observable and measurable. Frequency of occurrence of target behavior must be specific. Terms such as: “often” and “at times” are not acceptable. Sample of Noncompliance: Hal often distracts other students. Sample of Compliance: Hal talks out, speaks loudly and swears during instruction and independent work times at least 12 times each class period.

  10. FBA: Description of Components Identification of events, times and situations that predicts the occurrence and nonoccurrence of the behavior.

  11. FBA: Description of Components An FBA identifies the antecedents, consequences and reinforcers that maintain behavior.

  12. FBA • Points of clarification: • Identify the context of the behavior or what events take place before and after the behavior • Triggers for the behavior

  13. FBA Sample of Noncompliance: Johnny is physically aggressive during the school day. Sample of Compliance: Johnny is physically aggressive in the form of hitting and throws objects during unstructured activities such as recess, physical education class or independent work time in response to be asked to perform a task that he does want to do.

  14. FBA: Description of Components An FBA includes the possible functions of the behavior.

  15. FBA • Points of Clarification: • Looking for reasons why the behaviors occur. • Understanding the function of the behavior or the motivation of the student will help to establish more effective consequences and reinforcers to encourage possible alternative behaviors.

  16. FBA Sample of Noncompliance: Darnell doesn’t get along with peers because he bullies them. Sample of Compliance: Darnel hits and throws objects to avoid activities that he does not choose to do.

  17. FBA: Description of Components An FBA includes possible positive alternative behaviors.

  18. FBA Points of Clarification • This should state the desired behaviors and how the student will develop the desired behaviors. • Alternative behaviors are taught or reinforced by altering the antecedents and consequences, and teaching alternative skills.

  19. FBA Increasing Positive Alternative Behaviors by considering: • What are ways to change the context (i.e., antecedents and/or consequences) to make the problem behavior less likely to occur • What are ways to prevent the behavior? • What can be done to increase expected behaviors or to teach a replacement behavior? • What should happen when a problem behavior occurs? • What should happen when desired or replacement behavior occurs?

  20. FBA Sample of Noncompliance: Erin continually argues with adults and peers when there is a difference of opinion. Erin needs to respect others. Sample of Compliance: Erin continually argues with adults and peers when given a direction or comment that she disagrees with. Erin will be taught to strategies to maintain verbal self-control using a Conflict Resolution model and practicing the skills. Erin will also learn relaxation exercises such as deep breathing, decreasing body tension, and visual imagery.

  21. Manifestation Determination Within 10 school days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the LEA, the parent, and relevant members of the child’s IEP Team (as determined by the parent and the LEA) must review all relevant information in the student’s file, including the child’s IEP, and teacher observations, and any relevant information provided by the parents. 34 C.F.R. 300.530(e)(1)

  22. Manifestation Determination The conduct must be determined to be a manifestation of the child’s disability if the school district, the parent, and the relevant members of the child’s IEP Team determine that a condition in…this section are met. 34 C.F.R. 300.530(e)(2).

  23. Manifestation Determination Manifestation Determination (1)Within 10 school days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the school district, the parent, and relevant members of the student’s IEP Team (as determined by the parent and the district) must review all relevant information in the student's file including the student’s IEP, any teacher observations, and any relevant information provided by the parents to determine- (i) If the conduct in question was caused by, or had a direct and substantial relationship to, the student’s disability, or (ii) If the conduct in question was the direct result of the district’s failure to implement the IEP. 34 C.F.R. 300.530(e)(1)(i)-(ii).

  24. Manifestation Determination • Relevant members of the IEP team must determine: • If the behavior was caused by, or had a direct and substantial relationship to the student’ disability; or • If the conduct in question was the direct result of the school district’s failure to implement the IEP.

  25. Manifestation Determination Sample of Noncompliance: The team did not address the components of the manifestation determination. Sample of Compliance: The IEP team has determined that the student’s behavior of hitting another student was the result of the student’s disability. The student is nonverbal, evaluation data indicates the student is an unable to distinguish the difference between teasing and threats.

  26. Manifestation Determination Sample of Compliance: The IEP team determined that when the student brought a knife to school, the behavior was not a part of the student’s disability. The student uses a wheelchair for mobility, there are no other disability or judgment type disability factors in the student's history. The student’s IEP has been implemented since the first day of school.

  27. Manifestation Determination If the team determines that the behavior was a manifestation of the student’s disability, then: • A FBA must be completed or if one exists, review and revise it as necessary or • A BIP must be developed or if one exists, review and revise it as needed.

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