Functional Behavioral Assessments and IEPs!

1. Functional Behavioral Assessments and IEPs!

2. What Will We Cover? • Overview of FBAs • New forms and procedures • BIP embedded in the IEP WELCOME!

3. Overview of FBAs What? When? Who? How?

4. What is a FBA? • A systematic collection and analysis of data that will vary in length and scope depending on the severity of a student’s behavior. Results and analysis of the data collection are used in developing the student’s Behavioral Intervention Plan which is embedded in the ISTART7 IEP. • A Functional Behavioral Assessment means a process that uses data to identify patternsin the student’s behavior and the purpose or function of the behavior for the student.

5. What is a FBA?(Translation) • An FBA focuses on understanding “why” the behavior occurred (i.e. “the function” or “communicative intent”) so we can teach an alternative behavior that meets the student’s needs in a more acceptable way.

6. When should a FBA be conducted? • A student’s behavior impedes his or her learning or the learning of others. • A student’s behavior presents a danger to him/herself or others. • A student has on ongoing pattern of misbehavior. • Manifestation determination conference (Article 7 pg 106)

7. When should a FBA be done for a Gen. Ed. Student? • When a General Education Initiative (GEI)/Building-Based Support Team (BBST)/Student Support Team (SST) is held for a student with behavioral concerns. • The GEI/BBST/SST should be the avenue for requests for FBAs and BIPs. Schools should NOT skip the GEI/BBST/SST process by requesting that an FBA and BIP be done. The GEI/BBST/SST process should be followed and documented. Any BIP resulting from a FBA should be implemented with fidelity and given sufficient time BEFORE a school makes a referral for a special education evaluation for an emotional disability. (Article 7 pg 72)

8. When do you need written parental permission to do a FBA for a Gen. Ed. student? • The school will obtain written parent permission for a FBA prior to setting the GEI/BBST/SST meeting. • If a student is referred to the GEI/BBST/SST for behavioral concerns, a FBA Facilitator will be contacted to attend a Team meeting to facilitate a FBA.

9. When do you need written parental permission to do a FBA for a Spec. Ed. student? • Written parental permission should be obtained for any special education student who needs to have a Functional Behavioral Assessment conducted.

10. Who is the FBA team?Each local district will determine who is involved. It is suggested that the following individuals be included; • Teacher of record • General education teachers • School Psychologist • Student • Parent • Program support • Guidance counselors or Elementary Counselors • Some input may be gathered through the tools in the FBA reference guide Teacher of record is responsible for completing FBA/BIP paperwork for special education students. Local districts will assign a member of the general education team for paperwork when it is done as part of GEI/BBST/SST. Program support will conduct FBAs on psycho-educational evaluations and be available as a resource to assist with special education and general education FBA/BIPs.

11. How do you do a FBA?(Johnson County Style) • Complete the 4 page Functional Behavioral Assessment form. • Step 1 • Cover page: • List participants, how they provided input (data collection method) and date the input was provided.

13. How do you do a FBA? • Step 2 • Indicate the behavior(s) that impede his or her learning or the learning of others. • Look at which categories have the most behaviors identified. • Prioritize the Categories or behaviors indicated: • It is recommended that no more than three target behaviors be addressed.

15. How do you do a FBA? • Step 3 *Copy pages 3 and 4 for each identified target behavior • Identify the target behavior in the box • If you have only identified one behavior on page 2 such as hitting, that is your target behavior • BUT, if you have identified more than one behavior in a given category, the category becomes your target behavior and the specific behaviors should be listed in parenthesis after it, for example: Aggression (hitting, kicking, biting)

16. Step 3: Identify Target Behavior

17. How do you do a FBA? • Step 4 Data collection For Behaviorists there are 3 primary measures of behavior: • Frequency • Intensity • Duration

18. How do you do a FBA? • Step 4 Data collection • Choose a method (direct) • Event or Frequency: used to record the number of times the target behavior occurs • Examples: • talking out, • times tardy to class

19. Step 4: Data Collection

20. How do you do a FBA? Step 4 Data Collection • Intensity: mild – disruptive but not dangerous, moderate – verbal/physical threats and/or destructive to physical environment, severe – poses a physical danger to student or others. • Mild: Student refuses to begin work • Moderate: Student rips up pages in book and throws it across the room • Severe: Student strikes peer with sufficient force to cause bruising or student grabs peer around the neck in an attempt to choke him or her

21. How do you do a FBA? • Step 4 Data Collection • Duration: Use this method of recording when you want to know the exact length of time a student performs a target behavior. • Example: • length of a tantrum • amount of in-seat behavior

22. How do you do a FBA? • Step 4 Data Collection • Latency Recording • Use this type of recording to document the time it takes for a student to respond. • Examples: • Time it takes to sit down • Time it takes to begin writing • Time it takes to join circle.

23. How do you do a FBA? • Step 4 Data collection • Interval Recording • Use this type of recording to estimate the percent of time a behavior is occurring. • Examples: • Rocking • On-task behavior

24. How do you do a FBA? • Fixed Interval – Schedule fixed times that you check to see whether the behavior is occurring or not. Only count if the behavior is happening at the time you check. Fixed intervals can be easier to do, like at the beginning or end of a subject. However, sometimes a kid may be smart enough to figure out when you check and they won’t display the behavior at that time. • Variable Interval – Check at different times during the day to see if the behavior is occurring or not. Only count if the behavior is happening at the time you check. Variable intervals can be more accurate because they are less predictable. However, they may be more difficult for you to do since they aren’t scheduled. • Since neither Latency nor Interval types of data collection were included on the form, you will need to use the digital format to change one of the types that are listed to either Latency or Interval Recording.

25. How do you do a FBA? Step 4 Data Collection Choose a method (indirect) • Refer to the FBA Reference Guide for additional tools for collecting information *Not all forms are required. They are provided for you to use at your discretion. Indirect forms of data collection are not required. However, a direct measure of data collection is required.

26. A Picture is Worth a Thousand Words • It’s easier to see a pattern, if data is displayed in a chart or graph. • Students can be motivated by graphs. • Parents can easily understand graphs. • Remember charts for any students being considered for Alt. Ed. need be phrased in the positive. • Behavior Graph

27. Considerations for Determining the Function of the Behavior • Behaviors Occur for Many Reasons Disability Family Needs and Desires Habit Culture

28. Functions of Behavior Protection/Escape/Avoidance Sensory Choice Play/Fun/Gratification Communication Attention Acceptance/Affiliation Justice/Fairness

29. Why do kids misbehave? • It works • Copy-catting • Testing limits • Asserting Independence • Protection • Poor self-esteem

30. Step 5: What is the function of the Behavior?

31. Supplement to Copy and Paste DocumentDocumenting Behavior Concerns in ISTART7November 20, 2008

32. What About Setting Events?ISTART7 describes setting events as the “evidence of factors affecting behavior.” • Supplement to Copy and Paste DocumentDocumenting Behavior Concerns in ISTART7November 20, 2008

33. Step 6: Write your hypothesis

34. Supplement to Copy and Paste DocumentDocumenting Behavior Concerns in ISTART7November 20, 2008

35. What’s a FERB? • Is it old or is it new? • Is it cold or is it blue? • Do you eat it or will it eat you?

36. Step 7: Functionally Equivalent Replacement Behavior (FERB) • This is where we have to make a paradigm shift! • In the old way, we thought about behavior as something that we “managed.” We focused on “extinguishing unwanted behaviors ” through behavior modification. • In the new way of thinking, we “teach” students new, more appropriate, behaviors. • The new behaviors that we teach them will enable them to meet their needs and will replace their previous way of getting their needs met with maladaptive behaviors.

37. FERB

38. Supplement to Copy and Paste DocumentDocumenting Behavior Concerns in ISTART7, November 20, 2008

39. Step 8: Annual Goal

40. Step 9: Positive Strategies • Since we will be teaching students new FERBs, we’ll need some positive ways to do so. • Also, Positive Strategies are required in the new regulations

41. Step 9: Positive Strategies

42. Supplement to Copy and Paste DocumentDocumenting Behavior Concerns in ISTART7November 20, 2008

43. What about Consequences? • Supplement to Copy and Paste DocumentDocumenting Behavior Concerns in ISTART7, November 20, 2008

44. Where do we write a Contingency Plan in ISTART7? • Supplement to Copy and Paste DocumentDocumenting Behavior Concerns in ISTART7, November 20, 2008

45. Questions? • What will we use if we are asked to help write a BIP for a general education student? • We can still use the old format, but the form itself cannot have Special Services written on it.