Effective FBAs and BIPs

1. Effective FBAs and BIPs Presenters: Behavior Intervention Team

2. When Do I Have To Conduct an FBA? • The Notice of Procedural Safeguards January, 2012 states: • If a students conduct is a manifestation of his or her disability, the ARD committee must: conduct a functional behavioral assessment (FBA), unless it conducted one before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan (BIP) for the child. • If the students conduct is NOT a manifestation of his or her disability, then the student must receive, as appropriate, an FBA, behavioral intervention services, and modifications that are designed to address the behavior so that it does not recur. • When a student has been removed from their general placement for more than 10 school days for misbehavior.

3. Legal Framework: IDEA 2004

4. Legal Framework: IDEA 2004

5. Legal Framework: IDEA 2004

6. Legal Framework: IDEA 2004

7. Determining a Need for FBA Examine previous interventions Evidence-based practices Implemented with fidelity Examine behavior Serious Persistent Chronic Threat to safety of student or others

8. FBA Principles • All behavior serves a purpose • Most behaviors are learned • Function is more important than form when developing interventions • Context, not form, determines how the behavior is perceived

9. Define the Behavior • Describe what the behavior “looks” like • Use exact quotes • Describe body movement/gestures • Resist interpreting or embellishing • Use verbs, not adjectives • Describe the sequence of events • Explain what did or did not happen

10. Operationalize the Behavior Use terms that are Measurable Observable Describe only the behavior you observe Use specific, non-evaluative descriptions.

11. Operational Definitions • Vague • Uncooperative • Self-injurious • Self-stimming • Aggressive • Disrespectful • Belligerent • Operational • Throwing materials • Bangs head on wall • Flapping hands • Hits others with hands • Calls others profane names • Responding with the following profanities when asked to complete a task: _____________

12. Activity Each group will: Give 3 vague descriptors Give 3 operational behaviors

13. Collecting Data • Critical Data to Collect • Antecedent • Consequence conditions • Relevant reinforcers/consequences • Intervention history • Resources • Baseline data • Competencies (academic & behavior) • Replacement behaviors

14. Antecedents • Events that happen immediately before the challenging behavior • Examples: • Demands • Non-preferred activity • Working with peers • Working alone • Teacher attending to another student

15. Consequences • Events that happen immediately after the behavior that are contingent on the behavior. • Examples • Escape from work • Peer attention • Reprimand from teacher

16. ABCs of Behavior

17. ABC Data Leads to ABC Interventions • Antecedent focused • Events associated with challenging behavior manipulated before behavior is exhibited. • Behavior focused • Behavior function directly addressed • Consequence focused • Intervention consequences implemented after behavior is exhibitied

18. Relevant Reinforcers Identified Interview the student, parent, and other teachers to determine the types of reinforcers that have been effective with him/her in the past.

19. Intervention History • Pervious Interventions • Effectiveness • Hypothesized reason for outcome

20. Available Resources • Staff • Family • Peers • Student • Other

21. Baseline Data • Naturally occurring • Frequency • Duration • Intensity of the behavior • Baseline data is very important

22. Data Collection Methods Direct Methods • Observation • Scatterplot • ABC Observation • Objective Data • Review of records • Office referrals • Eligibility folders • Interviews • Rating scales • Subjective Data Indirect Methods

23. Analyzing the Behavior • Are there situations that seem to set off the problem behavior? • Where to the problems tend to occur? • When do the problems tend to occur? • Are there situations in which the problems seem less prevalent? • How often do the problem behaviors occur? • How long does the behavior last? • What seem to be maintaining the behavior?

24. Developing a Hypothesis • Leads to plausible interventions • Appropriate replacement behaviors • Functionally equivalent • Hypothesis Statement: • Related to functions • Statement Includes • Behavior • Conditions– setting and antecedents • Purpose -- Function

25. FBA Summary You MUST have parental consent. Use the Consent/Notice of Assessment in the Special Education Manager. Ideally, obtaining consent should be an ARD committee decision. Begin data collection (10 Days minimum of Baseline Data). Identify no more than two specific target behaviors Examples: spitting, hitting to cause bodily harm, sleeping, cussing Data sources should include at least one of the following: Frequency, duration, latency. When behavior occurs, conduct an ABC Analysis This will help to identify the function and any possible “triggers” Analyze Baseline Data Graph the base line data. Look for any patterns in the data Determine the Present Level of Functioning Performance This is CRUCIAL for developing the BIP Determine the function of the behavior. What is Little Johnny getting out of this behavior? Behavior always has a purpose. Develop a hypothesis. Develop a draft BIP to take to ARD just in case the ARD committee determines the baseline data warrants a BIP.

26. Keys to BIP Development Determine who is responsible for what Develop your annual goal Make it reasonable Do not set the goal for 100%...there is no such thing when it pertains to behavior Remember that a BIP is not a discipline plan…the student code of conduct is the discipline plan Use your PLFP to determine the goal Identify positive reinforcers and strategies to increase positive behavior The objectives should work towards meeting the annual goal in progression. Strategies and interventions should be outlined in the BIP that will increase or decrease the target behavior.

27. Points To Remember • An FBA is an assessment, you must have notice and consent • Must be data driven, not based off of strictly discipline referrals • Your draft BIP must have a Present Level of Functioning Performance • This comes from your base line data • Once an ARD committee develops a BIP, you must continue data collection to show whether the student is meeting his/her objectives and goal • Remember…this is all data (think numbers) driven