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PBS FBA BIP

PBS FBA BIP. Your Presenters: Ann Brendal Samantha Stark. Increase attendance Increase student learning Increase teacher satisfaction Increase appropriate classroom behaviors Decrease discipline problems. Change school culture Comply with IDEA Increase life expectancy

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PBS FBA BIP

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  1. PBSFBABIP Your Presenters: Ann Brendal Samantha Stark

  2. Increase attendance Increase student learning Increase teacher satisfaction Increase appropriate classroom behaviors Decrease discipline problems Change school culture Comply with IDEA Increase life expectancy Increase general health Get rid of ugly belly fat What can PBS do?

  3. PBS- built on behavioral research • Behavior that is reinforced will increase • Avoidance-very rewarding • Extinguishing behavior/replacing behavior • Behavior that is in the process of being extinguished will increase before decreasing • Behaviors will resurface • Inconsistency increases behavioral strength

  4. 5-10% Behavior Intervention Plan Functional Behavior Assessment 15-25% PBS- Strategies for students IEP and Functional Behavior Assessment SST Process and Interventions 75-80% Positive Behavior Supports implemented school wide and Effective Classroom Management

  5. What level of management? • General classroom management strategies • Modified management strategies • Goals and Accommodations • FBA/BIP- Individualized, legally binding document

  6. Top 10 Behavior Problem Areas Minor (but taxing) Diversions Inappropriate or Abusive Language Physical Aggression Defiance & Disrespect

  7. Storytelling, Lying, Cheating Harassment, Teasing, Taunting Disruption Tardiness Skipping Class, Truancy Property Damage

  8. What about? • Drugs • Serious Bodily Injury • Weapons • Automatic 45 days- regardless • FBA/BIP; MDR, IEP/IAES • SST/SAT

  9. unctional FBA ehavioral ssessment

  10. An FBA… • Is data and information gathered from school records, interviews, classroom observations, and other sources • May reveal patterns of behavior or triggers that lead to inappropriate behavior and consequences that may be reinforcing the behavior • When does student act appropriately • Involve parents- student • Affects of disability? Communication? • WHAT IS STUDENT TRYING TO OBTAIN • WHAT IS THE FUNCTION OF THE BEHAVIOR

  11. Why do an FBA? • As a study and problem-solving process • To look beyond the behavior itself andidentify the function of the behavior • To address behaviors that do not readily respond to intervention or classroom managementtechniques, impede learning, or are ongoing • As a foundation and/or baseline for the BIP • This is the data collection process

  12. When to do an FBA • Review or develop no later than 10 days after a disciplinary action involving any Interim Alternative Education Service (Manifestation Determination Review, FBA, BIP, IEP for new placement) • When behavior regularly interferes with student and class learning Before or whenever a BIP appears needed

  13. Who Does the FBA? The SS Team(for any students - this includes 504 ) IEP Team select school team members, other school staff, specialist, parents and student

  14. FBA Basic StepsStep 1: Identify • Describe the problem. • Define it in concrete terms. • Does it involve learning, behavior, both? • Can general classroom management strategies work? “Mike doesn’t listen. He’s a dreamer. He often looks sleepy. He seldom finishes class work, unless it is about a subject he likes. If Mike doesn’t want to dosomething, he simply won’t.”

  15. Four Basic StepsStep 2: Collect • Collect information from more than one source. • Consider the context in which the behavior occurs. • Use multiple methods—direct and indirect. • Utilize available data tools. • Review the IEP file • What already works?

  16. Direct Data Collection ToolABC Observation • What do the letters ABC stand for? • Antecedent • Behavior • Consequences

  17. FBA tools • PLUS/DELTA- PDSA • Needs to be objective • Time/place/person • Intent/communication/function • Maslow’s hierarchy- student healthy? • WHEN IS THE BEHAVIOR APPROPRIATE

  18. Four Basic StepsStep 3: Hypothesize • Analyze the data collected about when, where, and how the behavior occurs. • Categorize the behavior by function, skill deficit, and/or performance deficit. • Consider physiological aspects including access, nutrition, drugs/medication, anxiety, STRESS • Different behaviors may have different motives

  19. A Skill Deficit? Oh, I hope she doesn’t call on me to answer. I CAN’T.

  20. A Performance Deficit? Why should I have to read this stuff? Well, I WON’T.

  21. The Function = WHY The functionin Functional Behavioral Assessment is thereason, reward, reinforcement, orpayofffor the behavior. • to get or seek • to escape or avoid • to control something • sensory input • communication

  22. Four Basic StepsStep 4: Devise & Test hth FBA -develop and modify Hypotheses- examine, refine, review Student changes, teacher changes, FBA must change Manipulate one or more variables that may redirect the behavior. Devise one or more interventions that teach the student how to replace the “old” behavior with a “new” one that meets the same need. Give the plan time to work. Monitor – DOCUMENT- and evaluate progress.

  23. The BIP is a legal document • Update the FBA, see what changes behavior-based on data • The BIP cannot be changed until there is another BIP • All staff are responsible for implementation

  24. Elements of aPositive BIP

  25. Positive Behavioral Supports • Don’t be punitive • Build on strengths • Rewards need to be developmentally appropriate, healthy- and REWARDING • Intermittent Reinforcement is more generalizing and effective • Shaping and secondary reinforcement

  26. …to teach the student more acceptable ways to get what he or she wants PurposePurpose of the PLAN. . . …to decrease future occurrences of the problem behavior …to address repeated episodes of the behavior

  27. Promoting student involvement • When discussing the behaviors- make it clear to all involved – The purpose of the discussion is to help the student • Do not allow punishment –lecturing, embarrassment or other issues interfere with developing the plan • “We are here to help you stay out of trouble”

  28. Different students need different levels of support • Not everyone’s brain is the same • Rewards and Consequences work best if immediate • Communicate about the student’s behavior • Some people do not process stimulation immediately or in the same ways • Be culturally and linguistically sensitive

  29. Staff Supports • Control your anxiety • Communicate clearly • Be objective and supportive • Talk with others on your team • Document student’s progress • Don’t “write up”- document

  30. Five Things You Can Do teach recognition of trigger” situations How about a Knuckle Sandwich, kid? manipulate antecedents manipulate consequences modify curriculum/instruction reinforce appropriate behavior

  31. A word about. . . Do you know the rules? Time-Out Rooms, Medication Mandates, Physical Restraints

  32. Can the student • understand cause and effect • have insight • identify what the desired behavior looks like • benefit from behavior changes • work toward intrinsic motivation • Understand concept “don’t”

  33. Does the Student Need a Crisis Plan? If it is even a possibility that a student will create or react in a manner that requires immediate, intrusive, or restrictive intervention, YES! Spell out the details of what, when, who, and how a crisis is to be managed. Make sure the parent is aware of the plan.

  34. Crisis PlanningCIT=crisis intervention team • Are there physical or emotional aspects to what the team should do? • If CIT is utilized, is there a representative from the team in the FBA/BIP? • How will the CIT team be informed about the BIP? • How can events be PREVENTED? • Are crises being rewarded/reinforced?

  35. Perhaps you didn’t watch out for the common pitfalls… Why Didn’t Our Plan Work?!

  36. Choosing Interventions Choosing interventions align with the function directly teach replacement behavior are skills obtainable for student level of abilities are strategies the least intrusive to achieve goal are interventions most likely to positively change behavior are least likely to produce negative side effects have proven to be effective-research based- are acceptable to those implementing them are most likely to be accepted by student promote & reinforce replacement in all settings build on strengths and preferences

  37. GUILTY or Not GUILTY? A Word About GeneralBehavior Management Have yelled or lost temper Made threats not carried out Asked a child to TRY to behave differently Spoken “over” noise and/or Repeated directions several times Have used sarcasm, ridicule, or labels Made assumptions about a child’s behavior Made a “deal” or bribed child to behave Been inconsistent Bent the Behavior Plan Not made the plan clear to the child Affected other students negatively Given into the child as the behavior escalates (reinforcing it) Taken a child’s behavior personally Argued with a child

  38. a PLAN On Your Own… The best PBS program is the PBS program that works for your school Adopt- Implement- Maintain Consistency and Structure

  39. FBA/BIP Activity • Groups of 5 • Choose a student • Develop a FBA and BIP with your group • Present to the whole group

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