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FBA/PBIP Reminders & Procedures for AES

FBA/PBIP Reminders & Procedures for AES. Presented by: Central Area Behavior Specialists. Don’t forget. All FBA/ PBIP’s written last school year, should be written on the new forms this year.

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FBA/PBIP Reminders & Procedures for AES

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  1. FBA/PBIP Reminders& Procedures for AES Presented by: Central Area Behavior Specialists

  2. Don’t forget • All FBA/ PBIP’s written last school year, should be written on the new forms this year. • The fields are different and the information is not transferring, so they must be updated with current information.

  3. Best Practice • FBA/ PBIP should be started by the 6th day of external suspension • At 15 days of AES, an FBA/ PBIP must be developed. • Purpose of FBA/PBIP’s is to look at patterns developing in problem behavior that is resulting in suspensions. This includes internal, external and alternative to suspension.

  4. Go Team! • FBA/PBIP’s should be a team approach- • The purpose is to actually implement interventions that may decrease problem behaviors- NOT just to do the paperwork.

  5. Initiating an FBA/PBIP • An interim needs to be held to address special considerations. • At this time, the PLP, and goals and objectives in Social/ Emotional behaviors or Community Experience for Transition IEP’s need to be reviewed. • Allow at least 6 wks to complete the FBA process • Collect baseline data for 2 wks on the target behavior

  6. When the FBA is complete what are the results? • The student’s IEP will be reviewed or revised OR • Interventions will be implemented OR • A PBIP will be developed or revised

  7. It’s finished… • When the FBA/PBIP is completed, it should be finalized with the parent, but it does not need to be an IEP meeting. • If necessary, a phone conference can be held.

  8. Reviewing an FBA/PBIP • Should be referenced in the PLP- Social/Emotional Behavior Domain or Community Experience: • A Positive Behavior Intervention Plan based on a Functional Behavior Assessment has been implemented or revised.

  9. Special considerations page • Details: • For a review- the PBIP was reviewed and revised based on current information • For dismissal- The student is no longer demonstrating the problem behavior(s) and is using the replacement behaviors in class • Be sure to at least keep "Behavior is addressed through goals and objectives"

  10. Review it • Schedule a review meeting with the parent and other team members, especially if problem behaviors persist.

  11. The plan is written… • The replacement skills should be tied into the IEP goals in the area of behavior, and should be addressing the problem behaviors. • PBIP’s should be reviewed / monitored/ revised and data needs to be taken to determine if the interventions are working. • This can be reviewed at a parent teacher conference or at an IEP meeting. • The classroom teacher should be monitoring this and be familiar with the plan. • The behavior specialist can assist with creating documentation forms for the PBIP.

  12. Best practice • Review the plan during the quarterly progress reports  . • Minimally, the PBIP should be reviewed annually at the IEP meeting, or during a conference. • Information on the FBA should be based on current data.

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