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Conducting Functional Behavior Assessments (FBAs)
Designing Behavior Intervention Plans (BIPs)
Basic Elements and Effective Practices
Thea BrooksChris GaitherMeka Kahn
Karmen MillsEve Northrup
Stephanie ParkhurstJohn Paz
Patricia Roberts-RoseSarah Scrivener
Behavior Intervention Facilitators
Ice Breaker – Getting to Know You
Share the following in your small group:
Share something about yourself that no one would know by looking at you.
YES/NO
• I know why I am here?• I independently complete the Functional
Behavior Assessment and Behavior Intervention Plans for my school?
• I feel comfortable facilitating the Functional Behavior Assessment and Behavior Intervention Plan process?
• I feel confident that my school is effectively implementing Behavior Intervention Plans?
N oYes
Objectives for Professional Development
• Welcome• Big Picture/Overview• System Strengths and Needs• Best Practices in Developing FBAs and
BIPs • Maneuvering Through Current Forms
The Big Picture • Who: Maryland Coalition for Inclusive
Education (MCIE) and Baltimore City Public Schools (City Schools)
• What: Professional development and technical assistance for FBAs and BIPs
• Why: To develop high quality FBAs and BIPs
When do we need FBAs?• Disciplinary change in placement
(culminating 10 days) where:• Behavior manifestation of disability (No FBA on
file)• Behavior is NOT manifestation of disability (“as
appropriate”)• Behavior involved weapons, drugs, or serious
bodily injury (“as appropriate”)
When do we need FBAs?
• Use of restraint and seclusion with a student (COMAR):• Must result in referral to IEP Team for FBA
a. If student does not have an IEP or BIP (may also refer to SST)
b. If student has an IEP and BIP but they do not specify the use of restraint and/or seclusion
c. If student has an IEP and BIP that specifies the use of restraint and seclusion to determine if goals and plan are adequate
FBA + BIP : BEST PRACTICE
• Broader interpretation of IDEA:• Positive behavior support • When behavior interferes with the student’s
learning• Evaluation/assessment tool, when appropriate
Where are we now???Utilization of Positive Behavioral Supports
Desire to Collaborate
Knowledge of the Process
Creative
Strengths
Issues and Challenges
• Implementation• Skills/Knowledge• Collaboration/Teaming• Using Data and Individualizing• Buy-In• Time
Self-Identified Solutions
Consistent Policy
Reduced Counseling Caseload
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What does this mean for you?
More Work???
More Collaboration
Less Work Long-term
More Changes???
Professional Development and Support
Adherence to IDEA and
Outcome 7
More Time???
Possibly at first – reduction in behavior over
time
You will become more proficient over
time
“Nobody can go back and start a new beginning, but anyone can start today and
make a new ending.”
~Maria Robinson
Professional Development
• Workshops and Courses
• Self-Paced Modules
• Online Learning
• Behavior Series (‘demonstration’ sites)
“It’s easy to miss something you’re not looking for.”
• Everyone can see the “what” (problem behavior)
• Much harder to figure out the ‘why’
• You can help teachers figure out the ‘why’
Key Components of FBA
Operational definition of target behavior
Conditions under which behavior does and does not occur
Setting events
Antecedents
Consequences
Function of target behavior
Student strengths/preferences/interests
Operational Definition
Criterion Definition In other words..
Adapted from http://www.kipbs.org
Objective
Clear
Complete
Refers to observable characteristics of the behavior or to events in the environment that can be observed
The definition is so clear that another person unfamiliar with the behavior could measure it consistently
The boundaries of the behavior are clearly delineated so that responses can be easily included or excluded
Can you see it or hear it?
Could you act it out precisely?
Do you know when to record that a new behavior started?
Aggressive Hits peers and teachers with open hand
NoncompliantWhen given an independent assignment, sits at desk and
does not complete work
Tantrums Yells loudly, falls to the floor and lays under desk
GENERALAmbiguous,
Subjective, and Vague
OPERATIONALObjective,
Specific, and Measurable
Behavioral Characteristics
• Frequency
• Duration
• Intensity
Setting Events Antecedent
Consequence
Behavior Sequence
Set the
stage for
behaviors
Make the problem behavior more likely to occur
Setting Events
ABC’s of Behavior
Antecedent• Events that occur
immediately prior to behavior
• “Triggers”
Consequence• Events that occur
following behavior• May reinforce or
punish behaviorBeh
avio
r
TangibleSocial/Attention
Sensory
Functions of Behavior
Gain
Access to(I
want)
Escape
/Avoid(I don’t want)
Example 1
Tara has never been a great fan of the lunch room. Sitting in lunch room with the rest of 4th and 5th grade she often throws food from the table and is removed from the lunch room without a fuss to eat at table by herself.
Possible Function?
Example 2Michael, an 8 year old with Asperger’s Syndrome, loves to hang out with his peers at recess. Unfortunately, his peers don’t feel the same way. Typically Michael runs up behind them and jumps on them, or kicks them in the shin, then runs away laughing and looking behind him. His peers tend to respond by shouting at him and pushing him away.
Possible Function?
Sample: When ignored by peers, Sally insults other students (e.g., calls them cow) and throws objects at students in order to obtain the attention of her peers. This is more likely to occur during lunch and recess.
Summary Statement When ______________________, student will (antecedent)
____________________ in order to ________________.
(behavior) (function)
This is more likely to occur when __________________. (setting event)
Purpose of Developing a BIP
• Allow student access to same outcome/meet same need through more appropriate means
• Modify environment and/or response to reduce problem behavior
• Teach new skills to replace problem behavior
• Monitor student success and effectiveness of interventions
Key Components
Definition of: Target behavior
Desired behavior
Replacement behavior
Measurable goal statement
Intervention Strategies
Plan to monitor student progress and treatment integrity
Scheduled times to review document and modify if necessary
Desired Behavior vs. Replacement Behavior
Desired
• What adults want student to do
• Does not serve same function as problem behavior
• Ultimate goal for student behavior
Replacement
• An acceptable alternative to desired behavior
• Serves same function as problem behavior
• May not be ultimate goal, but a step in the right direction
An Example
Desired• Tom will complete
assigned math work independently within the time allotted.
Replacement• Given a color card
system, Tom will display the red card on his desk to indicate that he needs to take a break or the yellow card to indicate he needs help with an assignment.
Target behavior: Tom yells, pushes papers off his desk, or walks out of the room when given a math assignment to complete independently at his deskFunction: Avoid math work
Setting Events Triggers(Antecedents)
MaintainingConsequences
ProblemBehavior
after long periods of seat work
given difficultmath
assignment
Leaves room, yelling,
papers on floor
avoid task,removed from
class
DesiredAlternative
TypicalConsequence
points,praise,
questions,more work
do workw/o
complaints.
Competing Behavior PathwayO’Neil et. al (1997)
AcceptableAlternative
ask for break, ask for help.
Desired Replacement
Target behavior: When ignored by peers, Sally insults other students (e.g., calls them cow) and throws objects at students in order to obtain the attention of her peers. This is more likely to occur during lunch and recess.
Prevention Strategies• Proactive-minimize likelihood of problem
behavior occurring• Modifications to environmental or
interpersonal factors• May address setting events or antecedents
Teaching Strategies
• Included if new skill is being taught
• Should indicate who will teach new skill, how and when it will be taught
• How new skill will be reinforced
• Teaching Plan Worksheet
Microsoft Office Word Document
Response Strategies
Response Strategies
• Planned response for when behavior does occur
• Alter consequences so that problem behavior is no longer rewarding
• CONSISTENCY is KEY!
A B C
Setting Events Triggers(Antecedents)
MaintainingConsequences
ProblemBehavior
after long periods of seat work
given difficultmath
assignment
Leaves room, yelling,
papers on floor
avoid task,removed from
class
DesiredAlternative
TypicalConsequence
points,praise,
questions,more work
do workw/o
complaints.
Competing Behavior PathwayO’Neil et. al (1997)
AcceptableAlternative
ask for break, ask for help.
Progress Monitoring
• Everyone’s favorite: data collection!!
• Purpose:
• Compare pre-intervention behavior to post-intervention behavior
• Know when to modify intervention strategies
Treatment Integrity
• Even more data collection!!
• Without it, we can’t draw defensible conclusions about success/failure of intervention strategies
• Helps determine if certain pieces/steps of intervention can be removed or modified
1.2.3.4.5.6.
100% Treatment Integrity = Greatest Improvement
Treatment Integrity
• Methods• Teacher self-report
• Independent observer
• Permanent products
Reframing the FBA/BIP Form (1)
• Currently reads: “Antecedents”• Translation: Sections I, II, III and IV of
“Antecedents”, actually deal with both setting events and immediate triggers.
Reframing the FBA/BIP Form (2)
• Currently reads: “Describe what happens AFTER the behavior occurs.”
Translation: What happens immediately after the behavior occurs that may increase or decrease the behavior?
Reframing the FBA/BIP Form (3)
• Currently Reads: “Function of Behavior”
• Translation: Focus on the “Communicative Intent” section
• Other sections are FACTORS that may influence behavior but are not FUNCTIONS
TangibleSocial/Attention
Sensory
Functions of Behavior
Gain
Access to(I
want)
Escape
/Avoid(I don’t want)
Reframing the FBA/BIP Form (4)
• Currently reads: “Generate a summary statement…”
• Translation: When (antecedent), student will (behavior) in order to (function). This is more likely to occur when (setting event).
Reframing the FBA/BIP Form (5)• Currently reads: “What is the
appropriate behavioral goal?”
• Translation: What is the appropriate functionally equivalent replacement behavior?
Reframing the FBA/BIP Form (6)
• Currently reads: “Response Strategies”• Translation: How will you respond to the
problem behavior without unintentionally reinforcing it?
• May need to include a crisis plan
• A well-translated form will result in an effective, efficient FBA/BIP.
