bcasc conference march 20, 2010 presented by: kristy m. asral, m.ed. josh kershenbaum, esq. the abcs...

BCASC ConferenceMarch 20, 2010

Presented by:Kristy M. Asral, M.Ed.

Josh Kershenbaum, Esq.

The ABCs of FBAs and BIPs

Presentation Goals

1. To understand what an FBA and PBSP are and why they are important;

2. To learn strategies for data collection and appropriate behavior interventions.

“Behaviors come and go, but functions are forever”

- Ted Carr, SUNY Stonybrook

Overview

Part 1: FBAs and PBSPs

Part 2: Relevant Law

Part 3: Case Studies

PART 1: FBAs and PBSPs

What is a Functional Behavior Assessment?

What are the elements of an effective FBA?

FBAs: Why? How? Who?

What are Positive Behavior Support Plans, and how do we develop and implement them?

What is a Functional Behavioral Assessment (FBA)?

An information gathering process.

Helps us identify and understand the purpose of a child’s

problematic behavior.

An Effective FBA

A: Identifies the events / conditions that occur prior to problem behavior (“Antecedents”)

B: Defines problem Behavior in specific terms

C: Describes what happens afterwards that reinforces and/or maintains problem behavior (“Consequences”)

Hypothesizes: What is the student trying to gain/avoid?

Why do an FBA?

Avoid ineffective and unnecessary procedures

Avoid unnecessary

frustration

Why do an FBA?

Behavior = Communication

An effective FBA ACCURATELY determines what the

behavior is communicating.

Why do an FBA?

Shift in attitude:

“child is a problem” “child has a problem”

FBAs: Who and How?

There are many ways to conduct an FBA.

Goal = Testable Hypothesis

FBAs: Who and How?

Informal

Indirect/simple

More complex

FBAs: Who and How?

Informal: School team regularly involved

Indirect/Simple: School specialists (e.g., school psychologist,

guidance counselor and school team)

Complex:Behavior trained staff member or IU and

school team

FBAs: Who and How?

Information provided by FBA is then used by the IEP team to develop a Positive

Behavior Support Plan (“PBSP”), behavioral goals and supports, etc.

FBA PBSP

FBA Data Collection Options

There are many ways to collect data

Depends on the behavior of concern.

The most common is the “A-B-C” data form(Antecedent – Behavior – Consequence)

Determining Level of FBA

Source: pbis.org

Behavior Intervention Plans (BIPs)/Positive Behavior Support Plans (“PBSPs”)

Should be designed to teach students “replacement behavior”

Replacement Behavior:Replacement of an inappropriate behavior by a

more acceptable behavior through the use of prevention and reinforcement strategies

Behavior Intervention Plans (BIPs)/Positive Behavior Support Plans

(“PBSPs”)

Should also include procedures to follow when the student continues

the problem behavior.

Behavior Intervention Plans (BIPs)/Positive Behavior Support Plans

(“PBSPs”)

Acceptable replacement behaviors might include:

teaching self management techniques

using appropriate conflict resolution skills

General BIP/PBSP Guidelines

Teach the student to recognize “setting events”

Foster a setting that encourages the desired behavior:

preferred seating arrangements in a class

the physical layout of the classroom

the sequence of academic instruction

Other examples?


Address the antecedent events

Shape desired behavior through:

RedirectionModification of instructional materials

Repeating instruction

Checking for understanding


Address the consequences of the desired behavior:

Positive reinforcement

Feedback


Modify curriculum and instructional strategies

Differentiated instruction

Permitting oral responses rather than written

Other?


Reinforce appropriate behavior

Student performance contracts

Group classroom management strategies

Other?

Part 2: Relevant Law

Federal law

State law

What to do if schools do not comply

FBAs and BIPs/PBSPs: Relevant Law

Individuals with Disabilities in Education Act (IDEA)

(FEDERAL Statute and Regulations)

34 CFR §300.324(a)(2)(i) (Development, review, and revision of IEP)

“In the case of a child whose behavior impedes the child’s learning or that

of others, [the IEP Team must] consider the use of positive behavioral interventions and supports, and other strategies,

to address that

Behavior.”


34 CFR §300.520(b)(Discipline: Authority of school personnel)

If student DID NOT have a PBSP before suspension/expulsion, IEP team must conduct an FBA

and develop and implement a PBSP as soon “as soon as practicable.”

If student DID have a PBSP before suspension/expulsion, IEP team must review the plan and its implementation,

and, modify the plan and its implementation as necessary, to address the behavior.


Pennsylvania (state) Law

22 Pa. Code §14.133 (Defines: “Positive Behavior Support”)

“Positive, rather than negative, measures must form the basis of behavior support programs to ensure that all students . . . shall be free

from demeaning treatment, the use of aversive techniques and the unreasonable use

of restraints.”


22 Pa. Code §14.133 (continued)

PBSPs “must include research based practices and techniques to develop and

maintain skills that will enhance an individual student’s . . . opportunity for

learning and self-fulfillment.”



PBSPs “must be based on a functional assessment of behavior and utilize positive

behavior techniques. . . . [T]he types of intervention chosen for a particular student

or eligible young child shall be the least intrusive necessary.”



“The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures,

including de-escalation techniques[.]”

When must an FBA be conducted?

When a behavior violates a “code of school conduct” and is determined by the IEP team to

be a manifestation of the student’s disability


When a student is removed from his/her current placement as a result of weapon possession,

and/or illegal drug possession/use, and/or serious bodily injury.


When the student is removed from his/her placement for more than 10 consecutive

or 15 cumulative school days and the behavior is determined not to be related

to his/her disability.


When the school contacts law enforcement.


When the IEP team (1)determines that a student’s behavior is interfering with

his/her learning or the learning of others, and (2) requires additional information to provide appropriate

educational programming.

Parents Requesting an FBA

You may request an FBA at anytime your child’s problem behaviors are becoming worse or when the team cannot explain to you WHY the problem behavior is occurring.

What Happens if School Refuses?

Violation of child’s DUE PROCESS rights.

State and Federal law provide PROCEDURAL SAFEGUARDS for parents/students.

Right to a Fair Hearing

Stay tuned…

March 3, 2010: House of Representatives passed H.R. 4247, the Keeping All Students Safe in School Act.

If passed by Senate and signed by President, will become law.

http://www.govtrack.us/congress/bill.xpd?bill=h111-4247&tab=summary

Part 3: Real Examples

FBAs and PBSPs are individualized.

Case Studies:EddieBilly

Tommy

Billy

What is the problem behavior?

What is Billy communicating with this behavior: At school? At home?

Billy

CONSISTENCY

Can we use the same interventions at home and school?

Why would we want to?

Tommy

What is the problem behavior?

What is Tommy communicating with this behavior: At school? At home?

Tommy

Can we use the same interventions at home and school?

Tommy

What interventions/strategies can we use at home AND school?

Praise and rewards for points earned

“Active Ignoral”

“Forced Choices”

Setting Events: homework space, quiet work space

Consistent language for redirection

Timers, break down multi-step directions, get attention prior to giving directions

FBA Pitfalls

Generic (should be individualized)

Flawed (need a correct behavior hypothesis)

Negative (should focus on reward not punishment)

More Behavior Strategies!

I want, I need, help cards

Hugs, high 5’s and other praise

Quiet redirectionPlanned ignoringCoping skills (eg stop,

think, relax, big problem vs little problem)

Role playSocial Skill languagePositive phrases

ProximityHumorNonverbal cuesSensory breaksTimerI messagesClear routines and

expectationsChoice boardToken economySocial Stories

Summary

The law REQUIRES FBAs and PBSPs under certain circumstances

FBAs and PBSPs need to be INDIVIDUALIZED

FBAs help us explain WHY problem behavior is occurring

Interventions should be as CONSISTENT as possible between home and school

FINALLY….

YOU ARE NOT ALONE!!

Resources

BooksCarol Gray. My Social Story Book.

Carol Kranowitz & Lucy Jane Miller. The Out of Sync Child.

Thomas Phelan, Ph.D. 1-2-3 Magic: Effective Discipline for Children 2-12.

Alan Sohn and Cathy Grayson. Parenting Your Asperger’s Child. Individualized Solutions for Teaching Your Child

Practical Skills.

Websiteswww.interventioncentral.org

www.pattan.net

www.pbis.org

Contact Us

Kristy M. Asral, M.Ed.Asral Behavioral Consulting Services, Inc.

Doylestown, PA

(267) 885-4886 • [email protected]

Josh Kershenbaum, Esq.Frankel & Kershenbaum, LLC

Four Tower Bridge

200 Barr Harbor Drive, Suite 400

West Conshohocken, PA 19428

(610) 260-6054 • [email protected]

bcasc conference march 20, 2010 presented by: kristy m. asral, m.ed. josh kershenbaum, esq. the abcs...

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