functional behavioral assessment (fba) and behavior intervention plan (bip) overview
DESCRIPTION
Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) Overview . Presented by Lorraine Elswick Lanai Jennings February 12, 2013. A recorded version of this presentation will be posted to http://wvde.wv.us/osp/sebta.html . - PowerPoint PPT PresentationTRANSCRIPT
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Functional Behavioral Assessment (FBA)and
Behavior Intervention Plan (BIP)Overview
A recorded version of this presentation will be posted to http://wvde.wv.us/osp/sebta.html.
Presented by Lorraine ElswickLanai Jennings
February 12, 2013
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“Our challenge as educators is to make sure that we provide all children in our public schools the opportunity for success. Teachers of children with special needs understand this challenge more than most. They are dedicated individuals who have a passion for teaching and high expectations that every child can learn given an opportunity.” – James B. Phares, Ed.D.
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Support for Personalized Learning (SPL)
Expected behaviors in safe and supportive schools create an education system that
supports students in their efforts to become healthy, responsible and self-
directed citizens.
http://wvde.state.wv.us/spl/
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Support for Personalized Learning
Most children respond to typical classroom behavior management strategies or school wide positive behavioral interventions and supports.
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WV Policy 2419 Regulations for the Education of Students with
Exceptionalities
A FBA is a sequential, multi-step, team evaluation process that helps to determine the purpose and the effect of the problem behavior(s) so that IEP goals and objectives can be identified, and interventions
and modifications can be developed and implemented, specifically through a student's
Behavioral Intervention Plan.
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WV Policy 2419 Behavior Intervention Plan (BIP)
• Written, purposeful and individualized plan based upon a student's functional behavioral intervention assessment.
• Describes the positive behavioral interventions, strategies and supports required to implement the student's IEP goals and objectives in the areas of social, emotional and/or behavioral development.
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WV Policy 2419 Components of BIP
The BIP may include, but is not limited to:
• Environmental modifications that reduce the likelihood of the problem behavior;
• Guidance, structured opportunities and/or instruction in the use of new skills as a replacement for problem behaviors;
• Consequences to promote positive change and diminish problem behavior;
• A crisis management plan (if appropriate); and
• Procedures for monitoring, evaluating and reassessing the plan as necessary.
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When is a FBA/BIP required?As a result of a student’s disciplinary removal when the student’s conduct is determined to be a manifestation of the student’s disability, the IEP Team must:
1. Conduct a FBA and develop a BIP if one has not been completed; or2. Review the existing BIP and revise as needed to address the student’s
current behavior(s); and 3. Return the student to the placement from which the student was
removed unless the parent and the district agree to a change of placement as part of the modification of the BIP as determined by the IEP Team.
Policy 2419, p. 69
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When is a FBA/BIP necessary?Student data indicates:• High intensity or frequency of behavior• Behavior impedes his or her academic
performance or the performance of others• Team needs additional information to
understand why the behavior continues• Typical supports or interventions have not been
successfulCrone, D.A. & Horner, R.H., 2003
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FBA is a Process Not an Event
The IDEA does not define how a FBA is conducted. The process may vary with the
needs of each child. However, several specific steps are always part of this assessment.
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What are the components of a FBA/BIP?
1. Identify and define the target behavior(s) for change.2. Collect data from multiple sources.3. Develop a hypothesis. 4. Identify other alternative behaviors to replace or
reduce the inappropriate one(s).5. Develop an intervention considering the functional
variables.
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Defining the BehaviorTopography - What does the
behavior look and sound like?- Frequency- Duration- Intensity
Function - Why is the
behavior occurring?
- What purpose does the behavior serve for the student?
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Topography versus FunctionThrows Book
To Avoid/Escape
Boring Work
Difficult Work
To Gain
Peer Attention
Adult Attention
Topography
Function
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Step 1: Identify and Define the Target Behavior for Change
What does the target behavior look like?
Poor Attitude
Does not begin assignments
when prompted
Curses
Aggressive
Hits other students
Bites other students
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STEP 2: Collect Data from Multiple Sources
What sequence of events predicts the target behavior?
Setting Events
Antecedent Behavior Consequence
Teacher Request Curses Office Referral
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STEP 2: Collect Data from Multiple Sources
What sequence of events predicts the target behavior?
Setting Events
Antecedent Behavior Consequence
Playing with Peers
BitesRemove
Student to Teacher’s Desk/Area
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STEP 2: Collect Data from Multiple Sources
What sequence of events predicts the target behavior?
It is important to determine if the student’s target behavior is a result of a skill deficit (i.e., “can’t do”) or performance deficit (i.e., “won’t do”) for intervention
planning purposes.
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Step 3: Develop a Hypothesis Statement
A hypothesis statement is a summary statement that predicts the general conditions under which the target behavior is most and least likely to occur (antecedents), as well as the probable consequences that serve to maintain it.
(Quinn, Gable et al., 1998)
The goal of which is to identify specific CONCRETE events or environments more typically associated with the occurrence and nonoccurrence of the inappropriate behavior for intervention.
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Components of a FBA/BIP
1. Identify and define the target behavior(s) for change.
2. Collect data from multiple sources.3. Develop a hypothesis.4. Identify other alternative behaviors to replace
or reduce the inappropriate one(s).5. Develop an intervention considering the
functional variables.
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An Appropriate Replacement / Alternate Behavior
• Serves the same function as the target behavior, easier to do and more efficient than the target behavior
• Alternate Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than target behavior
• Socially acceptable
Step 4: Identify Other Alternative Behaviors to Replace
or Reduce Inappropriate Behaviors
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• Manipulate the antecedents and/or consequences of the behavior
• Teach more acceptable replacement behaviors that serve the same function as the inappropriate behavior
• Implement changes in curriculum and instructional strategies
• Modify the physical environment
Step 5: Develop an Intervention Considering
the Functional Variables
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Step 5: Identify Antecedents, Consequences and
Alternative Behaviors for Manipulation to Replace or Reduce Inappropriate Behaviors
Maintaining Consequence and Function
Target Behavior- Curses
Alternate Behavior
Antecedent
Targeted Routine Desired
BehaviorNatural Consequence
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Evaluate and Adjust the Intervention Plan
• Are the baseline rates of the target behavior increasing or decreasing in the desired direction?
• What intervention components can be tweaked, added or eliminated to result in greater efficacy?
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Teaching Behavior vs. Controlling Behavior
Interventions Based on Control:
Often fail to generalize Sometimes only
suppress the behavior rather than provide an appropriate alternative behavior
Interventions Based on Positive Behavior Supports:
Teach student to address the source of the inappropriate behavior and skills needed for replacement and alternative behaviors
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Teaching Behavior
• Don’t assume student knows how to exhibit appropriate behavior
• Model and reinforce approximations to the desired behavior
• Schedule review and practice of the behavior regularly
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In SummaryPositive Behavioral Intervention and Support Options:
• Replace problem behaviors with appropriate behaviors that serve the same (or similar) function as inappropriate ones
• Increase rates of existing appropriate behaviors• Make changes to the environment that eliminate the
possibility of engaging in inappropriate behavior• Provide the supports necessary for the child to use the
appropriate behaviors• Select a behavior that likely will be elicited by and
reinforced in the natural environment
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Providing Other Supports
• Peers• Teachers• Paraprofessionals • Related Service Providers• Families
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Resources
• http://www.pbis.org • http://www.nasponline.org/publications• http://iris.peabody.vanderbilt.edu/• http://www.wrightslaw.com
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Thank you for your participation. At the conclusion of this webinar, please download the NCIPP mentor-mentee attachments.
If you require assistance please contact: Lorraine Elswick [email protected] or Lanai Jennings [email protected] Office of Special Programs 304-558-2696.