MEdLD ASSESSMENT 7: EDUC 624 Functional Behavior Plan/Behavior

Intervention Plan

Brief description of the assessment and its use in the program

This course examines research-supported techniques that teachers can use in

working with learners who have exceptional learning needs and whose behavior interferes with their success. These students include children and

adolescents with problems related to sustaining attention, hyperactivity, pragmatic language skills, aggression, and oppositional defiance. Participants

will learn to: (1) differentiate problem behaviors through understanding potentially contributory factors; (2) develop age-appropriate interventions

suitable for use in classroom and small-group settings; (3) develop and apply Positive Behavior Intervention Plans and other data-driven decision-making

techniques for evaluating the effectiveness of interventions; (4) collaborate with classroom teachers, counselors, school psychologists and parents in

developing and implementing improvement plans. An understanding of

professional ethical guidelines, relevant state and federal laws and regulations, and the importance of developing students' self-management skills will also be

emphasized.

Description of the Assessment

Guidelines and Instructions

Following an in class discussion of functional behavior assessments and behavior intervention plans, students should create a FBA/BIP for a student

with a problem behavior. You do not have to actually implement the plan.

Students who are not teaching should use Zach's observation notes and social

history that are attached below, have been provided in class, and posted under Course Handouts in Blackboard. The information and observations will be used

to develop a functional behavior assessment and behavior intervention plan for Zach.

Please use the form provided by the instructor and be sure to complete all

starred sections. Pay careful attention to the instructor’s examples of replacement behaviors in the section that requires that you write a

replacement behavior. These examples should guide you in writing one that will be effective.

Please pay careful attention to sections that require a description or

explanation. This indicates that detailed responses are required, and students

who limit their responses to a single sentence may not get full credit.

All students seeking a degree from Francis Marion University must submit this

assignment in Live Text. The template in Live Text looks like the form that is posted under Course Handouts in Blackboard. There is also an example of a

completed assignment attached below as well as posted under Course Handouts in Blackboard.

CASE STUDY - ZACH

Observation Notes: These are observations of Zach’s behavior in 5 different settings.

Students who are not yet teaching should use this information to complete the FBA/BIP.

October 17, 2006 9 -9:45 AM

Zach was observed by the student assistance team leader during a grade level spelling lesson. He was attentive during the lesson and eager to participate.

Zach raised his hand and waited to be called on. When the teacher recognized him, he read the sentence and correctly spelled the word anxious. Zach

remained on task for the entire lesson. He completed the assignment with a score of 90%.

October 30, 2006 10:30-11:15 AM

Zach was observed during music class by the guidance counselor. He entered

the room quietly and went directly to his assigned seat. The music teacher passed out recorders

( flute- like instruments) to students in the class. The teacher began to explain how to read sheet music. Zach was inattentive during this explanation. He

began to play his recorder instead. The teacher looked at Zach with a disapproving stare, but Zach continued to play. The teacher came and took

Zach’s recorder. Then she resumed the lesson. Zach continued his off-task behavior. He began to play with the music stand in front of him. He tried to

look at the teacher through the holes in the music stand. The teacher came and moved the music stand away from Zach. Zach put his legs up in his chair

and put his head down on his knees. The teacher continued with the lesson and did not attempt to involve Zach at all.

(Note: A few other students played with their instruments inappropriately, but the teacher did not take away their instruments)

November 6, 2006 11:20 AM- 12:00 PM Zach was observed during a grade-level English lesson by the assistant

principal. The other students were identifying the adverbs in sentences and telling if they answered the questions how, when, where, or why. Zach

normally does not participate in this class. Instead, he completes individualized assignments provided by the resource teacher. Zach opened his book, but

slammed it shut several times. He began talking to a student seated across from him. Both students laughed. Zach played with coins in his pocket. He

spun them on his desk. Zach made faces at the teacher and a few other students. Some students laughed, others ignored him. Zach put a quarter over

his eye and looked at a student next to him. The student laughed. The teacher continued with the lesson on adverbs. She did not come near Zach’s desk very

often. When she did, he quickly opened his book. As soon as she moved away, he shut the book. Zach did not complete any work. Near the end of the class

period, the teacher announced that the class had won a contest and would be

eating lunch at a special time. The students clapped. Zach stood up and began beating his chest, shouting “Yeah”

November 14, 2006 10:30-11:15 AM

Zach was observed during in art by another sixth grade teacher. The class had already started when Zach arrived. He came in quietly and sat in a separate

desk that was placed at the end of a table near the front of the room. Zach started to work immediately. He was painting a picture of flowers in a vase.

Zach concentrated on his assignment and tried to paint flowers that were similar to the model provided by the teacher. Zach did not talk to other

students. A student seated next to him was cleaning his paintbrush in a very noisy manner. Zach looked the boy, put his finger to his lips and said “Shhh.”

November 28, 2006 1:00-1:45 PM

Zach was observed during a grade level social studies class by a member of

the Student Assistance Team. The teacher was kneeling in the hallway picking up her key to the classroom. Zach jumped over her and entered the classroom.

He slammed his book down on his desk, sat down and spoke to the student in front of him. The boy answered Zach. Then Zach slapped the student in a

playful way. The other student slapped him back. The two boys continued these light slaps a few more times. The teacher entered the room and began to

admonish Zach saying, “I can’t believe what just happened! Do you realize that you could have been hurt, or I could have been hurt?” When Zach tried to

respond she said, “I don’t want to hear it. Don’t you ever do that again!” She continued, “Why didn’t you just come in, open your book and begin to work

like you are supposed to?” Zach just mumbled and opened his book. Later, the teacher was working with a small group of students near a map in the front of

the room. Zach and the others were to be reading and answering questions. Zach began talking to another student. A girl seated near them told Zach to be

quiet. He knocked her books and papers off of her desk and called her a name.

When the teacher asked what happened, the girl said that Zach knocked her things off of her desk. Zach said that it was an accident. He said she knocked

the books on the floor when he turned to ask her a question and she pushed him away.

Social History for Zach

This report contains information about Zach’s family and information on educational testing. Students who are not yet teaching should use

this information to complete the FBA/BIP.

Zach’s mother and biological father were married for six years. He had two children from a previous marriage.Zach’s mother left the biological father when

he became abusive. Zach has no biological siblings. Zach’s mother receives $40 per month for child support from Zach’s father.

Zach lives with his natural mother and step-father. In this blended family, Zach

has two step brothers, Benny and Tim, who are now 13 and 17 years old. Benny and Tim lived in the home for four of the six years of this marriage, but

now Benny lives with his natural mother. Tim is presently completing boot camp, and the family plans to attend completion ceremonies. Zach is

reported as getting along well with Benny and Tim with the usual sibling squabbles. Benny and Tim are described as very quiet, always doing projects

in their room, and keeping themselves occupied.

Mother says that Zach is very different from Benny and Tim. His constant verbal “littering” is upsetting to his step-dad. Mother, however, feels that Zach

cannot control his constant chatter, and she accepts it. Mother is frustrated at the extent her husband helps his own sons with extra money above and

beyond the payments made to their natural mother. Zach’s mother and step-father have been gainfully employed for several years in a unionized plant and

work a lot of overtime hours in the summer. Parents work approximately 12

hour shifts in the summer months.

Their home is modest with a few “extras” evident. It is clean, comfortable, and air conditioned. Both the inside and outside of the home are very neat and well

cared for. The step-father built a new garage a few months ago. He enjoys working on his truck. The mother states that they pay all of their bills on time.

The family stresses personal responsibility. Zach has chores to do at home:

dishes, vacuuming, laundry, and outside work. Mother says Zach needs a verbal reminder occasionally, but he frequently goes beyond the minimum of

his chores. Mother states that acceptance of responsibility is a special characteristic of Zach’s.

Zach will be expected to pay for his own car and gas when he gets older. Zach

can verbalize his expectations at this time. He has already asked for

permission to get a job when he turns 14. Zach emulates the work ethic in his home and sees working hard as a way to get love and approval.

The mother has some strong feelings towards Zach’s management in school.

She feels that teachers need to be more patient when he makes a mistake and give him another chance. Zach cannot learn if materials are taken away from

him, as happened in music class. She feels Zach needs to be involved in order to keep his attention and have him learn. The parents do not expect Zach to

go beyond high school. When “formal schooling” ends, he is expected to be independent and responsible for himself. Parents report that the older boy, Tim

joined the National Guard because of future training and job opportunities.

Developmental History

Zach has been an active child, very talkative and unable to stand still. Mother states that she was also like this as a child. Also similar to her, Zach does not

“take to schoolwork” even though he tries harder because he wants to please. She feels he simply cannot do the work. Zach had no childhood accidents.

Although he was exposed to normal childhood diseases, he has only had Roseola. The only other health problem has been sinus irritations, but this has

not been a major problem.

Medical History Zach failed a vision screening for both eyes. He has an upcoming appointment

with an optometrist. He passed the hearing screening. Zach’s immunization records are current.

Behavior in the Home

The mother says that most of Zach’s difficulties at school are because he

“mouths off too much.” She says that a fight at school is a fight at home. He gets in trouble at home for school difficulties. She continually emphasizes to

Zach that it is his responsibility to see that things go right at school. She reports only one incidence of using physical punishment with Zach. He had

picked up some loose change, and the family will not tolerate stealing.

Cognitive Assessment: Results of Zach’s psychological testing during his fourth grade year when he

was 11.1 years old

Wechsler Intelligence Scale for Children-III (WISC-III)

Score percentile 95% Confidence

Verbal IQ:

72 3 67-80

Performance

IQ:

66 1 61-77

Full Scale IQ:

67 1 63-74

Cognitive Assessment Peabody Picture Vocabulary Test-Revised (PPVT-R)

Standard Score

Percentile Stanine Age Equivalent

76 5 2 8-1

Academic Achievement

Results of Zach’s psychological testing during his fourth grade year when he was 11.1 years old

Wide Range Achievement Test-Revised

Subtest Standard Score Percentile

Reading Recognition

77 6

Spelling 71 3

Arithmetic 81 10

Key Math-R Test

Subtest Standard Scores

Basic Concepts 99

Operations 69

Applications 86

Total Test 84

Fifth Grade Functioning Levels

Age 12-8 Grade 5 Expected Level 5-8

Word Recognition Grade 5

Reading Comprehension Grade 5

Spelling Grade 3

Math Grade 3

Skills: Knows multiplication and division facts, can add up to 4 digits with 3

renamings , can subtract up to 4 digits with 3 renamings, can multiply up to 3 digits times 2 digits with carrying and no zero in the multiplier

Stanford Achievement Test

Age 13-8 Grade 6

Subtest Percentile

Reading Vocabulary 17

Reading Comprehension 20

Total Reading 17

Concepts of Number 6

Math Computation 24

Math Applications 12

Total Mathematics 13

Language Mechanics 11

Language Expressions 3

Total Language 5

Spelling 31

Study Skills 27

Listening 14

Basic Battery Total 13

Science 10

Social Science 23

Complete Battery Total 11

Using Information 24

Thinking Skills 12

FBA/BIP Template:

Functional Behavior Assessment

*Name____________________ *Grade_____

School__________________________

Date______________

*Describe the behavior/ incident that prompted this FBA

*From the above statement, identify the one behavior to be targeted for intervention (remember that this behavior must be observable and

measurable.)

*When is the student most successful? In other words, when doesn’t the problem behavior occur?

*ANTECEDENTS: the setting, circumstances, and triggers that precede or predict the problem behavior

*WHEN the problem behavior most likely to occur? *OTHER EVENTS OR

CONDITIONS

___ Morning – Approximate times___________

___ Afternoon- Approximate Times __________ ___ Before/After school

___Lunch Recess ___ Other (Specify) _______________________

___ Time of day does not seem to affect this behavior

*WHERE is the problem behavior most likely to occur?

___ Regular education classroom

___ Hallways ___Special education classroom

___ Cafeteria ___ Other (Specify)_______________________

___ Location does not seem to affect this behavior

*What PEOPLE are present when the problem behavior is most likely to occur?

___ Teacher

___ Classmates ___Other staff

___ Other peers ___ Other (Specify)_______________________

Who is present does not seem to affect this behavior

*During what SUBJECT/ACTIVITY is the problem behavior most likely to occur?

___ Subject(s)___________________________ ___ Seat work

___ Unstructured activities

___ Group activities ___ Transitions

___ Lesson presentation ___ Task explanations

___ Other (Specify)____________________ ___ Subject/activity does not seem to affect this behavior

___ A demand or request ___ Unexpected changes in schedule or routine

___Consequences imposed for behavior ___ Comments/teasing from other students

___ Environmental issues: noise lighting etc. ___ Other (Specify)_______________________

Consequences: The results that follow and reinforce the problem

behavior by allowing the student to gain something or avoid/escape

something

*What payoff does the student obtain when he or she demonstrates the problem behavior?

The student GAINS The student AVOIDS

___Teacher/adult attention ___Teacher/adult attention

___ Peer attention ___ Peer attention ___ Desired item/activity ___ Non preferred

activity, task or ___ Control over others or situation setting

___ Other(Specify)__________________ ___Other(Specify)________________

*What has been tried thus far to address the problem behavior?

___ This is a first occurrence and will be addressed through this FBA and the behavior intervention plan..

___ Implemented rules and consequences for behavior are posted. ___ A behavior or academic contract has been implemented.

___ A home/school communication system has been implemented. ___ The curriculum has been adapted How?

*___ Instruction has been modified. How?

*The schedule has been adjusted. How?

*___ Conferences with parents were held.

___ The student was sent to the office.

ASSESSMENT ANALYSIS AND DATA COLLECTION

A variety of data collection methods are used to determine the function of s behavior. The amount and type of methods used will depend on individual

issues with each student. Triangulating the data by using at least three data sources strengthens the resulting hypothesis.

*Check all methods that are currently in use:

___ Student observation (specify scatter plot, frequency, time sampling) ___ File review (review information for patterns, trends of behavior,

medical/health issues) ___ Interviews: staff, parent/guardian, student, outside agency, professional

___ A-B-C log (observation and documentation of antecedents, behaviors, consequences)

___ Other (specify)___________________________________________

*FUNCTION OF THE PROBLEM BEHAVIOR

Summarize by completing the statement below.

EXAMPLES When in the halls before school, after school and during transitions, this

student pushes and verbally threatens other students in order to gain status and attention from peers.

When working on independent seatwork during his regular education math

class, this student puts his head on his desk in order to escape work that is too difficult /frustrating.

When (summarize antecedents)

This student ( identify problem behavior)

In order to (summarize payoff)

*REPLACEMENT BEHAVIOR

Identify the replacement behavior by completing the statement below.

Remember that the replacement behavior is not the absence of the problem behavior. For example, do not write Rather than hitting, I want this student to

keep his hands to himself. Instead, write a description of the behavior that the student will perform in place of the problem behavior. Replacement behaviors

could include socially appropriate alternative behavior, coping skills, anger management techniques, techniques for dealing with frustrating situations, self

advocacy etc.

EXAMPLES:

Rather than pushing students and threatening to beat them up, I want this student to walk in the halls with his hands to his side and say “hello”

to those with whom he wishes to interact.

Rather than putting his head on his desk when he doesn’t know how to do a problem, I want this student to raise his hand and ask for help, and

move on to the next problem while waiting for my assistance.

Rather than (identify problem behavior)

I want this student to (define replacement behavior)

___ This definition is observable and measurable

Behavior Intervention Plan

Name_______________________ Grade_________ School______________________

Date of Birth______________

Date___________________________

Date FBA Completed_______________________________

Participants’ Signatures:

_______________________________ ___________________________________

_______________________________ ____________________________________

________________________________

____________________________________

_______________________________________ ___________________________________________

This BIP will be developed through

___ student support team ___ 504 (ADA) committee ___ IEP team

Projected dates to review this plan:

Describe the behavior/ incident that prompted this FBA and BIP;

*Describe the behavior that was on the FBA to be targeted for interventions

(remember that the behavior must be observable and measurable)

First Priority: PREVENTION

*Environmental Accommodations From the antecedents section of the FBA, describe changes that could be made in the environment for the purpose of

managing, diminishing, or eliminating the behavior of concern:

Second Priority: INSTRUCTION

*Replacement Behavior Restate the replacement behavior identified on the

FBA.

Rather than (identify problem behavior)

I want this student to (define replacement behavior)

*Teaching Strategies:

___ Individual instruction ___ Guided practice ___ Small group instruction ___ Other (specify)

___ Demonstration/modeling ___ Role play ___ Peer tutoring

_______________________

*Describe the instructional plan:

*Who will teach the replacement behavior?

_______________________________________________

*How often will instruction be given?

*Describe the data collection process for determining the effectiveness of the

replacement behavior instruction.

*Describe any reinforcing consequences to be used.

EDUC 624 FBA/BIP CORE Rubric

EDUC 624 FBA/BIP CORE Rubric

Not Met (1 pt) Partially Met

(2 pts)

Met (3 pts)

Identifies

behaviors that inhibit safety,

emotional well-being and

meaningful learning

experiences

ICC1K2, ICC5K1 ICC5K2, ICC5K3

ICC5K6, ICC5S2 ICC7S4

INTASC.1, INTASC.5

INTASC.7 INTASC.8

The candidate is

unable to identify behaviors that

are detrimental to students’ safety

or emotional well being, and the

candidate is

unable to identify behaviors that

prevent students from engaging in

meaningful learning

experiences, and the behaviors are

not described so that they are

observable or measurable.

The candidate

identifies some behaviors that are

detrimental to students’ safety or

emotional well being, or the

candidate identifies

some behaviors that prevent students

from engaging in meaningful learning

experiences, or the behaviors are not

described so that they are observable

and measurable.

The candidate

identifies behaviors that are detrimental

to students’ safety or emotional well being.

The candidate identifies behaviors

that prevent students

from engaging in meaningful learning

experiences. The behaviors are

described so that they are observable

and measurable.

Antecedents and consequences

identified ICC10S1, ICC10S6

ICC10S9, ICC7S4 ICC8S1, ICC8S8

INTASC.10

INTASC.7 INTASC.8

The candidate does not

demonstrate understanding of

the A-B-C relationship.

The candidate is able to identify some

antecedents and consequences that

contribute to inappropriate

behavior.

The candidate is able to identify

most antecedents and consequences

that contribute to inappropriate

behavior.

Function of Behavior

identified ICC10S1,

ICC10S6 ICC10S9, ICC7S4

ICC8S1, ICC8S8

INTASC.10 INTASC.7

INTASC.8

The function of the inappropriate

behavior is not identified

correctly based on identified

antecedents and

consequences.

The candidate identifies some

possible functions of the inappropriate

behavior , or the functions may not

be related to

identified antecedents and

consequences.

The candidate writes replacement

behaviors that promote the safety

and emotional well being of students

and allow them to

engage in meaningful learning

experiences. The replacement

behavior is feasible and practical in

most settings.

Identifies

replacement behaviors that

promote safety emotional well-

being and meaningful

learning experiences

ICC4S1, ICC5K6 ICC5S10, ICC5S11

ICC8S8, LD4S1

INTASC.4 INTASC.5

The candidate

writes replacement

behaviors that focus on

suppressing inappropriate

behaviors. The replacement

behaviors are neither feasible

nor practical in

most settings.

The candidate writes

some replacement behaviors that

promote the safety and emotional well

being of students and allow them to

engage in meaningful learning

experiences. The replacement

behavior s are

feasible and practical in most

settings.

The candidate

writes replacement behaviors that

promote the safety and emotional well

being of students and allow them to

engage in meaningful learning

experiences. The replacement

behavior is feasible

and practical in most settings.

Structuring learning

environments ICC5K1

ICC5K3 ICC5S10

ICC5S11

ICC5S2 ICC5S5

INTASC.5

The candidate structures the

learning environment to

promote dependence and

conformity or the

changes to the learning

environment are not feasible or

practical in most settings.

The candidate attempts to

structure the learning

environment to promote

independence, self

motivation and self-direction, however

the changes to the learning

environment are not described in

sufficient detail or the changes are not

feasible or practical in some settings.

The candidate structures the

learning environment to

promote independence, self

motivation and

self-direction; The changes to the

learning environment are

described in detail.

Instructional strategies

included ICC7S14, ICC10S6

ICC10S9, ICC4S1 ICC4S2, ICC5S2

LD4K4, LD4S1

INTASC.10 INTASC.7

The candidate did not use direct

instruction to teach more

appropriate behaviors. Most of

the strategies

used were punitive or

reduced the likelihood of

positive social interactions. The

procedures for teaching the new

behavior were not included and no

plans were made to teach others

such as paraeducators and

parents to use the

strategies, or the paraeducator was

given sole responsibility for

teaching the strategies.

The candidate used some direct

instruction to teach more appropriate

behaviors. Some of the strategies used

encouraged the

student to learn the new behavior and

increased the likelihood of positive

social interactions The description of

the procedures for teaching the new

behavior is limited and vague plans

were made to teach others such as

paraeducators and parents to use the

strategies.

The candidate used direct instruction to

teach more appropriate

behaviors .The strategies used

encouraged the

student to learn the new behavior and

increased the likelihood of

positive social interactions The

procedures for teaching the new

behavior are described in detail

and plans were made to teach

others such as paraeducators and

parents to use the

strategies.