Updated Forms:Updated Forms:FBA/BIPFBA/BIP

Manifestation PlansManifestation Plans

What is a Functional Behavior What is a Functional Behavior Assessment?Assessment?

FBA is a FBA is a processprocess for for gathering gathering information to information to understand the understand the function (purpose) of function (purpose) of behavior in order to behavior in order to develop an effective develop an effective intervention planintervention plan..

*Its purpose is to *Its purpose is to determine a determine a targettarget

behavior (s) that will be behavior (s) that will be the focus of intervention the focus of intervention

on a Behavioral on a Behavioral Intervention Plan.Intervention Plan.

Building Blocks of the Building Blocks of the FBA Process FBA Process

Collect DataCollect Data

Analyze DataAnalyze Data

• AntecedentAntecedent• Behavior(s)Behavior(s)• ConsequenceConsequence

Identify Function Identify Function of of Target Behavior(s)Target Behavior(s)

• Target Target Behavior(s)Behavior(s)

Develop Develop HypothesisHypothesis

ANTECEDENANTECEDENTT

BEHAVIOBEHAVIORR

CONSEQUENCCONSEQUENCEE

The Behavior Cycle

A Target Behavior is . . .

• a specific behavior that needs to be replaced OR

• a cluster or combination of behaviors that are related to one another and are a part of the target behavior

Analyze Analyze DataData

Blurting out

AggressionTalking OutQuick

to

anger

Invading the space of others

“Impulsivity”

Some Cluster Behaviors of

Analyze Analyze DataData

What are the Student’s What are the Student’s Strengths ?Strengths ?

AcademicsAcademics Is a strong visual learnerIs a strong visual learner Seeks out extra help Seeks out extra help

from teachersfrom teachers Responds to positive Responds to positive

suggestionssuggestions Takes good notes in Takes good notes in

classes and maintains classes and maintains well-organized well-organized notebooksnotebooks

Usually focused and Usually focused and attentive in classesattentive in classes

Memory is adequate if Memory is adequate if paired with visual paired with visual informationinformation

BehaviorBehavior Helpful towards others.Helpful towards others. EnergeticEnergetic Well ManneredWell Mannered Affectionate towards Affectionate towards

othersothers Strong Communication Strong Communication

skillsskills Very sociableVery sociable PersistentPersistent ConsistentConsistent Team playerTeam player AdventurousAdventurous

Identify the Behaviors of Identify the Behaviors of ConcernConcern

Problem Behavior:Problem Behavior: Identify the problem behaviors that most Identify the problem behaviors that most interfere with the student’s functioning.interfere with the student’s functioning.

Concrete Definition:Concrete Definition: Define behaviors in concrete terms that Define behaviors in concrete terms that are easy to communicate and simple to record/measure.are easy to communicate and simple to record/measure.

Frequency:Frequency: Examples: every 10 minutes, 4 of 5 days, 4 x per Examples: every 10 minutes, 4 of 5 days, 4 x per hour, 1 x per day, etc…hour, 1 x per day, etc…

Intensity:Intensity: On a scale of 1 to 10 (1 being low intensity and 10 On a scale of 1 to 10 (1 being low intensity and 10 high intensity). Ex: 3 = touched kid gently, 10 = gave kid black high intensity). Ex: 3 = touched kid gently, 10 = gave kid black eye.eye.

Duration:Duration: How long does the entire episode last? Example: Fred How long does the entire episode last? Example: Fred gets upset, leaves class and runs through the halls yelling and gets upset, leaves class and runs through the halls yelling and screaming. The episode begins when Fred gets upset and ends screaming. The episode begins when Fred gets upset and ends when he is able to get control of himself. Duration = when he is able to get control of himself. Duration = approximately 35 minutesapproximately 35 minutes

Problem Behavior Concrete Definition of Behavior Frequency Intensity Duration

1. Aggressive behavior such as kicking, hitting, throwing objects (pencils, chairs, books),

KickingKicking: foot makes contact : foot makes contact with another person or with another person or objects (wall, desk), with objects (wall, desk), with extreme force.extreme force.

2 to 3 2 to 3 times a times a weekweek

2 to 3 2 to 3 times a times a weekweek

1-2 times 1-2 times a weeka week

77

88

55

8-10 8-10 mins.mins.

10-15 10-15 mins.mins.

3-5 mins.3-5 mins.

HittingHitting: Hand makes : Hand makes contact with another contact with another person/with sufficient person/with sufficient force.force.

Throwing ObjectsThrowing Objects: : Grasping objects in hand Grasping objects in hand and propelling the object at and propelling the object at another person or objects another person or objects (wall, floor)(wall, floor)

2. Threatening and/or aggressive comments to staff and peers.

Intent to inflict or cause Intent to inflict or cause bodily injury to a bodily injury to a staff/peer.staff/peer.

2 to 3 2 to 3 times a times a weekweek

99 5-8 mins.5-8 mins.

Example

Target Behavior #1Target Behavior #1To ChangeTo Change

What Triggers the What Triggers the Behavior?Behavior?

Lack of social attentionLack of social attention Demand/RequestDemand/Request Does Not understand tasksDoes Not understand tasks Transition between settingsTransition between settings Interruption in routineInterruption in routine Negative social interaction Negative social interaction

with peerswith peers Consequences imposed for Consequences imposed for

negative behaviornegative behavior Inability to process Inability to process

directionsdirections

What Consequences What Consequences have been have been implemented for implemented for problem behavior?problem behavior?

Behavior ignoredBehavior ignored Reprimand/WarningReprimand/Warning Stated expectationStated expectation Time-outTime-out Loss of priviledgesLoss of priviledges Sent to OfficeSent to Office Communications with homeCommunications with home Discipline ReferralDiscipline Referral In-School SuspensionIn-School Suspension Out of School SuspensionOut of School Suspension

Target Behavior #1 cont..Target Behavior #1 cont..

During what During what concurrent event(s) concurrent event(s) does the behavior does the behavior occur?occur?

Independent workIndependent work Large group instructionLarge group instruction Small group instructionSmall group instruction Crowded settingCrowded setting Unstructured activityUnstructured activity Specific time of the daySpecific time of the day Specific day of the weekSpecific day of the week With a specific With a specific

teacher(s)teacher(s) A specific subjectA specific subject

Does the student Does the student try to escape?try to escape?

Avoid a demand or Avoid a demand or requestrequest

Avoid an activity/taskAvoid an activity/task Avoid a personAvoid a person Escape the Escape the

classroom/settingclassroom/setting Escape the schoolEscape the school

Target Behavior #1 Target Behavior #1 To ChangeTo Change

Are there any Are there any Medical/Home factors Medical/Home factors that are contributing to that are contributing to this behavior?this behavior?

Medication (change/not Medication (change/not taking)taking)

Change in home/family Change in home/family dynamicsdynamics

Medical conditionsMedical conditions

Does the student try to Does the student try to gain attention or control gain attention or control when he/she misbehaves?when he/she misbehaves?

Get desired item/activityGet desired item/activity Gain adult attentionGain adult attention Get sent to preferred adultGet sent to preferred adult Gain powerGain power Gain revengeGain revenge

Develop A HypothesisDevelop A Hypothesis

When student is When student is (SETTING)(SETTING) and and (ANTECEDENT)(ANTECEDENT) he/she typically he/she typically respond by respond by (BEHAVIOR)(BEHAVIOR) to gain to gain (FUNCTION)(FUNCTION)..

HypothesisHypothesis Format Format

When student is SETTING

and

ANTECEDENT / CONTEXT

he typically responds by

BEHAVIOR

to gain FUNCTION

in small groups

does not get his way

hitting, kicking and/or

threatening others

escape from doing work

ExampleExample

Observation: (Independent Work)Observation: (Independent Work)

Betsy calls George a “buck tooth Betsy calls George a “buck tooth $**$##&$”. George glares back and $**$##&$”. George glares back and Betsy smiles. Betsy sticks out her tongue Betsy smiles. Betsy sticks out her tongue and George throws his pencil at her. After and George throws his pencil at her. After throwing his pencil, George screams and throwing his pencil, George screams and threatens her with his fist. Betsy smiles threatens her with his fist. Betsy smiles and says “I dare you!” George hits her and and says “I dare you!” George hits her and pushes her to the floor. Betsy yells and the pushes her to the floor. Betsy yells and the teacher comes over to separate the two.teacher comes over to separate the two.

ExerciseExercise

Develop a Hypothesis on George.Develop a Hypothesis on George.

Behavior Intervention Behavior Intervention PlanPlan

What is aWhat is a ““Behavioral Intervention Behavioral Intervention Plan”?Plan”?

A A planplan generated by agenerated by a

team based on the information team based on the information gathered from a FBA.gathered from a FBA.

This tool is a “This tool is a “lesson plan” lesson plan” for for teaching teaching

replacement behaviors. replacement behaviors.

BIPBIPInstructional Instructional ConsiderationsConsiderations

“I want Joe to follow

directions in class.”

How?

Who?

When? Rewards

?

Consequences?

Documentation?

Replacement/DesiredBehaviors

”I want Joe to follow directions

for task completion in

class.”

Progressive Progressive StepsSteps

mustmustbe taught to reachbe taught to reachdesired behaviors.desired behaviors.

Request help from teacher

Work with peer

Complete 1 problem

Complete ½ sheet

Complete entire task

Behavior Intervention PlanBehavior Intervention Plan Target Behavior (s): George will decrease the use of Target Behavior (s): George will decrease the use of

aggressive behaviors such as kicking, hitting and throwing aggressive behaviors such as kicking, hitting and throwing objects, threatening and/or aggressive comments to staff and objects, threatening and/or aggressive comments to staff and peers. peers.

Plan of ActionPlan of Action-Statement of Hypothesis: When George is in English class -Statement of Hypothesis: When George is in English class and is asked to do independent work he typically responds and is asked to do independent work he typically responds by throwing objects, kicking, and hitting and/or threatening by throwing objects, kicking, and hitting and/or threatening others to gain escape from doing his work.others to gain escape from doing his work.

-Desired Replacement Behavior (s): (1) When George -Desired Replacement Behavior (s): (1) When George becomes frustrated during independent work, he will raise becomes frustrated during independent work, he will raise his hand to obtain teacher’s attention for assistance with his hand to obtain teacher’s attention for assistance with assignment. (2) If he continues to be frustrated, he will take assignment. (2) If he continues to be frustrated, he will take small breaks (5 mins.) during independent work. (If George small breaks (5 mins.) during independent work. (If George chooses not to work and becomes upset, staff will provide chooses not to work and becomes upset, staff will provide him the opportunity to go the safe area to calm down.)him the opportunity to go the safe area to calm down.)

Pathway Pathway ChartChartDesired Alternative

Target Behavior

Maintaining Consequence or Functions

Acceptable Alternative

Setting Events/ Triggering Antecedents

Acceptable Alternative

Acceptable Alternative

Pathway Pathway ChartChartDesired Alternative

Target Behavior

Maintaining Consequence or Functions

Setting Events/ Triggering Antecedents

Acceptable Alternative

Acceptable Alternative

Methods of Teaching the Methods of Teaching the Replacement BehaviorReplacement Behavior

Direction Direction InstructionInstruction

Providing CuesProviding Cues Behavior ContractBehavior Contract Social SkillsSocial Skills Role PlayingRole Playing

Stress Stress ManagementManagement

Anger ManagementAnger Management ModelingModeling Problem-Solving Problem-Solving

TrainingTraining

Reinforcement Reinforcement (Positive Consequences)(Positive Consequences)

Verbal PraiseVerbal Praise Positive Note HomePositive Note Home Homework PassHomework Pass Computer TimeComputer Time

Free TimeFree Time Immediate Immediate

FeedbackFeedback Tangible RewardsTangible Rewards

Reactive Measures Reactive Measures (Negative Consequences)(Negative Consequences)

ClassroomClassroom

For Example:For Example:

-Redirection-Redirection

-Phone call home-Phone call home

-Parent Conference-Parent Conference

-Office referral-Office referral

-Change in setting-Change in setting

Administrative StepsAdministrative Steps

For Example:For Example:

-Parent/Student -Parent/Student ConferenceConference

-ISS-ISS

-OSS-OSS

-Saturday Academy-Saturday Academy

-Change in Setting-Change in Setting

Environmental ModificationEnvironmental Modification(Accommodations)(Accommodations)

Clear, Concise Clear, Concise DirectionsDirections

Frequent Frequent Reminders/PromptsReminders/Prompts

Change in ScheduleChange in Schedule Specified Study Specified Study

AreaArea Preferential SeatingPreferential Seating Avoid Power Avoid Power

StrugglesStruggles Modify AssignmentsModify Assignments

Supervised Free TimeSupervised Free Time Avoid Strong CriticismAvoid Strong Criticism Cool-off PeriodCool-off Period Provide Alternative Provide Alternative

SettingSetting Daily Parent ContactDaily Parent Contact Review ExpectationsReview Expectations Frequent BreaksFrequent Breaks Teachers ProximityTeachers Proximity

Person Responsible forPerson Responsible forImplementing the PlanImplementing the Plan

General Ed TeacherGeneral Ed TeacherPrincipal/Assistant PrincipalPrincipal/Assistant PrincipalEC TeacherEC TeacherSocial WorkerSocial WorkerPsychologistPsychologistCounselorCounselorBehavior LiaisonBehavior LiaisonParentParent

Methods of Measuring Methods of Measuring ProgressProgress

Behavior logsBehavior logsDaily behavior sheetsDaily behavior sheetsWeekly behavior sheetsWeekly behavior sheetsCharting/GraphingCharting/GraphingSelf MonitoringSelf MonitoringNumber of Discipline ReferralsNumber of Discipline Referrals

ExerciseExercise

Choose a student and develop a BIPChoose a student and develop a BIP

?