FBA and BIP

Functional Behavioral Assessment andBehavior Intervention Plans : 

Functional Behavioral Assessment andBehavior Intervention Plans Elizabeth Laskey New Mexico State University SPED 590

Presentation Overview : 

Presentation Overview IDEA 2004 Important Points to Keep in Mind Functional Behavioral Assessment (FBA) Behavior Intervention Plans (BIP) Sample Chart References

According to the Individuals with Disabilities Education Act (IDEA) : 

According to the Individuals with Disabilities Education Act (IDEA) IDEA is explicit in its requirements of an IEP team addressing behavioral problems of children with disabilities when those behaviors interfere with their learning or the learning of others The IEP team must consider the use of positive behavioral interventions, supports and other strategies to address the problem behavior through the IEP process In response to certain disciplinary actions by school personnel, the IEP team must conduct the FBA. The IEP team takes responsibility for: planning the FBA deciding who will handle various parts of the FBA ensuring that it is completed in a timely manner The IEP team must also develop and implement a BIP, or if one already exists, the team must review and revise it, as necessary, to ensure that it addresses the relevant behavior (NMPED, 2005, p.7)

Judging the Significance of Behavior : 

Judging the Significance of Behavior Consider if behavior relates to cultural differences or expectations Call upon parents to provide information regarding behaviors their culture values Be aware that Differences may exist Respect those difference Work to adopt the family’s perspective when considering student behavior Determine the significance of behavior in different settings and activities

The Importance of the FBA : 

The Importance of the FBA Techniques and strategies diagnose causes of the problem behavior “It leads the observer beyond the "symptom" (the behavior) to the student’s underlying motivation” (Center for Effective Collaboration and Practice, 1998, p. 3) Focus is on “identifying biological, social, affective, and environmental factors that initiate, sustain, or end the target behavior” (New Mexico Public Education Department Technical Assistance Manual (NMPED), 2005, p. 12) Interventions are developed to teach and promote appropriate replacement behaviors

Functional Behavioral AssessmentPurpose : 

Functional Behavioral AssessmentPurpose To determine the function of problem behavior What is the student trying to “get” or to “avoid” To identify the factors that predict and maintain the problem behavior To discover the underlying motivation for the behavior To obtain information for development of a BIP

Who Is Involved in the FBA? : 

Who Is Involved in the FBA? IEP Team Special education teacher General education teacher Administrator Related service personnel Parents Student, when appropriate Behavior Specialist School Psychologist It is important that data and observations are acquired from several sources

Possible Components in the FBA Process : 

Possible Components in the FBA Process Description of target behavior Review of records Checklists related to circumstances surrounding the behavior Student interviews Interviews with others (for example, teachers and parents) Team meetings Direct observations in natural settings Scatterplots Antecedent-behavior-consequence (ABC) charts Functional analysis observation form Reinforcer identification Ecological context Development of hypothesis (Von Ravensberg et al., 2004, p.17)

Steps in the FBA Process : 

Steps in the FBA Process Identify and define the target behavior Collect data Categorize the behavior Develop a hypothesis about the function of the target behavior Develop an intervention plan

FBAStep 1: Define the Target Behavior : 

FBAStep 1: Define the Target Behavior Define behavior in concrete terms Assists in communicating with others Aids in measuring and recording Consider cultural differences and expectations

Step 2: Data Collection : 

Step 2: Data Collection Information gathering Times when the behavior does or does not occur Specific location of the behavior Conditions when the behavior does or does not occur Individuals present when the behavior is most likely or least likely to occur Events that typically occur before the behavior Events that typically occur after the behavior Common setting events Other behaviors associated with the problem behavior (NMPED, 2005, p. 16)

Data Collection Techniques : 

Data Collection Techniques Direct assessment Observing and recording situational factors Scatterplot ABC form Indirect (or informant) assessment Relies on interviews with teachers, other adults, and at times, with the student Is subjective (care should be taken when weighing the information) Reproducible forms to meet specific needs are available through a quick internet search

Categorize the Behavior(Why Is It Occurring?) : 

Categorize the Behavior(Why Is It Occurring?) Function Why the student demonstrates the behavior Get/seek something Avoid/escape something Skill Deficit A behavioral or academic skill that the student does not know how to perform Performance Deficit A behavioral or academic skill the student is able to perform, but does not consistently do so (NMPED, 2005, p. 19)

Hypothesis : 

Hypothesis Predicts the general conditions under which the behavior is most and least likely to occur Predicts the consequences that serve to maintain the behavior Predictions are based on the analysis of the data collected from various sources (ABC charts, scatterplots, interviews)

Developing the Behavior Intervention Plan : 

Developing the Behavior Intervention Plan Used to teach or reinforce positive behaviors through the use of: Setting events Manipulating antecedents Manipulating consequences Implementing changes to the classroom Changing instructional strategies Offering reinforcements for appropriate behavior

Evaluate and Modify the Plan : 

Evaluate and Modify the Plan Follow up Continue to measure frequency and duration of target behavior and compare changes Use same data collection methods (baseline information as a standard against which to judge subsequent behavior changes)

Final Thoughts : 

Final Thoughts The BIP is the second of a two-step approach to addressing student behavior (the first is the FBA) For more information on addressing skill and performance deficits, implementing interventions, and maintaining and monitoring behavior, see: http://www.ped.state.nm.us/seo/discipline/7.bip.49.52.pdf

Sample ABC Chart : 

Sample ABC Chart

References : 

References Center for Effective Collaboration and Practice (2008). An iep team’s introduction to functional behavioral assessment and behavior intervention plans. Retrieved March 15, 2010 from http://cecp.air.org/fba/problembehavior/funcanal.pdf Jordan, D. (2006). Functional behavioral assessment and positive interventions: What parents need to know. Retrieved March 15, 2010 from http://www.pacer.org/parent/php/PHP-c79.pdf New Mexico Public Education Department (2005). Technical assistance manual for addressing student behavior: A guide for educators. Retrieved March 3, 2010 from http://www.ped.state.nm.us/seo/discipline/guide.htm

References : 

References Shippen, M., Simpson, R., & Crites, S. (2003). A practical guide to functional behavioral assessment. Teaching Exceptional Children, 35 (5), 36-44. Starin, S. (2007). Functional behavioral assessments: What, why, when, where, and who? Retrieved March 22, 2010 from http://wrightslaw.com/info/discipl.fab.starin.htm Von Ravensberg, H. & Tobin, T. (2008). IDEA 2004: Final regulations and the reauthorized functional behavioral assessment. Retrieved March 25, 2010 from http://www.pbis.org/school/pbis_and_the_law/reauthorized_fba.aspx