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ConductingFunctional Behavior Assessments (FBAs)DesigningBehavior Intervention Plans (BIPs)<br />Basic Elements and Effect...
Behavior Intervention Facilitators<br />Thea Brooks<br />Chris Gaither<br />Meka Kahn<br />Karmen Mills<br />Eve Northrup<...
Ice Breaker – Getting to Know You <br />Share the following in your small group: <br />	Share something about yourself tha...
YES/NO<br />N o<br />Yes<br />I know why I am here?<br />I independently complete the Functional Behavior Assessment and B...
Objectives for Professional Development<br />Welcome<br />Big Picture/Overview<br />System Strengths and Needs<br />Best P...
The Big Picture <br />Who: Maryland Coalition for Inclusive Education (MCIE) and Baltimore City Public Schools (City Schoo...
When do we need FBAs?<br /><ul><li>Disciplinary change in placement (culminating 10 days) where:
Behavior manifestation of disability (No FBA on file)
Behavior is NOT manifestation of disability (“as appropriate”)
Behavior involved weapons, drugs, or serious bodily injury (“as appropriate”)</li></li></ul><li>When do we need FBAs?<br /...
Must result in referral to IEP Team for FBA</li></ul>If student does not have an IEP or BIP (may also refer to SST)<br />I...
FBA + BIP : BEST PRACTICE<br /><ul><li>Broader interpretation of IDEA:
Positive behavior support
When behavior interferes with the student’s learning
Evaluation/assessment tool, when appropriate</li></li></ul><li>Where are we now???<br />
Issues and Challenges <br />Implementation<br />Skills/Knowledge<br />Collaboration/Teaming<br />Using Data and Individual...
Self-Identified Solutions <br />
What does this mean for you? <br />
“Nobody can go back and start a new beginning, but anyone can start today and make a new ending.”<br />~Maria Robinson<br />
Professional Development <br />Workshops and Courses <br />Self-Paced Modules<br />Online Learning<br />Behavior Series (‘...
“It’s easy to miss something you’re not looking for.”<br />Everyone can see the “what” (problem behavior)<br />Much harder...
Key Components of FBA<br />Operational definition of target behavior<br />Conditions under which behavior does and does no...
Operational Definition<br />Refers to observable characteristics of the  behavior or to events in the environment that can...
General<br />Ambiguous, Subjective, and Vague<br />OPERATIONAL<br />Objective,  Specific, and Measurable <br />
Behavioral Characteristics <br />Frequency <br />Duration<br />Intensity<br />
Behavior Sequence<br />
Make the problem behavior more likely to occur <br />Set the stage for behaviors <br />Setting Events<br />
ABC’s of Behavior<br />Behavior<br />Antecedent<br />Events that occur immediately prior to behavior<br />“Triggers”<br />...
     Functions of Behavior	<br />Tangible<br />Social/Attention <br />Sensory <br />
Example 1<br />Tara has never been a great fan of the lunch room. Sitting in lunch room with the rest of 4th and 5th grade...
Example 2<br />Michael, an 8 year old with Asperger’s Syndrome, loves to hang out with his peers at recess. Unfortunately,...
Summary Statement <br />When ______________________, student  will <br />(antecedent)<br /> ____________________ in order ...
Purpose of Developing a BIP<br />Allow student access to same outcome/meet same need through more appropriate means<br />M...
Key Components<br />Definition of: <br />Target behavior<br />Desired behavior<br />Replacement behavior<br />Measurable g...
Desired Behavior vs. Replacement Behavior<br />Desired<br />Replacement<br />What adults want student to do<br />Does not ...
An Example<br />Target behavior: Tom yells, pushes papers off his desk, or walks out of the room when given a math assignm...
Competing Behavior Pathway<br />O’Neil et. al (1997)<br />Desired<br />Alternative<br />Typical<br />Consequence<br />do w...
Target behavior: When ignored by peers, Sally insults other students (e.g., calls them cow) and throws objects at students...
Prevention Strategies<br />Proactive-minimize likelihood of problem behavior occurring<br />Modifications to environmental...
Teaching Strategies<br />Included if new skill is being taught<br />Should indicate who will teach new skill, how and when...
Response Strategies<br />
Response Strategies<br />A<br />B<br />C<br />Planned response for when behavior does occur<br />Alter consequences so tha...
Competing Behavior Pathway<br />O’Neil et. al (1997)<br />Desired<br />Alternative<br />Typical<br />Consequence<br />do w...
Progress Monitoring<br />Everyone’s favorite: data collection!!<br />Purpose:<br />Compare pre-intervention behavior to po...
Treatment Integrity<br />Even more data collection!!<br />Without it, we can’t draw defensible conclusions about success/f...
100% Treatment Integrity = Greatest  Improvement <br />
Treatment Integrity<br />Methods<br />Teacher self-report <br />Independent observer<br />Permanent products<br />
Reframing the FBA/BIP Form<br />
Reframing the FBA/BIP Form (1)<br />Currently reads:  “Antecedents”<br />Translation:  Sections I, II, III and IV of “Ante...
Reframing the FBA/BIP Form (2)<br />Currently reads:  “Describe what happens AFTER the behavior occurs.”<br />Translation:...
Reframing the FBA/BIP Form (3)<br />Currently Reads:  “Function of Behavior”<br />Translation: Focus on the “Communicative...
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October training

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Initial training for schools on basic FBA/BIP concepts.

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October training

  1. 1.
  2. 2. ConductingFunctional Behavior Assessments (FBAs)DesigningBehavior Intervention Plans (BIPs)<br />Basic Elements and Effective Practices<br />
  3. 3. Behavior Intervention Facilitators<br />Thea Brooks<br />Chris Gaither<br />Meka Kahn<br />Karmen Mills<br />Eve Northrup<br />Stephanie Parkhurst<br />John Paz<br />Patricia Roberts-Rose<br />Sarah Scrivener<br />
  4. 4. Ice Breaker – Getting to Know You <br />Share the following in your small group: <br /> Share something about yourself that no one would know by looking at you.<br />
  5. 5. YES/NO<br />N o<br />Yes<br />I know why I am here?<br />I independently complete the Functional Behavior Assessment and Behavior Intervention Plans for my school? <br />I feel comfortable facilitating the Functional Behavior Assessment and Behavior Intervention Plan process?<br />I feel confident that my school is effectively implementing Behavior Intervention Plans? <br />
  6. 6. Objectives for Professional Development<br />Welcome<br />Big Picture/Overview<br />System Strengths and Needs<br />Best Practices in Developing FBAs and BIPs <br />Maneuvering Through Current Forms<br />
  7. 7. The Big Picture <br />Who: Maryland Coalition for Inclusive Education (MCIE) and Baltimore City Public Schools (City Schools) <br />What: Professional development and technical assistance for FBAs and BIPs <br />Why: To develop high quality FBAs and BIPs <br />
  8. 8. When do we need FBAs?<br /><ul><li>Disciplinary change in placement (culminating 10 days) where:
  9. 9. Behavior manifestation of disability (No FBA on file)
  10. 10. Behavior is NOT manifestation of disability (“as appropriate”)
  11. 11. Behavior involved weapons, drugs, or serious bodily injury (“as appropriate”)</li></li></ul><li>When do we need FBAs?<br /><ul><li>Use of restraint and seclusion with a student (COMAR):
  12. 12. Must result in referral to IEP Team for FBA</li></ul>If student does not have an IEP or BIP (may also refer to SST)<br />If student has an IEP and BIP but they do not specify the use of restraint and/or seclusion<br />If student has an IEP and BIP that specifies the use of restraint and seclusion to determine if goals and plan are adequate<br />
  13. 13. FBA + BIP : BEST PRACTICE<br /><ul><li>Broader interpretation of IDEA:
  14. 14. Positive behavior support
  15. 15. When behavior interferes with the student’s learning
  16. 16. Evaluation/assessment tool, when appropriate</li></li></ul><li>Where are we now???<br />
  17. 17. Issues and Challenges <br />Implementation<br />Skills/Knowledge<br />Collaboration/Teaming<br />Using Data and Individualizing<br />Buy-In<br />Time <br />
  18. 18. Self-Identified Solutions <br />
  19. 19. What does this mean for you? <br />
  20. 20. “Nobody can go back and start a new beginning, but anyone can start today and make a new ending.”<br />~Maria Robinson<br />
  21. 21. Professional Development <br />Workshops and Courses <br />Self-Paced Modules<br />Online Learning<br />Behavior Series (‘demonstration’ sites) <br />
  22. 22.
  23. 23. “It’s easy to miss something you’re not looking for.”<br />Everyone can see the “what” (problem behavior)<br />Much harder to figure out the ‘why’<br />You can help teachers figure out the ‘why’<br />
  24. 24. Key Components of FBA<br />Operational definition of target behavior<br />Conditions under which behavior does and does not occur<br />Setting events<br />Antecedents<br />Consequences<br />Function of target behavior<br />Student strengths/preferences/interests<br />
  25. 25. Operational Definition<br />Refers to observable characteristics of the behavior or to events in the environment that can be observed<br />Objective<br />Can you see it or hear it?<br />The definition is so clear that another person unfamiliar with the behavior could measure it consistently<br />Clear<br />Could you act it out precisely?<br />The boundaries of the behavior are clearly delineated so that responses can be easily included or excluded<br />Complete<br />Do you know when to record that a new behavior started?<br />Adapted from http://www.kipbs.org<br />
  26. 26. General<br />Ambiguous, Subjective, and Vague<br />OPERATIONAL<br />Objective, Specific, and Measurable <br />
  27. 27. Behavioral Characteristics <br />Frequency <br />Duration<br />Intensity<br />
  28. 28. Behavior Sequence<br />
  29. 29. Make the problem behavior more likely to occur <br />Set the stage for behaviors <br />Setting Events<br />
  30. 30. ABC’s of Behavior<br />Behavior<br />Antecedent<br />Events that occur immediately prior to behavior<br />“Triggers”<br /> Consequence<br />Events that occur following behavior<br />May reinforce or punish behavior<br />
  31. 31. Functions of Behavior <br />Tangible<br />Social/Attention <br />Sensory <br />
  32. 32. Example 1<br />Tara has never been a great fan of the lunch room. Sitting in lunch room with the rest of 4th and 5th grade she often throws food from the table and is removed from the lunch room without a fuss to eat at table by herself.<br />Possible Function?<br />
  33. 33. Example 2<br />Michael, an 8 year old with Asperger’s Syndrome, loves to hang out with his peers at recess. Unfortunately, his peers don’t feel the same way. Typically Michael runs up behind them and jumps on them, or kicks them in the shin, then runs away laughing and looking behind him. His peers tend to respond by shouting at him and pushing him away.<br />Possible Function?<br />
  34. 34.
  35. 35. Summary Statement <br />When ______________________, student will <br />(antecedent)<br /> ____________________ in order to ________________. <br /> (behavior) (function)<br />This is more likely to occur when __________________. (setting event)<br />Sample: When ignored by peers, Sally insults other students (e.g., calls them cow) and throws objects at students in order to obtain the attention of her peers. This is more likely to occur during lunch and recess.<br />
  36. 36.
  37. 37. Purpose of Developing a BIP<br />Allow student access to same outcome/meet same need through more appropriate means<br />Modify environment and/or response to reduce problem behavior<br />Teach new skills to replace problem behavior<br />Monitor student success and effectiveness of interventions<br />
  38. 38. Key Components<br />Definition of: <br />Target behavior<br />Desired behavior<br />Replacement behavior<br />Measurable goal statement<br />Intervention Strategies<br />Plan to monitor student progress and treatment integrity<br />Scheduled times to review document and modify if necessary<br />
  39. 39. Desired Behavior vs. Replacement Behavior<br />Desired<br />Replacement<br />What adults want student to do<br />Does not serve same function as problem behavior<br />Ultimate goal for student behavior<br />An acceptable alternative to desired behavior<br />Serves same function as problem behavior<br />May not be ultimate goal, but a step in the right direction<br />
  40. 40. An Example<br />Target behavior: Tom yells, pushes papers off his desk, or walks out of the room when given a math assignment to complete independently at his desk<br />Function: Avoid math work<br />Desired<br />Replacement<br />Tom will complete assigned math work independently within the time allotted.<br />Given a color card system, Tom will display the red card on his desk to indicate that he needs to take a break or the yellow card to indicate he needs help with an assignment.<br />
  41. 41. Competing Behavior Pathway<br />O’Neil et. al (1997)<br />Desired<br />Alternative<br />Typical<br />Consequence<br />do work<br />w/o<br />complaints.<br />points,<br />praise,<br />questions,<br />more work<br />Triggers<br />(Antecedents)<br />Maintaining<br />Consequences<br />Problem<br />Behavior<br />Setting Events<br />Leaves room, yelling, papers on floor<br />given difficult<br />math <br />assignment<br />after long periods of seat work<br />avoid task,<br />removed from<br />class<br />Acceptable<br />Alternative<br />ask for break, ask for help.<br />
  42. 42. Target behavior: When ignored by peers, Sally insults other students (e.g., calls them cow) and throws objects at students in order to obtain the attention of her peers. This is more likely to occur during lunch and recess.<br />Desired<br />Replacement<br />
  43. 43. Prevention Strategies<br />Proactive-minimize likelihood of problem behavior occurring<br />Modifications to environmental or interpersonal factors<br />May address setting events or antecedents<br />
  44. 44.
  45. 45. Teaching Strategies<br />Included if new skill is being taught<br />Should indicate who will teach new skill, how and when it will be taught <br />How new skill will be reinforced<br />Teaching Plan Worksheet<br />
  46. 46. Response Strategies<br />
  47. 47. Response Strategies<br />A<br />B<br />C<br />Planned response for when behavior does occur<br />Alter consequences so that problem behavior is no longer rewarding <br />CONSISTENCY is KEY!<br />
  48. 48. Competing Behavior Pathway<br />O’Neil et. al (1997)<br />Desired<br />Alternative<br />Typical<br />Consequence<br />do work<br />w/o<br />complaints.<br />points,<br />praise,<br />questions,<br />more work<br />Triggers<br />(Antecedents)<br />Maintaining<br />Consequences<br />Problem<br />Behavior<br />Setting Events<br />Leaves room, yelling, papers on floor<br />given difficult<br />math <br />assignment<br />after long periods of seat work<br />avoid task,<br />removed from<br />class<br />Acceptable<br />Alternative<br />ask for break, ask for help.<br />
  49. 49. Progress Monitoring<br />Everyone’s favorite: data collection!!<br />Purpose:<br />Compare pre-intervention behavior to post-intervention behavior<br />Know when to modify intervention strategies<br />
  50. 50. Treatment Integrity<br />Even more data collection!!<br />Without it, we can’t draw defensible conclusions about success/failure of intervention strategies<br />Helps determine if certain pieces/steps of intervention can be removed or modified<br />1.<br />2.<br />3.<br />4.<br />5.<br />6.<br />
  51. 51. 100% Treatment Integrity = Greatest Improvement <br />
  52. 52. Treatment Integrity<br />Methods<br />Teacher self-report <br />Independent observer<br />Permanent products<br />
  53. 53. Reframing the FBA/BIP Form<br />
  54. 54. Reframing the FBA/BIP Form (1)<br />Currently reads: “Antecedents”<br />Translation: Sections I, II, III and IV of “Antecedents”, actually deal with both setting events and immediate triggers.<br />
  55. 55. Reframing the FBA/BIP Form (2)<br />Currently reads: “Describe what happens AFTER the behavior occurs.”<br />Translation: What happens immediately after the behavior occurs that may increase or decrease the behavior? <br />
  56. 56. Reframing the FBA/BIP Form (3)<br />Currently Reads: “Function of Behavior”<br />Translation: Focus on the “Communicative Intent” section<br />Other sections are FACTORS that may influence behavior but are not FUNCTIONS<br />
  57. 57. Functions of Behavior <br />Tangible<br />Social/Attention <br />Sensory <br />
  58. 58. Reframing the FBA/BIP Form (4)<br />Currently reads: “Generate a summary statement…”<br />Translation: When (antecedent), student will (behavior) in order to (function). This is more likely to occur when (setting event).<br />
  59. 59. Reframing the FBA/BIP Form (5)<br />Currently reads: “What is the appropriate behavioral goal?”<br />Translation: What is the appropriate functionally equivalent replacement behavior?<br />
  60. 60. Reframing the FBA/BIP Form (6)<br />Currently reads: “Response Strategies”<br />Translation: How will you respond to the problem behavior without unintentionally reinforcing it? <br />May need to include a crisis plan<br />
  61. 61. A well-translated form will result in an effective, efficient FBA/BIP.<br />

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