A functional behavior assessment involves 3 steps: 1) Identifying the specific problem behavior, 2) Developing a hypothesis about what triggers and maintains the behavior, and 3) Validating the hypothesis with data collection. The assessment determines the environmental conditions that predict and maintain problematic behaviors. It helps identify the most effective interventions to decrease problem behaviors and increase appropriate behaviors.
Applied Behavior Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior.
Applied Behavior Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior.
Applied Behaviour Analysis or ABA therapy relies on principles of behaviour analysis that has helped different learners learn a variety of new skills including language.
ABA therapy helps children with autism and other developmental disorders to acquire and master new skills.
Behavior Modification for the classroom, based on Cliff Madsen's excellent book "Teaching/Discipline: A Positive Approach for Educational Development."
Applied Behaviour Analysis or ABA therapy relies on principles of behaviour analysis that has helped different learners learn a variety of new skills including language.
ABA therapy helps children with autism and other developmental disorders to acquire and master new skills.
Behavior Modification for the classroom, based on Cliff Madsen's excellent book "Teaching/Discipline: A Positive Approach for Educational Development."
Behavior Intervention Plan (BIP)Student’s Name Student.docxjasoninnes20
Behavior Intervention Plan (BIP)
Student’s Name:
Student’s Date of Birth:
Gender:
Date Plan Developed:
1. Description of Target Behavior (Operationally defined, easily observable and measurable; include examples as well as duration, frequency, and intensity):
2. Hypothesis/Summary Statement of the Function of the Behavior (Developed based on data analyzed from the FBA):
3. Antecedent Modifications (What can be done to support the student and prevent the occurrence of this behavior? What changes can be implemented to create a safe, inclusive, and culturally responsive learning environment that engages the student in meaningful learning activities and social interactions? Describe the modifications in enough detail for them to be implemented):
4. Behavioral Goal (Develop a behavioral goal that includes the condition, student, replacement behavior, criterion, and timeframe):
5. Replacement Behaviors (What new behavior will be taught or what current behavior will be increased that serves the same function as the behavior targeted for reduction and allow the student to achieve the same outcome. How will the replacement behavior be taught to the student? How will the student be rewarded for engaging in the new or emerging behavior in a way that addresses the function of the behavior?):
6. Strategies for Reducing the Target Behavior (What will be the response should the target behavior occur? This response should not maintain the behavior):
7. Crisis Plan (How should others respond if the strategies for reducing the target behavior are not effective or if the target behavior occurs in a manner that jeopardizes the safety of the student or others? Include the procedures for safely and appropriately intervening when the student is in crisis):
8. Laws (What are the laws impacting decisions about students with disabilities? Describe the procedures (law) required for suspending a student with a disability demonstrating a clear understanding of MDR and its relationship to the FBA/BIP):
9. Benefits of the Plan (How does this BIP encourage the student’s emotional well-being, positive social interactions, and self-determination, independence, self-awareness, self-management, self-control, self-reliance, self-esteem, and self-advocacy?)
10. Culturally Responsive Practices (How does the plan demonstrate an understanding of the student’s language, culture, and family background?):
11. Generalization (How can this plan be carried out in different settings? Emphasize the development, maintenance, and generalization of behavioral skills and teaching the student to adapt to different environments):
12. Progress Monitoring (Data Collection and monitoring of the target and replacement behaviors.What type of data will be collected, when, and by whom? Once the data are collected, how often will the data be monitored and by whom? Based on the data, how often will updates be made to the BIP?):
13. Collaboration & Communication (How will the BIP be commun ...
Case study is a strategy for doing research which involves an empirical investigation of a particular contemporary phenomenon with its real life context using multiple sources of evidence.”
Observation is the systematic description of the events, behaviors, and artifacts of a social setting. Characterize all researches: experimental, descriptive, and qualitative.
Steps to Conducting a Functional Behavior Assessment Poster
1. Steps to Conducting a Functional Behavior Assessment
Why: The 1997 reauthorization of the
Individuals with Disabilities
Education Act required schools to
complete a positive behavior support
plan based on a functional behavior
assessment.
Functional Behavior Assessments
The Steps
What: A pinpointed behavior(s) that:
1.Raises concerns about the safety of the
student and/or others.
2.Interferes with the educational program.
3.Places the student at risk for a more
restrictive learning environment.
Why: Pinpointing avoids labeling students
and focuses on the problem behavior(s) that
can be measured and observed.
How: Precisely and/or operationally
describing the problem behavior. (Brown &
Snell, 2006)
The information gathered from a
functional behavior assessment
helps to identify the most effective
intervention or combination of
interventions, which decrease
problem behaviors and increase
appropriate behaviors. (Bambara, et. all,
2007)
Step 1: Identify the Problem Behavior
What: The hypothesis statement should
describe four things:
1.The setting event(s) (environmental events that
make the behavior more or less likely to occur)
2.The antecedent(s) (what triggers the behavior)
3.The problem behavior(s)
4.The consequence(s) (what maintains the behavior)
Example: When Jolene is prompted to stop
using the computer (antecedent), she falls to the
floor and screams (behavior). The behavior is
maintained by being allowed to have access
to the computer (consequence), and the
likelihood that the behavior will occur is great
when Jolene has had limited time on the
computer earlier in the day (setting event).
STEP 2: Develop the Hypothesis STEP 3: Validate the Hypothesis
Why: The hypothesis must be validated
through the collection of data in order
to determine whether the hypothesis is
correct.
How:
1. Structured interview
2. Direct observation (more reliable).
Examples:
1. Anecdotal Reports: Completed by an
observer who records, in written detail, each
occurrence of the problem behavior.
2. A-B-C Descriptive Analysis: Provides
a structure for noting behavior and environmental
events that surround it. Requires less written
observation.
3. Scatter Plot Analysis: Identifies
relationships between an environmental condition
and behavior that is frequent and steady over long
periods of time.
Ashley Hales – Western Washington University – Bellingham, WA
What: A functional behavior
assessment determines the
specific problem behavior and
develops a hypothesis of the
environmental conditions that
predict and maintain the behavior.
Examples:
1. Uses profanity
2. Throws textbooks
3. Sticks tongue out
Non-Examples:
1. Disrupts class
2. Acts violently
3. Becomes frustrated
Documents to Use: FACTS, Part A & Request for Assistance Documents to Use: FACTS, Part B Documents to Use: Anecdotal Reports, A-B-C
Descriptive Analysis, and Scatter Plot Analysis