FBAs & BIPs

1. A journey of a thousand miles must begin with a single step-Chinese ProverbPick battles big enough to matter, small enough to win. -Jonathan Kozol, On Being a Teacher

2. FBAs & BIPs Presented by Kelleah Lewis & Melissa Myers

3. Agenda & Expectations • Practice identifying key components of an FBA • Create your own FBA (by identifying the nature of the current reinforcer • Be able to apply information from FBA to the writing of a BIP (e.g. choosing appropriate replacement behavior that serves the same function or meets the same need)

4. Functional Behavior Assessments • The purpose of conducting an FBA is to help the team collaboratively develop an effective Behavior Plan that meets a student’s individual needs • The goal is to identify the nature of the current reinforcer, in other words, how does this behavior fulfill a student need • The goal is not to suppress inappropriate behavior; it is to increase positive prosocial behaviors –Eric Hartwig

5. FBA: Behavior • Choose those 1 to 3 behaviors that are the most problematic • Be specific when identifying behavior

6. Model: Behavior

7. Guided Practice: Behavior • Think of a student that you work with or have worked with • Identify one of the student’s behaviors that is / or was especially challenging • Complete the “Behavior” section of your blank FBA • Remember to be concrete & specific

8. FBA: Triggers • Triggers are those factors which may cause and/or result in display of the identified behaviors • Triggers may be direct or indirect • Some examples may include: • Inability to do task or perception that he/she cannot do task • Sensory needs (need for movement, hunger etc.) • Change or challenges at home

9. FBA: Setting Factors • Time of day • Day of the week • Class / subject • Period • Teacher • Structured v. unstructured times (classroom v. halls)

10. Data Collection To determine triggers, setting factors & functions: • Conduct observations • Interview the student • Interview parents, teachers or other staff • Use questionnaires, checklists or rating scales • Review previous records • Track & review other behavioral data

11. Model: Triggers & Setting Factors

12. Guided Practice: Triggers & Setting Factors • Now, based on the behavior you identified on your own FBA, list possible triggers & setting factors • Note: For today you will do this based on information you already have. However, in practice, a team would utilize a number of methods to gather data over a period of time.

13. FBA: Function of Behavior Common Functions Include: • Avoidance (can’t do or won’t do) • Power & Control (including revenge, perceived justice) • Attention (adult, peer or both) When kids misbehave, they are communicating in the only way that they know how. They are telling us a need is unfilled or trying to meet the need themselves

14. Guided Practice: Function Based on your identified behavior, the triggers, setting factors & your own expertise: List the possible function(s)

15. Now you can do the BIP! Now that the team has conducted an FBA, you can begin to identify possible interventions. As you construct the BIP, remember: • The FBA is the basis or backbone of the BIP • The team must identify a realistic, practical replacement behavior that meets the same need or function

16. Implementation of BIP • Even the most effective BIP will not change the behavior dramatically in a short period • Often, with an effective plan, the behavior gets worse before it gets better • Many experts say it takes 6 weeks for real behavior change to take place • It’s crucial for the team to implement the plan consistently & with integrity for several weeks

17. Reflect / Evaluate 3-2-1 • 3 Things that you learned or liked • 2 Suggestions for improvement • 1 Lingering Question Thanks for your time!