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POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) “ Introduction and Practice in Functional Behavior Assessment (FBA) ” From FBA to BIP Two Day Series. Part 2.0. Welcome Back!!. Today ’ s Goal. Revisit your school ’ s targeted plan for implementing the FBA process

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“Introduction and Practice in Functional Behavior Assessment (FBA)”From FBA to BIP

Two Day Series

Part 2.0

Today s goal
Today’s Goal

  • Revisit your school’s targeted plan for implementing the FBA process

  • Review critical components of functions based problem solving approach

  • Develop a behavior intervention plan based on the FBA that you have completed

  • Develop a plan for monitoring progress of intervention plan

  • Plan for finalizing and implementing plan developed today

Take 15 minutes

to review your Targeted Team’s process for conducting a FBA/BIP

in your workbook

(Activity 1)

Review of functions based assessment
Review of Functions Based Assessment

  • D.A.S.H

  • Use team process

  • Use Competing Behavior Pathway to build behavior intervention plan

What do we do with this information
What do we do with This Information?

Simple FBA

If the team has confidence in the hypothesis

If the team does not have confidence in the hypothesis

Develop/Implement a Behavior Support Plan

Gather More Information

Competing Behavior Pathways

Desired Behavior

5 Remains on Task, complete work tasks independently

Receives positive reinforcement for staying on task and completing work.

1 Makes noises, taps pencil

  • Teacherassists student

3 Literacy Class

2 Independent Work


Fundamental rule
Fundamental Rule!

“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior”(O’Neill et al., 1997, p. 71).

Competing Behavior Pathways

5 Remains on Task, complete work tasks independently

Receives positive reinforcement for staying on task and completing work.

1 Makes noises, taps pencil

  • Teacherassists student

3 Literacy Class

2 Independent Work


6 Raises hand when he needs assistance

Activity 1
Activity 1

Using the post its on your table, write the setting event, antecedent, behavior, maintaining consequence, replacement behavior, desired behavior and new maintaining consequence for your team’s student in one of the blank Competing Behavior Pathways.

Group share
Group Share

Tell us about your student. What is the…

Observable behavior you chose?


Setting Event?


Hypothesis of Function of Behavior

Selected Desire Behavior

Replacement Behavior

Activity 2
Activity 2

With your team, discuss and modify the Competing Behavior Pathway

for your student.

(Upper Portion Only)

Group share1
Group Share

Which Strategy did you choose to try?

How did it go?

Antecedent Strategies

Teaching Strategies

Setting Event Strategies

Consequence Strategies

Add effective

reinforcers for alternative and desired behavior

Minimize reinforcement (“pay-off”) for problem behavior





Modify or remove triggers to prevent problem behavior

Prompt alternative and/or desired behavior



that is more


Teach desired skills

Behavior intervention program bip

Behavior Intervention Program (BIP)

Two Goals:

Reduce problem behaviors

Increase appropriate behaviors

Make behaviors:




Do quiz without


Discussion about

answers & homework.

On Mondays and/or

when up all of the

night before.

Daily nongraded quiz

on previous night’s


Verbal protests, slump

in chair, walks out of


Avoids doing quiz &

homework discussion.

Turn in with name &

sit quietly w/o


+ Give time to review


+ Give quiet time before starting.

+ Give easy “warm-up” task before doing quiz.

+ Precorrect behavior options & consequences.

+ With first sign of problem behaviors, remove task, or

request completion of task next period.

+ Remove task based on step in task analysis (STO).

+ Provide effective verbal praise & other reinforcers.

Teach options to problem behavior:

1. Turn in blank

2. Turn in w/ name

3. Turn in w/ name & first item done.

4. Turn in w/ name & 50% of items done.

Setting event strategies
Setting Event Strategies

These are structural changes made to the students day or classroom

Alternative Schedule

Sitting Near the Teacher

Lunch in the support room

Student Check In

Early or late entry to class/activity

T Cassano 2011

Antecedent strategies
Antecedent Strategies

Antecedent strategies are designed to make problem behavior irrelevant by:

1. Eliminating or Modifying antecedents that “trigger” the behavior


2. Prompting alternative/Desired behavior (pre-correction)

Identifying antecedent strategies
Identifying Antecedent Strategies

  • When asked to read independently at his seat, Ronnie makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.

  • Which is the best antecedent modifying strategy?

    • Provide student with an easier reading assignment

    • Remind student of expectations related to respectful behavior

    • Allow student to wear headphones during independent reading

    • Ask student to work quietly 1:1 with a ‘reading buddy’

    • Have student check in with the teacher at the beginning of class


1.Antecedent? Function?

Identifying antecedent strategies1
Identifying Antecedent Strategies

  • When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity to avoid/escapethe difficult task.

  • Which is the best antecedent modifying strategy to prevent problem behavior? Why or Why Not?

    • Move student’s seat closer to the teacher

    • Give student more time to complete the difficult tasks

    • Give student an easier math assignment she can be successful with

    • Warn student she will be sent to office for using profanity

    • Allow student to practice long-division on the computer

Consequence strategies help make problem behavior ineffective by:

Reinforcing appropriate behaviors


Minimizing reinforcement for problem behavior

Only two basic functions
Only Two Basic Functions





from Horner & Sugai at www.pbis.org

Consequences reinforcing the alternative behavior
Consequences: Reinforcing the Alternative Behavior

  • It is extremely important that the alternative behavior is reinforced:

    • Immediately

    • Consistently


    • Results in the same type of reinforcement as the problem behavior (serves the same function)

  • This is necessary for the alternative behavior to successfully compete with the problem behavior.

  • In other words, the problem behavior cannot happen if the student is exhibiting the desired behavior…they can’t happen at the same time!

Identifying consequence strategies reinforcing alternative desired behavior
Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior

  • During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention.


Reasonable expectations?

  • Which are the best reinforcement strategies?

    • Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on task during seatwork every day for a week

    • Student will receive a “free homework pass” if he has no problem behavior during independent seatwork

    • When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer

    • Student receives frequent teacher praise for staying on task

    • Student is allowed to work with a peer when asks appropriately

Identifying consequence strategies reinforcing alternative desired behavior1
Identifying Consequence Strategies: ReinforcingAlternative/Desired Behavior

  • During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained byadult attention.

  • Which are the best reinforcement strategies? Why or Why Not?

    • Student can play a game with the teacher if she works quietly (no more than 2 talk-outs) during independent reading

    • Student is allowed to work with a peer when she has been quiet for 15 minutes

    • Student receives help from teacher if asks appropriately

    • Student can eat lunch with the teacher if no talk-outs for one month

    • Student earns a homework pass for on-task behavior

Consequences responding to problem behavior
Consequences: Responding to Problem Behavior

  • Responses to Problem Behavior should focus on two things:

    #1. Redirecting to the Alternative Behavior

    #2. Extinction of the Problem Behavior

Responding to problem behavior redirection
Responding to Problem Behavior: Redirection

  • At the earliest signs of problem behavior, quickly redirect to the alternative behavior


  • During independent work, Annie often talks out to get teacher attention. If ignored, Annie will begin yelling and knocking materials off her desk.

    • When Annie first starts talking out, her teacher will immediately remind her how to appropriately get adult attention and will praise Annie’s use of the alternative behavior.

Responding to problem behavior extinction
Responding to Problem Behavior: Extinction

  • Do NOT allow the problem behavior to “work” or “pay off” for the student.

  • Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior

    • But… make sure student is capable of doing work… or provide support/instruction so student can complete the work

  • Eliminate/minimize the amount of attention for engaging in problem behavior

    • Limit verbal interactions/explanations

    • Create a signal to cue the student to use the alternative behavior instead

Responding to problem behavior extinction1
Responding to Problem Behavior: Extinction

** Note: extinction should ALWAYS be combined with frequent reinforcers for alternative/desired behavior.


  • Darci engages in problem behavior that results in peer attention.

    • Darci’s peers will receive “Panther Paws” for ignoring her inappropriate behavior.

  • Darci will also be learning how to interact (and provided frequent opportunities to practice interacting) with peers appropriately and will earn time with peers for alternative/desired behavior.

Teaching strategies
Teaching Strategies

These are the skills the student will need to be taught to do

*How to ask for a break using break card

*How to monitor his/her progress with a point sheet

*How to engage in appropriate conversations with peers during small group counseling

T Cassano 2011

Activity 3
Activity 3

Use the post its on your table to come up with 1 setting strategy, 1 antecedent strategy, 1 behavior teaching strategy and 1 consequence strategy and place them on the appropriate chart paper.

Activity 4

In your packet, complete the lower portion (initial intervention plan)

for your student.

Building behavior support plans
Building Behavior Support Plans

Step 1: Develop Competing Behavior Pathway

Step 2: Identify and Select Behavior Support Strategies

Step 3: Develop Implementation Plan

Step 4: Develop Evaluation Plan

Progress monitoring in data collection systems
Progress Monitoring in Data collection systems

  • Identify the skills to be addressed within the specialized instruction and choose an appropriate program/approach

  • Either select or develop a data collection tool which aligns with the focus of the goals/objectives - develop a file of templates for data collection for future use

  • Use a data sheet that is set up to take data efficiently and clearly - checklists/tallies- with correct measurement that aligns with the language of the goal/objectives

Activity 5

Discuss with your team a plan for progress

monitoring your student/case study

Next steps
Next Steps

Required more data collection

-Teacher/Parent/Student Interviews

-More Behavior Observations

-File Review

-Office Discipline Referrals


-Test Scores

*Complete the F-BSP

Thanks and
Thanks and

  • Think about coaching needs back home and try to arrange for at least one on-site coaching visit with one of us with your team back home during an actual FBA/BIP