Effective fbas and bips
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Effective FBAs and BIPs. Presenters: Behavior Intervention Team. When Do I Have To Conduct an FBA?. The Notice of Procedural Safeguards January, 2012 states:

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Effective FBAs and BIPs

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Effective fbas and bips

Effective FBAs and BIPs

Presenters:

Behavior Intervention Team


When do i have to conduct an fba

When Do I Have To Conduct an FBA?

  • The Notice of Procedural Safeguards January, 2012 states:

    • If a students conduct is a manifestation of his or her disability, the ARD committee must: conduct a functional behavioral assessment (FBA), unless it conducted one before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan (BIP) for the child.

    • If the students conduct is NOT a manifestation of his or her disability, then the student must receive, as appropriate, an FBA, behavioral intervention services, and modifications that are designed to address the behavior so that it does not recur.

    • When a student has been removed from their general placement for more than 10 school days for misbehavior.


Legal framework idea 2004

Legal Framework: IDEA 2004


Legal framework idea 20041

Legal Framework: IDEA 2004


Legal framework idea 20042

Legal Framework: IDEA 2004


Legal framework idea 20043

Legal Framework: IDEA 2004


Determining a need for fba

Determining a Need for FBA

Examine previous interventions

Evidence-based practices

Implemented with fidelity

Examine behavior

Serious

Persistent

Chronic

Threat to safety of student or others


Fba principles

FBA Principles

  • All behavior serves a purpose

  • Most behaviors are learned

  • Function is more important than form when developing interventions

  • Context, not form, determines how the behavior is perceived


Define the behavior

Define the Behavior

  • Describe what the behavior “looks” like

    • Use exact quotes

    • Describe body movement/gestures

    • Resist interpreting or embellishing

    • Use verbs, not adjectives

  • Describe the sequence of events

  • Explain what did or did not happen


Operationalize the behavior

Operationalize the Behavior

Use terms that are

Measurable

Observable

Describe only the behavior you observe

Use specific, non-evaluative descriptions.


Operational definitions

Operational Definitions

  • Vague

    • Uncooperative

    • Self-injurious

    • Self-stimming

    • Aggressive

    • Disrespectful

    • Belligerent

  • Operational

    • Throwing materials

    • Bangs head on wall

    • Flapping hands

    • Hits others with hands

    • Calls others profane names

    • Responding with the following profanities when asked to complete a task: _____________


Activity

Activity

Each group will:

Give 3 vague descriptors

Give 3 operational behaviors


Collecting data

Collecting Data

  • Critical Data to Collect

    • Antecedent

    • Consequence conditions

    • Relevant reinforcers/consequences

    • Intervention history

    • Resources

    • Baseline data

    • Competencies (academic & behavior)

    • Replacement behaviors


Antecedents

Antecedents

  • Events that happen immediately before the challenging behavior

    • Examples:

      • Demands

      • Non-preferred activity

      • Working with peers

      • Working alone

      • Teacher attending to another student


Consequences

Consequences

  • Events that happen immediately after the behavior that are contingent on the behavior.

    • Examples

      • Escape from work

      • Peer attention

      • Reprimand from teacher


Abcs of behavior

ABCs of Behavior


Abc data leads to abc interventions

ABC Data Leads to ABC Interventions

  • Antecedent focused

    • Events associated with challenging behavior manipulated before behavior is exhibited.

  • Behavior focused

    • Behavior function directly addressed

  • Consequence focused

    • Intervention consequences implemented after behavior is exhibitied


Relevant reinforcers identified

Relevant Reinforcers Identified

Interview the student, parent, and other teachers to determine the types of reinforcers that have been effective with him/her in the past.


Intervention history

Intervention History

  • Pervious Interventions

  • Effectiveness

  • Hypothesized reason for outcome


Available resources

Available Resources

  • Staff

  • Family

  • Peers

  • Student

  • Other


Baseline data

Baseline Data

  • Naturally occurring

    • Frequency

    • Duration

    • Intensity of the behavior

  • Baseline data is very important


Data collection methods

Data Collection Methods

Direct Methods

  • Observation

  • Scatterplot

  • ABC Observation

  • Objective Data

  • Review of records

    • Office referrals

    • Eligibility folders

  • Interviews

  • Rating scales

  • Subjective Data

Indirect Methods


Analyzing the behavior

Analyzing the Behavior

  • Are there situations that seem to set off the problem behavior?

  • Where to the problems tend to occur?

  • When do the problems tend to occur?

  • Are there situations in which the problems seem less prevalent?

  • How often do the problem behaviors occur?

  • How long does the behavior last?

  • What seem to be maintaining the behavior?


Developing a hypothesis

Developing a Hypothesis

  • Leads to plausible interventions

    • Appropriate replacement behaviors

    • Functionally equivalent

  • Hypothesis Statement:

    • Related to functions

    • Statement Includes

      • Behavior

      • Conditions– setting and antecedents

      • Purpose -- Function


Fba summary

FBA Summary

You MUST have parental consent.

Use the Consent/Notice of Assessment in the Special Education Manager.

Ideally, obtaining consent should be an ARD committee decision.

Begin data collection (10 Days minimum of Baseline Data).

Identify no more than two specific target behaviors

Examples: spitting, hitting to cause bodily harm, sleeping, cussing

Data sources should include at least one of the following: Frequency, duration, latency.

When behavior occurs, conduct an ABC Analysis

This will help to identify the function and any possible “triggers”

Analyze Baseline Data

Graph the base line data.

Look for any patterns in the data

Determine the Present Level of Functioning Performance

This is CRUCIAL for developing the BIP

Determine the function of the behavior.

What is Little Johnny getting out of this behavior?

Behavior always has a purpose.

Develop a hypothesis.

Develop a draft BIP to take to ARD just in case the ARD committee determines the baseline data warrants a BIP.


Keys to bip development

Keys to BIP Development

Determine who is responsible for what

Develop your annual goal

Make it reasonable

Do not set the goal for 100%...there is no such thing when it pertains to behavior

Remember that a BIP is not a discipline plan…the student code of conduct is the discipline plan

Use your PLFP to determine the goal

Identify positive reinforcers and strategies to increase positive behavior

The objectives should work towards meeting the annual goal in progression.

Strategies and interventions should be outlined in the BIP that will increase or decrease the target behavior.


Points to remember

Points To Remember

  • An FBA is an assessment, you must have notice and consent

    • Must be data driven, not based off of strictly discipline referrals

  • Your draft BIP must have a Present Level of Functioning Performance

    • This comes from your base line data

  • Once an ARD committee develops a BIP, you must continue data collection to show whether the student is meeting his/her objectives and goal

    • Remember…this is all data (think numbers) driven


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