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Functional Assessment & Positive Behavior Support Plans. Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports <pbis.org>. The Key. Behavior is functionally related to the teaching environment. Basic Steps in FBA-BIP Process.

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functional assessment positive behavior support plans

Functional Assessment & Positive Behavior Support Plans

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive Behavioral Interventions and Supports

<pbis.org>

the key

The Key

Behavior is functionally related to the teaching environment

basic steps in fba bip process
Basic Steps in FBA-BIP Process

Conduct functional behavioral assessment

Create plan based on functional assessment outcome

Develop infra-structure to support behavior change (system change)

positive behavior support plan
Positive Behavior Support Plan
  • Teach replacement behavior(s) that result in same/similar outcome
  • Environment should not allow problem behavior to result in previous outcomes
  • Ideally replacement behavior should be more efficient than problem behavior
fba pbs plan process
FBA – PBS Plan Process

Success requires:

  • Individual(s) with expertise in FBA-PBS
  • Fluency with a clear process among all staff whereby roles are clearly defined
  • A basic understanding of Applied Behavior Analysis (Behavior is functionally related to the teaching environment) among all school staff
essential steps to individual pbs plans
Essential Steps to Individual PBS Plans
  • Request for assistance
  • Operationally define problem/replacement behavior
  • Background/archival data/ data collection/Environmental Assessment
  • Functional Behavioral Assessment
    • Indirect measures
    • Direct observation
  • Develop hypothesis regarding function of problem behavior
  • Develop a PBS plan
    • Social skill instruction
    • Self management
    • Environmental modifications
  • Implement, Monitor and Evaluate progress
behavior support elements
Behavior Support Elements

*Problem & alternative behaviors

*Hypothesis statement

*Competing behavior analysis

*Contextual fit

*Strengths, preferences, & lifestyle outcomes

*Evidence-based interventions

*Team

*Specialist

Problem Behavior

Functional Assessment

Intervention & Support Plan

*Implementation support & data plan

*Technical adequacy

*Sustainability plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

designing school wide systems for student success

Academic Systems

Behavioral Systems

  • Intensive, Individual Interventions
  • Individual Students
  • Assessment-based
  • High Intensity
  • Intensive, Individual Interventions
  • Individual Students
  • Assessment-based
  • Intense, durable procedures
  • Targeted Group Interventions
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Targeted Group Interventions
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Universal Interventions
  • All students
  • Preventive, proactive
  • Universal Interventions
  • All settings, all students
  • Preventive, proactive
Designing School-Wide Systems for Student Success

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

slide11

Social Competence &

Academic Achievement

Positive

Behavior

Support

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

impact on moving students to more restrictive settings
Impact on Moving Students to More Restrictive Settings
  • Elementary schools who implement SW-PBS refer students to alternative/special school at lower rates compared to schools who are not implementing SW-PBS (r = -0.4306, p < 0.01)
  • Schools who build SW-PBS have less recidivism to alternative settings once students returned to home-school
big ideas
Big Ideas
  • Understand interaction between behavior and the teaching environment

Behavior is functionally related to the teaching environment

  • Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors
  • Create environments to support the use of pro-social behaviors
    • Around individual student need / self-management
    • Classroom
    • School-wide