Group #2 Takoa, Carly, Mariah, Madison, Gretchen, Christina, Camelia, Marisa
Developing a Functional Behavioral Assessment and Behavioral Intervention Plan A Sequential Approach
Legal Requirements • Individuals with Disabilities Education Act (IDEA) • 1997 Amendments • Requires Functional Behavioral Assessments • Requires Behavioral Intervention Plan • Changes to policy concerning Special Education • 1999 Final Regulations • School district personnel formal requirements • Strategies for students with disabilities with significant behavior problems
Legal Requirements Continued… • Must be conducted when a student: • Has a disability • Demonstrate Severe Behavior difficulties • Peers are at risk • Requirement applies when: • Serious disciplinary action • Before or no more than 10 days • Plan already in effect: • Review plan • Modify it • Respond to behavior
What is Functional Behavioral Assessment (FBA)? • Process for collecting information: • Determine why problem behavior occurs • Basis for development of BIP • Process which looks at behavior: • What Behavior accomplishes for the individual child • Not the effects of the behavior on others. • Assumes: • Child attempts to adapt to specific situation • Conducting an FBA: • Gather information about the child’s behavior • Useful function’s for the child
FBA aims to: • Define behavior in specific, objective, and measurable terms. • Determine what aspects of the environment or situation elicit the behavior • Identify what consequences maintain the behavior.
Addressing the Underlying Motivation • Beyond Discipline • The need to address the roots of misbehavior • Intrinsic motivation • Strong motivational dispositions • Related Patterns of misbehavior • Misbehavior • often reactive • stemming from avoidance motivation • protective reactions.
Motivation continued… • Avoid situations where student can’t cope effectively • Protect themselves • Misbehavior reflects efforts to cope and defend against aversive experiences.
Intrinsic Motivational Theory • Corrective intervention • Steps are designed to reduce reactance • enhance positive motivation • Participation in an Intervention • Intervention • Identify and follow through • Alternatives • Producing greater feelings of self-determination • Competence • relatedness
Skit • Welcome to Mrs. Lovelace’s 3rd grade class! • First week of school…
Please get into groups of 3. • Fill out the worksheet within your group • Discuss the Student’s behavior and possible disorder. • What are some possible disorders and reasons why?
Legal Case: Dallas ISD2003 • School district failed to demonstrate student’s behavior problems • Before alternative Educational Program • Failure: • School didn’t prove behavior problems were not caused by disability • Placement was inappropriate • Failed to provide FAPE • Free Appropriate Public Education (FAPE) • Disciplinary action must be voided
Considerations when developing FBA and BIP • Skill Deficits vs. Performance Deficits • Implementing Interventions • Student Supports of BIP • Including parents, guardians, family • Reinforcement of Appropriate Student Behavior
References • Buck, G. (2000). Developing Behavioral Intervention Plans: A Sequential Approach. In LD Online. Retrieved November 14, 2011, from http://www.ldonline.org/article/6031/ • Philpot, D. (2002). Texas Case Law. In Attorney at Law. Retrieved November 12, 2011, from http://www.dphilpotlaw.com/html/texas_case_law.html • Malott, R. W, Whaley, D. L., & Malott, M. E. (1997). Elementary principles of behavior (3rd ed.). Upper Saddle River, NU: Prentice Hall.
CECP. Functional Behvior Assessment (2004). In Center for Effective Collaboration and Practice. Retrieved November 15, 2011, from http://cecpair.org/fba/ • Yell, M. L. (2000). The law and students with behavior disorders. In P. Gunther (Ed.), Effective practices for teachers of children with social/ emotional behavior disorders.Manuscript submitted for publication.