How to write a FBA/BIP Tyler Foraker What is a FBA? Assessment - - PowerPoint PPT Presentation

How to write a FBA/BIP

Tyler Foraker

What is a FBA?

○ Assessment looking beyond the behavior ○ Social, cognitive and environmental factors

are studied

○ Factors are compared to the occurrence of

the problem behavior

○ What is the function of the behavior?

What is a BIP?

○ Behavior Intervention Plan

○ Intensive intervention and monitoring ○ Increase Support ○ Individual plan for success ○ Involves teachers, parents, student, and

support staff

Why do we care?

Why do we care?

Steps to conduct an FBA

○ 1. Verify the seriousness of the problem ○ 2. Define the problem behavior ○ 3. Collect information about the problem ○ 4. Analyze the information collected ○ 5. Hypothesis on function of behavior ○ 6. Verify the hypothesis ○ 7. Develop and Implement BIP ○ 8. Evaluate fidelity of the plan ○ 9. Evaluate the Effectiveness of the plan ○ 10. Modify the plan

Verify/Define the Behavior

Problem Behavior Concrete Definition

Tyler is aggressive Tyler hits other students during PE when he does not get his way Tommy is disruptive Tommy blurts out and make irrelevant and inappropriate comments during the lesson Sue is hyperactive Sue moves around without

• permission. Sue completes only

portions of her assignments.

Questions to ask

○

• 1. Does the student’s behavior significantly differ from that
• f his/her classmates?

○

• 2. Does the behavior lessen the possibility of successful

learning for the student/others?

○

• 3. Have past efforts to address the behavior using standard

interventions been unsuccessful?

○

• 4. Does the behavior represent a skill or performance

deficit, rather than a cultural difference?

○

• 5. Is the behavior serious, persistent, chronic, or a threat to

the safety of the student or others?

○

• 6. If the problem persists, is some form of disciplinary action

likely?

Collect Information

○ Times when the behavior occurs ○ Specific Location ○ Conditions ○ Individuals Present ○ Events before/after the behavior ○ Common settings ○ Other noted behaviors

Hypothesize why the behavior is

• ccurring?

○ Function- to get/seek something or to

avoid/escape something undesired

○ Skill Deficit- a behavior or academic skill that

the student does not know how to perform

○ Performance Deficit- a behavior or academic

skill the student can do, but does not consistently perform.

Function of Behavior

Positive Reinforcement: Negative Reinforcement: ∙ Social attention or ∙ Access to materials ∙ Sensory Stimulation

∙ Escape from activities or people ∙ Sensory ∙ Pain

“TO GET” “TO GET OUT OF”

Setting Events Antecedent Target Behavior Function (Reinforcer)

Develop a BIP

○ Proactive: What environmental adjustments will be

used to make the student’s problem behavior unnecessary?

○ Educative: What behaviors (skills) will be taught to

replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively?

○ Effective: How will consequences be managed to

ensure the student receives rein forcers for positive behavior, not problem behavior?

BIP Model

Antecedent Setting Event Target Behavior Desired Behavior Acceptable Alternative Reinforcement Reinforcement (< R+) Antecedent Modifications Reinforcement (Function)

BIP Examples

○ Terry is a junior high student with a moderate

intellectual disability. Terry frequently throws books on the floor during transitions between

• classes. Terry’s paraprofessional must stop

and clean up all the papers and books before proceeding to the next work assignment.

Example Plan for Terry

○ Provide a written or picture schedule and refer

to it throughout the day.

○ Prepare Terry for changes, noting them on the

schedule.

○ Teach Terry to ask for clarification regarding

changes and reward Terry for smooth transitions.

○ Have Terry pick up materials after finishing

the next activity.

Example BIP

Changes in schedule Terry throws materials Teach Terry to ask questions Positive feedback Pick up materials later Schedule noting changes Earns computer time Accepts changes Teach Terry to ask questions

Monitor the Plan

○ Continue to monitor frequency and duration

• f the behavior

○ Use same data collection techniques in order

to use original data as a baseline

○ If the plan is working, keep it. ○ If the plan needs adjusting, then keep working

with it until a fix is found

References

○ http://www.pbisworld.com/tier-2/behavior-

intervention-plan-bip/

○ http://cecp.air.org/fba/ ○ Regulations governing special education programs.

(2010, January 25). . Retrieved July 22, 2014, from http: //www.doe.virginia. gov/special_ed/regulations/state/regs_speced_disa bility_va.pdf

○ https://blackboard.vcu.edu/bbcswebdav/pid-

4796711-dt-content-rid-11912380_2/courses/ADMS- 625-C90-2014Summer/FBA-BIP%20Positive% 20Intervention%20and%20Supports.pdf

References Cont.

○ http://www.ped.state.nm.us/RtI/behavior/4.

fba.11.28.pdf

○ www.pbis.

• rg/common/cms/files/pbisresources/fba2bi

p4chicagoriffel.doc