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Created by:
Amelia Owen
Jacquelynn McDonough-Dority
Patti Wilson
David Martin
Department of Exceptional Children's Services

Let’s look at the WIKI
2 http://FBA/-behaviorsupport.wikispaces.com

Norms
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Ask questions – please 
Minimize side bar conversations
Cell phones on vibrate, computers closed

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Today Participants Will…
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Review the basic components of the
FBA/BIP
Discover Collaborative Problem Solving
Learn to recognize linkages between function – strategy – reinforcement
Review examples/non-examples
Practice writing components of an FBA/BIP
Explore the WIKI page

Collaborative Problem Solving
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Paradigm shift
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Kids do well if they can
Check your lenses
Plan B
A Non-example http://www.livesinthebalance.org/solving-problemscollaboratively
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Work of Dr. Ross Greene

New Example
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New Example
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WHAT DOES THE STUDENT DO
WELL? STUDENT’S STRENGTHS,
GIFTS, & TALENTS. WHAT ARE
THERE INTERESTS? WHAT DO
THEY LIKE TO HELP OTHERS?

Strengths – Our Example
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This is how we would identify the strengths of our example student.

Let’ Practice
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See the Document Camera

Strengths - Activity
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Now, take your example and review the identified strengths. Make modifications at this point.
Please be prepared to report out.

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OBSERVABLE, MEASURABLE
TERMS

Defining Inappropriate Behavior
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This is how we defined the disruptive behavior in our example.

Let’ Practice
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See the Document Camera

Inappropirate Behavior - Activity
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Now, take your example and review the identified inappropriate behavior. Make modifications at this point.
Please be prepared to report out.

Inappropriate Behavior - Activity
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Everyone gets a chance to write a target behavior! Make the following into measureable and observable “target” behaviors
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Noncompliance
Task Refusal
Aggressive
Difficult to Manage
Seeks Power / Control
Disrespectful
Disruptive

Why Isn’t it working?
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FAILURE TO ADEQUATELY DEFINE
INNAPROPRIATE BEHAVIOR?

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WHAT ARE THE ENVIRONMENTAL
TRIGGERS?

Identifying Antecedent Triggers
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This is how we defined the
Antecedent Triggers in our
Example.

Let’ Practice
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See the Document Camera

Antecedent Triggers – Activity
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Now, take your example and review the identified antecedent triggers. Make modifications at this point.
Please be prepared to report out.

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WHAT IS THE IMMEDIATE IMPACT
ON THE ENVIRONMENT WHEN THE
BEHAVIOR OCCURS?

Response of Others
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The events or interactions that occur immediately or shortly after the behavior or as a result of the behavior
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What does adult typically say/do when the behavior occurs?
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What do peers typically say/do...
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How is classroom activity impacted?
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What is student’s reaction?

Response of Others
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Why is this section important?
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We need to reframe – think about what we as adults can control
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We need to focus on the environment – this is not about student behavior, but about how the environment sets the stage for the presence/absence of behavior
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Focus on intended and unintended consequences – we need to find the payoff

Response of Others
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This is how we described the Response of Others to in the environment.

Let’ Practice
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See the Document Camera

Response of Others – Activity
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Now, take your example and review what you have identified as the response of others
(Environmental Impact). Make modifications at this point.
Please be prepared to report out.

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WHAT IS THE PAYOFF? WHY
DOES THIS WORK FOR THE
STUDENT? WHAT REINFORCES
THE BEHAVIOR?

Function
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This is how we identified
Function.

Let’ Practice
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See the Document Camera

Function - Activity
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Now, take your example and review what you have identified as Function. Make modifications at this point.
Please be prepared to report out.

Why Isn’t it working?
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Is function misidentified?

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Why do we need data on the inappropriate behavior?
The initial data gives us the baseline to compare with data
Collected after interventions have been implemented.
Without this data, we won’t know if our interventions have the intended impact.

Data on Inappropriate Behavior
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Data on Inappropriate Behavior
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3
2,5
2
1,5
1
0,5
0
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4,5
4
3,5
8:00 9:00 10:00 11:00 12:00 1:00

Data Sources
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P R E V EN TI ON S T R A TE G IE S
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R E PL A C EM E NT B E H A VI OR
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T E A C H IN G S T R A T EG I ES

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HOW WILL THE ENVIRONMENT BE
MODIFIED?

Prevention Strategies
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These are our prevention strategies for
Timmy Madd.

Let’ Practice
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See the Document Camera

Prevention Strategies - Activity
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Now, take your example and review what you have listed as Prevention Strategies. Make modifications at this point.
Please be prepared to report out.

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BASED ON THE FUNCTION, WHAT
WILL WE TEACH?

Teaching Activities
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• These are our
Teaching
Strategies for
Timmy Madd.

Let’ Practice
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See the Document Camera

Teaching Strategies - Activity
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• Now, take your example and review what you have listed as
Prevention Strategies. Make modifications at this point.
• Please be prepared to report out.

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WHAT DOES THE STUDENT LIKE?
WHAT WILL THEY WORK FOR?

Reinforcement Strategies
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• These are our
Reinforcement
Strategies for
Timmy Madd.

Let’ Practice
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See the Document Camera

Reinforcement Strategies - Activity
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Now, take your example and review what you have listed as Reinforcement
Strategies. Make modifications at this point.
Please be prepared to report out.

Why isn’t it working?
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Recognizing Extinction Burst
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It’s going to get worse before it gets better
Give it time

Addressing Recurrent Inappropriate Behaviors
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Sometimes referred to as Inadvertent
Reinforcement
What does this mean?
Specifically address what adults will or will not do to avoid reinforcing the behavior

Reinforcement vs. Punishment
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What does the research say?
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Reinforcement is far more effective than punitive consequences
Reinforcement builds relationships
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When we do utilize a punitive consequence it should
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Be issued immediately
Be fair, fit the crime
Be natural in nature, related to the offense

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Intervention Trainings are offered in PLAN on:
FBA/BIP Interventions (Two-Part Series)
Oct 21 4:00
Oct 24 4:00

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FREQUENCY
DURATION
LATENCY
MAGNITUDE

How Many Bites?

Frequency
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Line Graphs
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4
3
7
6
2
1
0
8:00 9:00 10:00 1:00 12:00 1:00

What is the duration of the second bite?

Duration
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Duration per occurrence
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Record each event in time and reset the clock
Date: ____ Time: ____ To: ____ Setting: _________
Episode # Elapsed Time Per Episode
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Duration
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Total Duration
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Record the length of each occurrence and add all together
Date: ____ Time: ____ To: ____ Setting: _______
Total Duration Per Session: ______________

Latency
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Begin timing at the end of the request. Stop timing when student begins to engage in requested activity
Event #1 ____ Event #2 ____ Event #3 ____
MEAN LATENCY _________
Latency Game

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H O W B I G ?
H O W M U C H ?
H O W M U C H D A M A G E ?
H O W L O N G ?

Which bite is more intense?

Our Data Collection for Timmy
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Whole Interval data will be collected weekly
(twenty minute periods) to help reduce aggression.
Partial interval recording data will be collected weekly (twenty minute periods) to help increase
Timmy’s response rates of asking for help, sharing frustration appropriately, asking for breaks appropriately, and interacting with peers appropriately.
Who is responsible? Special Education Teacher and Educational Assistants
Review Date within 3-6 weeks of implementation:

Data - Activity
• Now, take your example and review what you have listed as in the Data Section. Make modifications at this point.
• Please be prepared to report out.

Trouble Shooting Data
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Do we understand the difference between declarative knowledge and executive functioning?
Knowing and Doing are in fact different
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He can tell me what he’s supposed to do!!!
She knows what she’s supposed to do.
I’ve told her and told her!
She gets a note home every night.

Trouble Shooting Data
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Do strategies reinforce replacement behaviors and/or extinguish target behavior?
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Is data being collected to indicate a change in student responses?
Is there an increase in the replacement behavior?
Is there a decrease in the target behavior?

Trouble Shooting Data
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Are all adults following the plan with fidelity
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Observe before dumping a plan.
Go back to review recommendations in an FBA/BIP and/or the Behavior Consultant recommendations.
Have all adults been exposed to the plan and received needed training?

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WHEN DO WE COMPLETE THIS
SECTION?

Crisis Plan
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Not all students will need a Crisis Plan
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Only aggressive, running behaviors
Think about how your team would respond if the anticipated behavior took place
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Is there one person with sound rapport to de-escalate the student?
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Implement Nonviolent Physical Crisis Intervention?
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Who responds?
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If they run, where do they go?
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What are staff designated responsibilities?
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Notify SRO?

Crisis Plan
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Why is this section important?
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Plan in place in the event violent or eloping behaviors
Everyone is prepared and knows what to do
Crisis management has been addressed with parents and in the IEP

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This is an ongoing process…
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In each meeting go ahead and set date and time for the next meeting
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Low level behaviors can go up to 6 weeks
Severe behaviors need to be followed up on sooner
Changes may not me made each time. If behavior had decreased, the best plan may be more of the same intervention.
Changes to documenting the review process

How Do I Access a Behavior Consultant?
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Behavior Consultant Involvement
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Use the procedures
Create FBA/BIP
Submit request form with needed attachments
HELP, PLEASE!

Filing paperwork
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Places to file
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IEP folder, parents, teachers, administrator
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Extra signatures to obtain
Any teachers expected to be knowledgeable and implement the plan that were not at the meeting

Uploading the FBA/BIP to EdPlan
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It is important that we transition to the upload/paperclip method as Easyfax will soon be unavailable
Look at step by step process… we are going to practice as well.

Questions?
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Amelia.Owen@cmcss.net
Jacquelynn.McDonough-Dority@cmcss.net
Patti.Wilson@cmcss.net
David.Martin@cmcss.net
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