and
of
Beth Battilla, M.S., C.A.S.
Rachael Friesen, MSW
Micah Guy, LCSW
Liz Mendieta, LCSW, CSPT
and
Overview /Note Catcher
The 5 W’s and the H of FBA’s and BIP’s
The 4 W’s of FBA’s and BIP’s
Tools and Resources for Conducting an FBA
Tools and Resources for Conducting an FBA
Creating aa BIP
Creating
BIP
What is my lens?
What is my lens?
Implementation and
Monitoring
Implementation
andProgress
Progress
Monitoring
Let’s Meet
illy
is an FBA?
n
Functional Behavior Assessment
Traditional Definition
A process of determining the cause
(function) of behavior before
developing an intervention (the BIP),
based on the hypothesized cause
(function) of the behavior.
Dr. Greene
comments
on the traditional
definition.
is an FBA?
n
Functional Behavior Assessment
A New Definition
A proactive approach using a
collaborative problem solving process to
create a hypothesis that looks beyond
behavior and function alone to focus on
root cause/lagging skills…that drives
the development of an effective BIP.
is a BIP?
A comprehensive and
individualized plan
developed by a collaborative
team, based on an FBA,
detailing challenging
behaviors and defining the
root causes, with specific
behavioral strategies,
supports, and skill building
techniques clearly listed.
?
“Behavior is the clue, not the problem.”
~Ross Greene
“He’s just doing that for attention.”
Failure to base an intervention on "the root cause"
often leads to meaningless results.
?
?
?
?
“If a child doesn't know how to read,
we teach.”
“If a child doesn't know how to swim,
we teach.”
“If a child doesn't know how to multiply,
we teach.”
“If a child doesn't know how to behave,
we… ”
John Herner (NASDSE President) Counterpoint 1998
“If a child doesn't know how to read,
we teach.”
WE
TEACH
“If a child doesn't know how to swim,
we teach.”
“If a child doesn't know how to multiply,
we teach.”
“If a child doesn't know how to behave,
we… ”
John Herner (NASDSE President) Counterpoint 1998
Note Catcher
The 5 W’s and the H of FBA’s and BIP’s
The 4 W’s of FBA’s and BIP’s
Tools and Resources for Conducting an FBA
Tools and Resources for Conducting an FBA
Creating aa BIP
Creating
BIP
What is my lens?
What is my lens?
Implementation and
Monitoring
Implementation
andProgress
Progress
Monitoring
The lens through which
we view a student
drives our interventions
Observable Target Behavior(s)
“Adult Concern”
Setting Events
Translating traditional
components into
Antecedents “Immediate Events Dr. Ross Greene’s
or Circumstances”
perspective
“Triggers”
Responses
“Unsolved Problems”
Function
Adapted from a presentation by
Carolyn Jones and Sharon
Thornagle (2011) titled:
Collaborative Problem Solving and
PBIS, Great Partners
“Student Concern”
OR
Performance Deficit
"Lagging Skills"
Observable Target Behaviors
"Adult Concern(s)"
Setting Events and Antecedents
"Triggers and Immediate Events and Circumstances "
Social Setting Events
Physiological Setting Events
Physical Setting Events
Other Setting Events
Responses
"Unsolved Problems"
Function
"Student Concern"
 OBTAIN
Seek/Access/Gain
 AVOID
Escape
 SELF-STIMULATE
Performance Deficit
“Kids do well if they wanna”
Ross W. Green and J. Stuart Ablon, 2006, The Guilford Press.
Treating Explosive Kids The Collaborative Problem-Solving Approach
Lagging Skills:
“Kids do well if they can“
Executive Functioning
Language Processing
Emotional Regulation
Cognitive Flexibility
Social Interactions
Digging deeper
to find the “root cause”
Note Catcher
The 5 W’s and the H of FBA’s and BIP’s
The 4 W’s of FBA’s and BIP’s
Tools and Resources for Conducting an FBA
Tools and Resources for Conducting an FBA
Creating aa BIP
Creating
BIP
What is my lens?
What is my lens?
Implementation and
Monitoring
Implementation
andProgress
Progress
Monitoring
Collecting
.
One Perspective …
Is Not Enough
One Perspective …
Is Not Enough
One Observation….
Is Not Enough
Collecting
.
1. Structured Interviews
A. Student
B. Parent/Guardian/Community
C. Teacher/Staff
2. Indirect Assessment Tools
A. Anecdotal Notes and Record
Review (IEP, 504, “RtI Classroom Notes”,
Cumulative, Admin Conference, etc.)
B. Questionnaire and Functional
Analysis Tools
C. Motivation and Interest
Assessment
3. Direct Assessment Tools
A. Antecedent Behavior
Consequence (ABC) Forms
B. Observation Tools
C. Ecological Analysis Tools
Accessing
Jeffco’s
Online
Resources
Jeffco Employee Connections Webpage: Step 1
Educational Research and Design Webpage: Step 2
Special Education Webpage: Step 3
SPED A-Z Index (Webpage): Step 4
Special Education Webpage: Step 5
TIPS:
•Use Goggle Chrome
•All links are Google Docs
•If no hyperlink, then
document needs to be
accessed elsewhere
•Once open, download the
document for best viewing
Note Catcher
The 5 W’s and the H of FBA’s and BIP’s
The 4 W’s of FBA’s and BIP’s
Tools and Resources for Conducting an FBA
Tools and Resources for Conducting an FBA
Creating aa BIP
Creating
BIP
What is my lens?
What is my lens?
Implementation and
Monitoring
Implementation
andProgress
Progress
Monitoring
Creating a
(9 Parts)
BEHAVIOR INTERVENTION PLAN (BIP)
1. Sources of Information:
List sources of information used in FBA, both formal and informal, to develop this plan.
•Record review of current IEP
•Record review of Administrative Conference notes
•Interview with Mr. Stein, science teacher
•Interview with Mr. Madison, father
•Interview with Billy, student
•Assessment of Lagging Skills & Unsolved Problems (ALSUP) completed by parent and teacher
•Interest Inventory
•Frequency Recording-Scatter Plot
•Antecedent Behavior Consequence form
•Ecological Analysis of Setting form
2. Strength Based Profile
Identify skills/interests, positive relationships, pro-social behaviors, family/community
supports, and protective factors.
Skills/Interests:
Billy has an extensive vocabulary, and is able to make and keep friends. He loves to play video games,
watch television, and play on the computer. He enjoys sports and is often active in swimming and
running clubs. He is motivated to earn free time and attention from adult. His goal is to join the family
business one day.
Pro-Social Behaviors:
Billy is expressive, confident and a self-advocate. His father feels that he is very social and extroverted.
He is charismatic and has a great sense of humor. He is very creative when problem solving and has a
big imagination. Billy is often very helpful, shares his belongings with others, and cooperative within
small group settings.
Positive Relationships and Family/Community Supports:
Mr. Madison, Billy’s father, is a strong advocate and communicates regularly with the school. His
former teacher, Ms. Vaughn has and continues to be a support in his life. The principal Mr. Anderson,
and his bus driver, Mr. Farley, are also supportive of Billy’s success in school. Ms. Simone, the school
counselor is available to work with Billy.
3. Functional Behavioral Assessment (FBA) Summary Statement
Describe specific problem behavior and summary/hypothesis statement from FBA
Problem (Challenging/Observable) Behaviors: “Adult Concern”
When Billy becomes upset he often exhibits inappropriate language, argues with others,
becomes verbal aggressive, disruptive, and non-compliant. It is more likely to occur in Science
period, when he does not understand the material, and when seated near a female peer.
Summary/Hypothesis Statement (Functions of the Behavior): “Student Concern”
It is hypothesized that Billy exhibits these behaviors in order to obtain peer attention and/or to
avoid a non-preferred task or activity.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - *If working from the Ross Greene’s Perspective…
Lagging Skills:
Billy appears to have difficulty maintaining focus and attention to goal-directed activities,
thinking before responding, and considering a range of solutions to a problem.
Unsolved Problems:
Billy appears to have difficulty identifying when he needs help and asking for it, talking at
appropriate times, and interacting appropriately and respectfully with peers.
4. BIP Strategies/Outcomes Worksheet
Based on hypothesis, in the table below, identify the strategy, what will be done, when and where the
strategy will occur. (Examples)
Setting Event Strategies
Antecedent Strategies
(Reduce impact of setting events)
(Decrease likelihood that behavior will
occur)
“Triggers, Immediate Events and Circumstances”
Billy benefits from:
Billy’s behavior is likely to
~Seating near front
decrease if:
~Daily check-ins with staff
~Prompt, or give non
~Review of expectations
verbal signal/cues
~Scheduled breaks
~Review expectations
~Positive peer mentor
~Offer short term break
~Embedded choices
~Use “If/Then” to identify
~Consistent reminder
outcomes
of rules
~Assist with peer conflict
~Frequent monitoring
resolution privately
~Regular home
communication
Behavior Teaching Strategies
[Alternative Behaviors]
Reinforcement Strategies
[Consequence]
Increase the likelihood that the
appropriate replacement behavior will
occur through instruction)
(When student demonstrates the desired
behavior, the need behind the behavior is
met –e.g. obtain or avoid)
“Skill Deficit”
“Performance Deficit”
Billy will learn:
Billy’s behaviors will be
reinforced by:
Positive Consequences:
~Specific praise
~Time for peer attention
~Positive grade/mark
~Positive note home
~Peer conflict resolution
skills (through
demonstration, coaching,
guided practice)
~Empathy training (through
guided practice,
conferencing and role play)
Executive Functions
Language Processing
Emotional Regulation
Cognitive Flexibility
Social Interactions
Corrective Consequences:
~Unearned grade/mark
~Time out of classroom
~Written refocus form
~Parent contact
*See notes/ attachment*
Yes
No
5. Crisis Intervention Plan
If the student’s behavior has the potential to produce harm, attach a crisis intervention
plan.
Crisis Intervention Plan Example
Crisis Intervention Plan
Attached to IEP Annual Review - March 23, 2013
If Billy indicates the potential to harm (himself or others), the following CIP will go into effect:
• If alone with Billy, summon another staff member for assistance and follow these steps:
• Remove all other students, and potential weapons, from immediate surroundings
• Decrease verbal interactions and arguments, give only specific and clear directives.
• Direct Billy to the Quiet Room to utilize appropriate sensory tools and coping tools to calm down. If he is
noncompliant and continues to produce harm, escort him to the Quiet Room, or another designated
area.
• Use physical blocking techniques, as sanctioned by the Crisis Prevention Intervention (CPI) protocols, if
Billy aggresses towards others.
• Remove any sensory tools that may be used as potential weapons.
• As a last resort, use the appropriate physical management techniques, as sanctioned by CPI sanctioned
(trained staff only), until he is able to regain self control to manage himself safely.
• If Billy is unable to control himself safely within 5 minutes of being physically held, staff will contact
administration for additional assistance and intervention.
• Once physically and verbally calm direct Billy to sit in an area within the Quiet Room (or designated quiet
area) to conference with a staff member and complete a Refocus Sheet in order to process the incident.
• If unable/unwilling to conference with staff, check in every 3-5 minutes to see when Billy’s ready to
conference with staff. It is important to follow this step to collaborate with Billy and make a plan for him
to remain safe at school..
• Refer to the Jeffco District Code of Conduct for further interventions, if deemed necessary.
6. Evaluation
Indicate how the plan will be measured and by whom. Identify the desired performance
level for either increasing the occurrence of the identified alternative behavior(s) or
decreasing the occurrence of the behavior of greatest concern (criterion for success).
Continuous Progress Monitoring Method:
Frequency Recording- Scatter Plot (number of times Billy requires teacher redirection)
Criterion for Success:
Billy will decrease his disruptive behaviors, as evidenced by not calling out, having side conversations or
interrupting the lecture, during the academic period.
>Baseline: 10 redirections/1 hour
>Goal: Less than 3 redirections/1 hour.
Person Responsible:
Mr. Stein, Science Teacher
Follow-up Meeting Date:
January 31, 2015
7. Contextual Fit
Supports, resources, training needed for personnel to implement plan in the current
environment.
Supports: Science teacher, Mr. Stein, School Counselor, Ms. Simone, and Billy’s father, Mr.
Madison. Ms. Simone will identify a positive peer mentor in each of Billy’s class periods.
Resources: Affective curriculum for social skills development, empathy training and peer
conflict resolution. Check-in/Check-out (PBIS) program. Utilize quiet space in the break
area within Counseling Office.
Training: Ms. Stein and Ms. Simone will be trained in utilizing the Check-in/Check-out
computer system. Mr. Stein will be trained by Ms. Simone on how to collect frequency
records using the Scatter Plot data collection forms.
8. Communicating the Behavior Intervention Plan
The plan will be communicated to the following people
Person to be
contacted:
How contact
will be made:
Transportation/Driver
Math Teacher
Copy of report
Weekly Consultation
Date/Frequency
of contact:
Person responsible
for contact:
Ms. Simone
Mr. Stein
Who will communicate revisions and updates internally and externally?
Feb. 3, 2014/ As needed
Feb. 3, 2014/ Weekly
Team Mtgs.
Ms. Simone,
School Counselor
9. Team Members:
Teacher, parent, student, mental health worker, community agency personnel, related service
provider etc.
Billy Madison, Mr. Madison, Ms. Simone, Mr. Stein, Principal Anderson, Ms. Vaughn
PARENT PROVIDED A COPY OF PLAN
Implementation & Progress Monitoring
Step 1: Choose Data Collection Tool
(method) & Determine Baseline
Step 2: Implement BIP with Sufficient
Time and Effort
Step 3: Progress Monitor using Tool
Step 4: Facilitate Review Meeting &
Analyze Plan
Step 5: Reinforce Effective Strategies
and/or Revise Strategies
Step 6: Document the Review Meeting
and, if needed, Rewrite Plan
Step 7: Share, File, and Repeat
illy's Progress
Questions?
valuations
esources
CDE Website www.cde.edu
- The Colorado Behavior Resource Manual
http://wwwlcde.state.co.us/artemis/edmonos/ed14408b392006internet/
- Behavior Topic Areas
http://www.cde.state.co.us/cdesped/BehaviorTopicAreas.asp#FBA
Lives in the Balance- Dr. Ross Greene
www.livesinthebalance.org
Think: Kids (Department of Psychiatry at the Massachusetts General Hospital)
www.Thinkkids.org
Collaborative Problem Solving and PBIS- Great Partners
http://www.pbisnetwork.org/wp-content/uploads/2011/02/collaborative-ProblemSolving-Thornagle-1.pdf
Functional Behavioral Assessment- How to Conduct a Legally Defensible Procedure
http://www.nasponline.org/conventions/handouts2010/unstated/Functional%20Beha
vior%20Assessment.ho.0210.nasp.pdf