Streamlining the
Behavior Intervention
Process:
Simplifying FBA, BIP, and
Behavior IEP’s
Cory Dunn
COSA Special Education Conference
June 23, 2006
Streamlining FBA, BIP Behavior IEP Process
Under Federal and State legal mandates such as the Individuals with Disabilities Act (IDEA)
students with behavioral disabilities are protected by measures such as Functional Behavior
Assessment (FBA), Behavior Intervention Plans, and Behavior goals in their Individual
Education Plans (IEP). These processes are designed to ensure students access to a free and
appropriate public education. In order to maximize the effectiveness of each of these measures
it is critical to seek out the most effective and efficient methodology to correlate them and have
them build off of each other. The purpose of streamlining these procedures would be to provide
for a common goal of serving the students educational needs and reduce the required paper trial.
The advantages are the improved consistency, ease in understanding each component, and
assisting in communicating with students, parents, and school staff in regard to the purpose and
scope of each process.
Streamlining the FBA, BIP, and behavior IEP process can be accomplished based on common
links in each area of promoting and encouraging student skill acquisition in assuming
responsibility for their academic choices, relationships with peers and adults, and school and
classroom expectations. By focusing on these three areas each component of the FBA, BIP,
behavior IEP, and the behavior intervention process in general can be simplified and made more
consistent with each other. In addition these three areas can be easily supported by regular
classroom teachers, as these are the areas of concern they likely experience with these students.
The components of a proposed process for streamlining are outlined below and illustrated on
the following flow chart.
 Student Goals:
The goals for all students in school are to promote and encourage each student to develop the
skills necessary for them to learn to assume responsibility for their academics, relationships,
and expectations in school. These three areas can be developed thematically in addressing all
areas of the learning process and can be woven together in the development of the students
FBA, BIP, and behavior IEP goals. Utilizing these three areas as a basic beginning point
school staff can assess a students unique educational needs (UEN’s) through the FBA process,
develop a BIP, and document their intervention efforts in the student’s behavior IEP goals.
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 Documented History
The need to provide students with behavior interventions begins with the their documented
history of behavioral issues and school staff’s interventions efforts. When students
demonstrate a lack of academic progress in assuming responsibility for the academic choices,
their relationships with others, or meeting behavior expectations they may be considered “At
Risk” of dropping out of school. Each student will have a history of school experiences that
will need to be documented for purposes of understanding their UEN. This documentation
will also be necessary in developing individualized interventions to assist them in benefiting
from their school experience. When interventions are developed and implemented it will be
critical to generate data on the student’s skill levels, efforts to modify their behavior, and
progress on the intervention outcomes to address necessary modifications.
 Functional Behavior Assessment (FBA)
Depending on the student’s experiences and abilities the student will need behavior
interventions that are based on the function of the behavior choices that the student makes that
interferes with their ability to assume responsibility for academics, relationships, and
expectations. Ideally, the FBA process will assist school staff with determining if they can
assist the student by addressing the antecedents and triggers for target behaviors as well as
discerning what reinforces the student’s behavioral choices. This information will need to be
recorded in a written format and it will be critical to keep in mind the three areas of student
skill acquisition in academics, relationships, and expectations. It is recommended that the
most simple FBA format be utilized and more complicated formats be utilized only when the
need is demonstrated. (See attached FBA Worksheet, pg. 8-9)
 BIP
When the FBA is completed replacement behaviors can be identified, as well as interventions
to address the antecedents, triggers, and alternative reinforcement for the student’s behavioral
choices. In developing interventions to assist students, school staff will need to teach, support,
encourage, and reinforce replacement behaviors. These replacement behaviors will need to be
based on the targeted behaviors articulated in the FBA that interfere with the student’s ability
to assume responsibility for academics, relationships, and expectations.
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The purpose of the BIP is to promote student skill acquisition by encouraging behaviors that
are positive, constructive, and pro-social. Generally these replacement behaviors will involve:
Support
Relationship building that is designed to build trust and create safety
for the student. The ideal is having a dialog with students that is personal,
individualized, based on the child’s experience and ability, supports
the student becoming a learner, and develops emotional connections with the student.
Containment
Developing structure that is provided by the adults to create behavioral limits and
safety. This is both physical safety for the student as well as creating the sense for
the student of feeling safe
Focus
Promoting learning interaction leading to involvement in activities other than the
student’s internal preoccupation with their locus of control. Ideally the activity
would have an emotional connection for the student, the learning process, and with
others the students is engaged with.
 Behavior IEP Goals
The purpose of behavior IEP goals is to articulate Long Term Goals (LTG) & Short Term
Objectives (STO) based on the BIP for addressing student skill acquisition in assuming
responsibility for academics, relationships, and expectations. It is recommended that the
Present Level of Performance (PLOP) and the LTG be based on these areas and that the STO
articulate the skills the students will be to demonstrate in order to assume responsibility for
themselves. (See sample Behavior IEP, pg. 12 -14)
In developing behavior IEP goals it is recommended that regular classroom teachers be
included when possible and especially if the student is going to be placed in regular education
classes in order to generate teacher support of behavior intervention plans. (Se attached
Teacher Student Goal Survey, pg. 5).
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 Implementation, Monitoring, & Data Collection
Best practice in implementing behavior interventions and legal mandates require that data
be collected on the implementation and monitoring of BIP and behavior IEP goals. The
goal of the behavior interventions is to
Implement the behavioral IEP goals articulated in the LTG & STO for promoting student
skill acquisition in assuming responsibility for academics, relationships, and
expectations.
It is recommended that the intervention data collection process be made as simple as
possible and that staff utilize existing data collection whenever feasible. Monitoring
student progress through data collection based on information outlined in the PLOP of their
IEP and may include, but is not limited to attendance, grades, disciplinary referrals, student
and family self-report, staff report, anecdotal information, and student assessment data.
A daily communication process between home and school is recommended when practical
and possible, and can become a component of the data collection process.
(See attached Daily Communication Form, pg. 15)
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Developing Function Based Behavior Plans
&
Behavior IEP Goals
Documented
History
FBA
Student Goals
 Academics
 Relationships
 Expectations
Monitoring
& Data
BIP
IEP
Goals
Implementation
& Data
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Behavior Intervention Planning
TEACHER SURVEY
Student:__________________________________________ Date:________________
Staff requesting behavior intervention________________________________________
Behavior Concerns:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What (if any) goals would you see as important for this student to assume responsibility
for their academics, relationships, and school expectations?
1.______________________________________________________________________
_______________________________________________________________________
2.______________________________________________________________________
_______________________________________________________________________
3._____________________________________________________________________
_______________________________________________________________________
Your Name: ____________________________________________________________
Relationship to student ____________________________________________________
Would you be available and willing to:
a. Be on a student support team _____________________________________
b. Be a monitor for this student?_____________________________________
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UNDERSTANDING THE FUNCTION OF BEHAVIOR
Name:
Date:
Set Up
Options,
Set Off
Modifications,
Target Behavior
Interventions,
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& Potential Support
Reinforcers
UNDERSTANDING THE FUNCTIONS OF BEHAVIOR
Sample
Set Up
Name:
Date: 4/25/05
Set Off
Target Behavior

 Being asked to perform
 Unresolved trauma
 Being held accountable
(right that minute)
 Anxiety rises
 Grief (loss issue)

Academic needs

Transitions

 Oppositional and defiant
behavior that disrupts the
academic process for
others
Negative Peer interaction
Potential Options,
Modifications,
Interventions,
Reinforcers
 Going home
 Avoids academics
 Engages other and negative
attention
 Sense of control
Support
 Keep him in school
 Social skills for
initiating positive
peer contact
 Pre-correction
 Establishing options
 Reading assessment
and support plan
 Examine academics
schedule
 Increase consistency
 Respond early when signs
occur that it’s not
working.
 Cooperative and engaged
working toward
independent academic
performance
 Training classmates to
ignore disruptive behavior
 Home visit
 Provide hands-on
reinforcement
 Caught being responsible
 Logical Consequences for
 Teaching problem solving
skill for frustration
choices
 Training in cause & effect
and making choices
 Teaching how to ask for
assistance
 Parent support
 Pre correction for
transitions
 Plan for Success
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FUNCTIONAL ASSESSMENT OPTIONS
SETTING EVENTS
PREDICTORS, ANTECEDENTS
Physical health factors
Impulsive
Self-stimulation, i.e., rocking, tapping
Overly active
Gets angry easily
Highly distractible
Anxious or fearful
Lacks sleep frequently
Ill often
Complains of physical pains frequently
Often hungry
Academic
Whole class work
Receiving instruction
Preparing for task
Independent work
Small group work
Content too difficult
Length of assignment
New information
Instruction unclear for student
Finishes work quickly
Emotional factors
Frequent conflicts with peers
Defiant to adults frequently
Lack of friendships
Gets angry easily
Loner
Frequently appears sad
Frequently victimized by peers
Lacks motivation for school or
friendships
Authority
Males
Females
Regular teacher
Other staff (music, EAs)
Substitutes
Problems outside of school setting
Family conflicts
Alcohol/Drug problems in self
Alcohol/Drug problems in family
Other: _________________________
PROBLEM BEHAVIORS
Tunes Out Instruction
Doesn’t take instruction
Doesn’t start assignment
Doesn’t work consistently
Doesn’t turn work in
Doesn’t ask for help
Distracts others by talking to peers
Talks out frequently
Non-Compliance
Simple refusal
Direct defiance
Escalates into temper outbursts
Argues
Inappropriate language
APPARENT PURPOSE OR NEED
BEHAVIOR SERVES TO AVOID
OR OBTAIN
Attention from adults
Attention from peers
Get an activity
Get an item
Avoidance of certain people
Avoidance of peer teasing
Avoidance of task(s)
Avoidance of demands
Problems with Peers
Bully
Victim
Intrusive verbally
Intrusive physically
Peculiar behavior or communications
Escalating patterns
Takes other’s belongings
Peer
Problems with most peers
Problems with specific peers
With increased numbers of peers
present
During less supervision
Resists Changes
Agitation
Refusal, verbal/physical
Appears confused or overwhelmed
Withdraws
Destroys property
Procedure
Transitions
Start-stop procedures
Less structured areas
Access to desirable objects, tasks or
people i.e., can’t wait
Inappropriate Behaviors
Communication
Student lacks skills to indicate needs or
wants clearly
Other: _________________________
10
Other: ___________________________
Avoidance of correction
Avoidance of task(s)
SETTING EVENTS INTERVENTIONS
Involve family to obtain history and home behavior information
Reassure safety frequently
Modify setting to insure sense of safety
Coordinate with community agent i.e., Mental Health Worker
Teach social skills for inclusion, asking for assistance
Offer small group for academic tasks or social opportunities
Peer assistance
Cross age tutoring
Opportunities to build status with peers
Involve student in decision making
Task analysis-break down steps to beginning school day and modify as such
Increase structure and support with preferred adult or peer
Begin day with incentive schedule
Picture schedule or organizing activity
Daily check in group or with “coach”
Identify clear expectations for positive behaviors
Cost/benefit program for acceptable and non-acceptable choices
PREDICTORS/ANTECEDENTS INTERVENTIONS
Academic
Pinpoint specific problem
Task analysis, break down steps for problem task expectations
Modify content, length, time to perform tasks
Modify seating
Increase or decrease movement options
Stimulate interest areas for student
Allow peer help
Teach organization skills
Teach positive self-talk
Teach communication skills:
How to get help, how to ask for a break, a quieter place
To recognize when help is needed
Pre-teach academic expectation
Authority
Increase rapport
Set goals for specific expectations
Identify positive adults for student and increase access to them
Look for ways to reinforce expected behaviors—3:1 positive to negative statements
Response Cost Plan
Allow limited (2) choices when giving directives
Reinforce small steps toward compliance
Peer
Increase time with positive peers
Decrease time with negative peers
Cooperative learning options
Teach social skills to improve peer interaction
Teach verbal skills to meet social needs or wants
Teach conflict management skills
Communication
Teach social skills to verbalize or signal need or want
Prepare adults to recognize attempts to communicate
Procedure
Pre-teach steps to procedure
Specify behavioral expectation
Prepare for all changes
Picture or written schedule of procedures
Reassure verbally if fearful of change
Over-request tasks with high degree of success prior to difficult procedure
Allow peer assistance, e.g., “Hall Buddy”
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Zachary’s Behavioral IEP Goal’s
Present Levels of Performance (PLOP)
In three 1hour observations Zach he was off task 70% of the time and sough negative attention
from peers and adults 40% of the time. When first presented tasks Zach demonstrate efforts to
do them but when he blocked he shouted out and would quickly be distracted, get out of his
seat, engage in peer conflict and hit others when frustrated. When Zachary did complete
academic tasks he showed them in his desk and did not turn them in. When adults provided
directions he ignored them and would yell and run away when frustrated. On the playground
Zach demonstrated no positive peer contact.
LTG # 1
Zachary will successfully maintain his adult and peer relationships by learning to
initiate positive contacts with others and utilizing appropriate problem solving skills
80% of the time based on staff observation and student self report.
STO # 1.1
Zachary will learn to demonstrate mutual respect in interactions with others by
using the following strategies 50% of the time: Making eye contact; Asking
appropriate questions; Utilizing a pleasant voice; Sharing resources; Demonstrating
relaxed body language.
STO # 1.2
Zachary will learn to initiate positive contact with his peers during unstructured
time by utilizing the following practices when engaging others 80% of the time:
Approaching others in a relaxed manner; Inquiring about their activities; Asking to
join others activities; Meeting classroom and school expectations.
STO # 1.3
Zachary will learn to use problem solving skills when frustrated in social situations
by utilizing the following situations 75% of the time: Asking questions; Walking
away; Asking for help; Expressing his feelings in a responsible manner.
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LTG # 2
Zachary will learn to assume responsibility for his academic performance by
increasing his on task behavior to 75% as measured by observation and by turning
in 85% of his assignments on time with an average grade of “C” or better.
STO # 2.1
Zachary will improve his ability to tract his assignments by utilizing the following
strategies 80% of the time: Paying attention to the instructional process; Listening
and responding to adult written and verbal directions; Obtaining detailed
information on assignments; Asking questions; Asking for assistance.
STO # 2.2
Zachary will learn how to tract and complete his assignments 80% of the time with
70% accuracy by utilizing the following strategies: Keeping an assignment log;
Checking for understanding; Asking for assistance; Daily home communication;
Having a home study time.
STO # 2.3
Zachary will learn to utilize the following problem solving skills 80% of the time
when he is stuck, blocked, or frustrated with academic expectations: Relax and
calm himself by using a mental time out; Keep trying; Clarifying what he needs;
Asking for assistance; Time out from his desk when he thinks it is appropriate;
Identify and express his feelings appropriately when frustrated or angry: Take time
outs when requested by staff.
LTG # 3
Zachary will learn to assume responsibility for academic expectations by meeting
classroom and school rules 90% of the time and responding to adult directions
appropriately 80% of the time based on staff observation and student self report.
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STO # 3.1
Zachary will learn to assume responsibility for classroom and school academic
expectations by completing a Personal Education Plan (PEP) and being able to
relate verbally, at least three specific goals, when requested by an adult.
STO # 3.2
Zachary will learn to communicate in a reasonable manner by utilizing the
following Strategies 80% of the time: Asking clarifying questions when
appropriate; Using responsible language; Talking in a responsible tone of voice.
STO # 3.3
Zachary will learn to accept written and verbal directions from adults and respond
in a responsible manner in a reasonable period of time 80% of the time.
STO # 3.4
Zachary will learn to apply specific problem solving skills when frustrated or angry
by utilizing one or more of the following strategies 80% of the time: Identifying his
feelings; Taking a mental time out; Calming himself down; Expressing his feelings
in an appropriate; Checking for understanding; Taking a time out when he thinks it
is appropriate; Responding to adult directions to take a time out.
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DAILY COMMUNICATION FORM
Student
Date
A
M
On Task
Manage Anger
Getting Attention
+ = Exceeds Expectation
 = Meets Expectation
0 = Needs Improvement
Parent Signature
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A
M
P
M
P
M
R
R
L
I
B
R
E
C