Functional Behavioral Assessment (FBA)
and
Behavior Intervention Plan (BIP)
Overview
Presented by
Lorraine Elswick
Lanai Jennings
February 12, 2013
A recorded version of this presentation will be posted to
http://wvde.wv.us/osp/sebta.html.
1
“Our challenge as educators is to make sure that we provide all children in our
public schools the opportunity for success. Teachers of children with special needs
understand this challenge more than most. They are dedicated individuals who
have a passion for teaching and high expectations that every child can learn given
an opportunity.” – James B. Phares, Ed.D.
Support for Personalized Learning
(SPL)
Expected behaviors in safe and
supportive schools create an education
system that supports students in their
efforts to become healthy, responsible
and self-directed citizens.
http://wvde.state.wv.us/spl/
Support for Personalized Learning
Most children respond to typical classroom behavior
management strategies or school wide positive
behavioral interventions and supports.
Definition of FBA from WV Policy 2419:
Regulations for the Education of Students
with Exceptionalities
A FBA is a sequential, multi-step, team evaluation
process that helps to determine the purpose and the
effect of the problem behavior(s) so that IEP goals
and objectives can be identified, and interventions
and modifications can be developed and
implemented, specifically through a student's
Behavior Intervention Plan.
Policy 2419 - Definition of a Behavior
Intervention Plan (BIP)
• Written, purposeful and individualized plan based
upon a student's functional behavioral assessment.
• Describes the positive behavioral interventions,
strategies and supports required to implement the
student's IEP goals and objectives in the areas of
social, emotional and/or behavioral development.
Policy 2419
Components of BIP
The BIP may include, but is not limited to:
• Environmental modifications that reduce the likelihood of the
problem behavior;
• Guidance, structured opportunities and/or instruction in the use of
new skills as a replacement for problem behaviors;
• Consequences to promote positive change and diminish problem
behavior;
• A crisis management plan (if appropriate); and
• Procedures for monitoring, evaluating and reassessing the plan as
necessary.
When is a FBA/BIP required?
As a result of a student’s disciplinary removal when the student’s
conduct is determined to be a manifestation of the student’s
disability, the IEP Team must:
1. Conduct a FBA and develop a BIP if one has not been
completed; or
2. Review the existing BIP and revise as needed to address the
student’s current behavior(s); and
3. Return the student to the placement from which the
student was removed unless the parent and the district
agree to a change of placement as part of the modification
of the BIP as determined by the IEP Team.
Policy 2419, p 69
When is a FBA/BIP necessary?
Student data indicates:
• High intensity or frequency of behavior
• Behavior impedes his or her academic
performance or the performance of others
• Team needs additional information to
understand why the behavior continues
• Typical supports or interventions have not been
successful
Crone, D.A. & Horner, R.H., 2003
FBA is a Process Not an Event
The IDEA does not define how a FBA is
conducted. The process may vary with the
needs of each child. However, several specific
steps are always part of this assessment.
What are the components
of a FBA/BIP?
1.
2.
3.
4.
Identify and define the target behavior(s) for change.
Collect data from multiple sources.
Develop a hypothesis.
Identify other alternative behaviors to replace or
reduce the inappropriate one(s).
5. Develop an intervention considering the functional
variables.
Defining the Behavior
Topography
- What does the
behavior look
and sound like?
- Frequency
- Duration
- Intensity
Function
- Why is the
behavior
occurring?
- What purpose
does the
behavior serve
for the student?
Topography versus Function
Throws
Book
To
Avoid/Escape
Topography
To Gain
boring
work
peer
attention
difficult
work
adult
attention
Function
Step 1:
Identify and Define the Target Behavior for Change
What does the target behavior look like?
Poor
Attitude
Aggressive
Does not begin
assignments
when prompted
Hits other
students
Curses
Bites other
students
STEP 2:
Collect Data from Multiple Sources
What sequence of events predicts the target behavior?
Setting Events
Antecedent
Behavior
Consequence
Teacher Request
Curses
Office
Referral
STEP 2:
Collect Data from Multiple Sources
What sequence of events predicts the target behavior?
Setting Events
Antecedent
Playing with
Peers
Behavior
Bites
Consequence
Remove
Student to
Teacher’s
Desk/Area
STEP 2:
Collect Data from Multiple Sources
What sequence of events predicts
the target behavior?
It is important to determine if the student’s target
behavior is a result of a skill deficit (i.e., “can’t do”) or
performance deficit (i.e., “won’t do”) for intervention
planning purposes.
Step 3:
Develop a Hypothesis Statement
A hypothesis statement is a summary statement that predicts
the general conditions under which the target behavior is
most and least likely to occur (antecedents), as well as the
probable consequences that serve to maintain it.
(Quinn, Gable et al., 1998)
The goal of which is to identify specific CONCRETE events or
environments more typically associated with the occurrence
and nonoccurrence of the inappropriate behavior for
intervention.
Components of a FBA/BIP
1. Identify and define the target behavior(s) for
change.
2. Collect data from multiple sources.
3. Develop a hypothesis.
4. Identify other alternative behaviors to replace
or reduce the inappropriate one(s).
5. Develop an intervention considering the
functional variables.
Step 4:
Identify other alternative behaviors to replace
or reduce inappropriate behaviors
An Appropriate Replacement / Alternate Behavior
• Serves the same function as the target behavior,
easier to do and more efficient than the target
behavior
• Alternate Behaviors require less physical effort &
provide quicker, more reliable access to desired
outcome/response than target behavior
• Socially acceptable
Step 5:
Develop an intervention considering
the functional variables
• Manipulate the antecedents and/or consequences
of the behavior
• Teach more acceptable replacement behaviors that
serve the same function as the inappropriate
behavior
• Implement changes in curriculum and instructional
strategies
• Modify the physical environment
Step 5:
Identify antecedents, consequences and
alternative behaviors for manipulation to replace or
reduce inappropriate behaviors
Targeted
Routine
Antecedent
Desired
Behavior
Target
BehaviorCurses
Alternate
Behavior
Natural
Consequence
Maintaining
Consequence
and Function
Evaluate and Adjust
the Intervention Plan
• Are the baseline rates of the target behavior
increasing or decreasing in the desired
direction?
• What intervention components can be tweaked,
added or eliminated to result in greater efficacy?
Teaching Behavior vs. Controlling
Behavior
Interventions Based on
Control:
 Often fail to generalize
 Sometimes only
suppress the behavior
rather than provide an
appropriate alternative
behavior
Interventions Based on Positive
Behavior Supports:
 Teach student to address the
source of the inappropriate
behavior and skills needed for
replacement & alternative
behaviors
Teaching Behavior
• Don’t assume student knows how to exhibit
appropriate behavior
• Model & reinforce approximations to the
desired behavior
• Schedule review & practice of the behavior
regularly.
In Summary
Positive Behavioral Intervention Options:
• Replace problem behaviors with appropriate behaviors
that serve the same (or similar) function as inappropriate
ones
• Increase rates of existing appropriate behaviors
• Make changes to the environment that eliminate the
possibility of engaging in inappropriate behavior
• Provide the supports necessary for the child to use the
appropriate behaviors.
• Select a behavior that likely will be elicited by and
reinforced in the natural environment.
Providing Other Supports
•
•
•
•
•
Peers
Teachers
Paraprofessionals
Related Service Providers
Families
Resources
•
•
•
•
http://www.pbis.org
http://www.nasponline.org/publications
http://iris.peabody.vanderbilt.edu/
http://www.wrightslaw.com
Thank you for your participation. At the
conclusion of this webinar, please download the
NCIPP mentor-mentee attachments.
If you require additional assistance please
contact Dr. Christina Chambers,
Assistant Director, Office of Special Programs
304-558-2696 or via email at
cdchambe@access.k12.wv.us.