Assessment and
Intervention
Strategies for Behaviors:
Part 1
Functional Behavioral Assessment (FBA)
&
Behavioral Intervention Plan (BIP) Development
January 2008
Revised July 2010
Bette Greer
Betsy Stanwood
What Should We All
Know About Behavior?
1. There is a significant learned component in
most forms of challenging behavior and what has
been learned may be “unlearned”.
2. Challenging behavior almost always means
something.
3. Understanding the behavior helps us to
change it.
Challenging behavior and autism
Making Sense-making progress
Philip Whitaker
Why? When? Would a School
Team Consider Starting the
FBA/BIP Process?
Required:
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To access certain system supports (i.e. Lake Forest Academy)
To seek entitlement for special education services
To meet IDEA process requirements (i.e. Manifestation
Determination, Change in Services, Functional Behavioral
Assessments, and Behavioral Intervention Plans)
Recommended:

To assess & address significant behavior problems in a school
setting
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Student
Student
Student
Student
Student
Student
not motivated to participate in school activities
does not complete tasks
has poor peer relationships
has poor self esteem
has heightened levels of anxiety
does not comply to adult requests
Functional Behavioral
Assessment
(FBA)
What is a
“Functional Behavioral Assessment”?
A method of identifying
the social,
affective, and
environmental
factors that reliably
predict and maintain
behaviors that
interfere with learning.
Its purpose is to
determine a target
behavior that will be
the focus of
intervention on a
Behavioral
Intervention Plan.
Steps in the
FBA Process
1. Collect Data
2. Analyze Data
• Antecedent
• Behavior
• Consequence
• Target Behavior
3. Identify Function
of Target Behavior
4. Develop Hypothesis
1. Collect Data
FREQUENCY DATA SHEET
Student: ______________
Date
6/14/
04
Time
10:30
to
12:25
Behavior of
Concern Exhibited
EXAMPLES:
-Refuses to
work
-Talks out
-Out of seat
Teacher: _________________
Location/Activity
Regular
class/
Math lesson
Presence of Others,
Peers, Adult(Specify)
EXAMPLES:
-Students (all class)
-TA (CM)
-T (BS)
NHCS PBIS 3 Tool
Adult
Response/ Action
TA walks to
student
prompts
verbally “Get
Busy”
Other Factors
EXAMPLES
-After fire drill
-Day after
return from
holiday
-No
medications
2. Analyze Data
 Identify antecedent or
factors noted prior to the
behavior
 Summarize behavior,
noting level of intensity and
specific patterns, using
information from Frequency
Data Sheet (NHCS PBIS 3)
 Identify consequences or
events that follow the
behavior
 Define the target behavior
(NHCS PBIS 4)
Considerations when
Analyzing the Data
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Are there patterns?
Are there specific locations,times, subjects or people?
(Triggers)
Are there physical signals of impending problems?
Are there home concerns? Divorce? Death? Illness?
Transition?
How often do the behaviors occur? (frequency)
How long do behaviors last? (duration)
How severe or damaging are the behaviors?
(intensity)
Can the student continue with their school day when
behavioral episode is over?
Consider that a Target
Behavior is . . .
• a specific behavior that
needs to be replaced
OR
• a cluster or combination
of behaviors that are
related to one another
and are a part of the
target behavior
3. Identify Function
Attention?
Power?
Escape/Avoidance?
Self Stimulation
Self Stimulation?
Identifying Functions
The function and purpose of the behavior can be…
 To tell us that they want more of something
pleasant = Power and Control or Attention
 To tell us that they want to get away from
something that they consider unpleasant
= Escape and Avoidance
To obtain something pleasant at a sensory level
= Self-Stimulation
Functions of Behavior
Target
Behavior
Pos Reinf
Attention
From:
Peers
Staff
Preferred
Adult
Power
For:
Control
Intimidation
Vengeance
Escape/
Avoidance
Neg Reinf
Self
Stimulation
Of:
To reduce:
Person
Activity
Classroom
Anxiety
Fear
So, It Is Important To
Determine the
“REAL” function of
the behavior and
the “REAL”
message being
communicated.
Once you establish the function of a
behavior, you need to determine how
the ADULT might be contributing to
the problem.
Just how does
she think I
contribute to
THEIR behavior?
Do you mean that
I have to change
so the student
will change?
Do you contribute?
Are you guilty of saying any of these?
“I tried that
visual stuff and
she still won’t
do her work!”
“He understands,
I had him repeat
my directions.”
“He knows
what he is
doing and he is
just being
manipulative.”
“She just sits there and
waits for me to tell her
what to do.” “I wrote it
on the board"
“He understands,
he did the work
yesterday.”
4. Develop the Hypothesis
When Johnnie is in small
group instruction and/or
gym and does not get his
way he typically responds by
shoving and/or using
threatening language to
gain attention.
A hypothesis
statement summarizes
the team’s analysis of
the behavior. It is a
statement of what the
student is doing and
why the student is
doing it as framed in the
FBA tool.
Other Considerations
Related to the FBA
Process
 Use the alternate autism FBA
Functional
Behavioral
Assessment
for Students
with Autism

when students have a
diagnosis of autism/autism
spectrum disorder
Use the alternate autism FBA
when students
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demonstrate social and
communication deficits
demonstrate a strong visual
learning channel
demonstrate sensory
integration deficits
FBA Pitfalls
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Failure to use FBA process proactively
Failure to collect data efficiently
Failure to summarize data for analysis
Failure to analyze data efficiently
Failure to see or look for patterns
Failure to utilize the process to identify
the function of the behavior
Accessing the Tools
All tools related to the FBA/BIP process
can be located at New Hanover County
Schools, Special Education & Related
Services Manual. Look in the Positive
Behavioral Interventions & Supports
Chapter.
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Frequency Data Sheet (PBIS 3)
Analysis of Data (PBIS 4)
FBA/BIP
Autism FBA
The FBA Process
Collect Data
Analyze Data
Identify
Function
Develop
Develop
Hypothesis
Hypothesis
Behavioral
Intervention
Plan
(BIP)
What is a
“Behavioral Intervention Plan”?
A plan generated by
a team based on the
information gathered
from a FBA.
This tool is a “lesson
plan” for teaching
replacement behaviors.
“Recipe” for a Successful
Behavioral Intervention Plan
2 Part Focus of a BIP
Replacement /Desired
Behavior
Rewards
Proactive Focus
Teaching Plan
Documentation
Consequences
Reactive Focus
Crisis
Plan
Must be specific in describing the behaviors. Can everyone see them?
BIP
Instructional
Considerations
“I want Joe
to follow
directions in
class.”
How?
Who?
Documentation?
Consequences?
When?
Replacement/Desired
Behaviors
”I want Joe to
follow directions
for task
completion in
class.”
Progressive Steps
must
be taught to reach
desired behaviors.
Complete entire task
Complete ½ sheet
Complete 1 problem
Work with peer
Request help
from teacher
Behavior Management
and Reinforcement
ALL students need strong reinforcement to change
their behavior. Reinforcement is equally as important
to get them to comply to your request when they
perceive the task too difficult or repetitive.
IN OTHER WORDS,
They have to decide
if it is worth doing
X to get Y.
Just because an
adult tells them to
do something or
threatens to “drop
their boat” isn’t
going to alter the
behavior if there
isn’t a strong
reinforcer.
Avoid These Pitfalls When
Using Reinforcement
Don’t forget to teach the behavior you are trying
to reinforce, you will need to provide instruction
and reinforce close approximations of the goal
behavior. Be sure to tell the student what they
CAN DO to earn a reinforcer NOT what they can’t
do.
Make sure you are reinforcing what you
truly want to reinforce. For example,
make sure that the bulk of the
attention paid to children is for
desired behaviors rather than
undesired behaviors.
Keys for Effective
Rewards and Consequences
•Get information regarding the
student’s interests and
motivators
•Get student’s “buy in”
regarding rewards system – give
at least 5 reward choices
•Make sure your consequence
doesn’t really reward the student
•Utilize a variety of
consequences that offer a more
positive outcome such as
restitution
BIP Pitfalls
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Failure to use the tools to guide the
decision making
Failure to include a teaching plan
Failure to identify reinforcers that are
effective with the child (inconvenient
for adults)
Failure to review the BIP
Additional Pitfalls
Don’t Get Caught “Failing” to . . .
-Evaluate the plan’s effectiveness
after collecting data
- Agree on the number of weeks to
implement the plan
- Schedule a date to review and
revise the plan
-Explain all aspects of BIP to student and
team members
- Document BIP as an accommodation in IEP (if the
student has an IEP)
The BIP Process
Activity
A Case Study of Sponge Bob
Case Study #1
Sponge Bob
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Repeating kindergartner
Diagnosis of ADHD – Inconsistently taking Ritalin
Becomes agitated when presented with an academic
task, usually math
Becomes agitated when work is marked incorrect
Refuses to comply when redirected to correct his work
Further redirection increases his level of agitation,
possibly to the point of outward aggressive behavior
(such as, crumpling paper, throwing items, destroying
property) OR presents non-compliant, shut-down
behavior, refusing to follow directions
Following the shut-down behavior, student may exhibit
aggressive behavior towards peers (such as, kicking or
shoving a student)
Case Study #1
Sponge Bob
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When debriefing with the student he will refuse to accept
ownership for his behavior and will blame peers as
having prompted the behavior (i.e., perceived students
making fun of him, staring at him, talking about him)
Analysis of observational data indicates behavior occurs
typically during math or in the afternoon as well as when
items have been taken from the student
Interventions to date have included bouncing to the IBS
class - 3 episodes lasting approximately 1.5 hours
Parent input indicates aggressive episodes have
increased at home even with medication
Student’s strengths include articulating his feelings,
complying when given one on one support. He also has
artistic abilities.
FBA Information
Activity #1: In teams, complete FBA
Activity #1(a): In teams, complete FBA hypothesis statement.
Presenter will direct which activity
DISCUSSION AND SHARE
Sponge Bob
FBA Hypothesis
When Bob is given an assignment (most often
with math) and is asked to make corrections
or complete an assignment he typically
responds by refusing to complete task or
shuts down to gain escape and avoidance of
the task.
BIP Development
Activity #2: In teams, brainstorm a list
of appropriate replacement/desired behaviors for Sponge Bob.
Activity #3: In teams, brainstorm a list of possible rewards for Sponge Bob.
DISCUSSION AND SHARE
In Session 2 we will work with Teaching Strategies - The How!
Teaching Plan
New Hanover County Schools
Behavioral Intervention Plan (BIP)
Replacement/ Desired
Behaviors
How?
Sponge Bob
1.
2.
3.
Utilize appropriate
de-escalation
strategies
Request academic
assistance
Accept
responsibility for
behavior
Who?
When?
How will teaching time
be documented?
EXAMPLES:
Classroom
teacher
Peer
School Staff
Counselor
Parent
Volunteer
Reading
Teacher
IBS Teacher
EXAMPLES:
1 time a week
Daily
Weekly
During resource
period
At the end of the
day
EXAMPLES:
Data Collection Sheet
Self- Monitoring Tools
Behavior Contract
.
1.Teach how to use visual gauge
Use visual gauge to indicate level
of frustration
Choose a de-escalation activity from a
menu of activities
2. Teach how to use visual cue card
Use a visual to request assistance
Participate in academic tutoring
3.Engage in problem solving discussion
with adult - Complete Problem
Solving tool and identified preferred,
acceptable alternate behavior
What rewards will be provided when
the desired behaviors are
demonstrated?
EXAMPLES:
Extra time for identified preferred activity
Homework/classroom Pass
Mystery Motivator
Reduction of task expectations
Time with a preferred adult
Good Report Home
Extra “Special Activity” time
*
Who will implement the rewards?
EXAMPLES:
Classroom teacher
Peer
School Staff
Counselor
Parent Volunteer
Reading Teacher
IBS Teacher
How will the desired behavior data be
collected?
EXAMPLES:
Behavior Point Chart
Data Collection Forms/Tools
* “Reinforcers are carefully tailored to the child’s strengths and interests. This is an important factor in developing
successful BIPs. The one size fits all approach to reinforcers is not nearly as effective as the individualized
approach.”
Bateman & Golly
BIP Crisis Plan
(Mild, Moderate, Severe)
Activity #4: In teams, brainstorm descriptions of MILD, MODERATE, AND
SEVERE behaviors for Sponge Bob.
DISCUSSION AND SHARE
In Session 2 we will work with Teaching Strategies - The How!
Crisis Plan
Sponge Bob
New Hanover County Schools
Behavioral Intervention Plan (BIP)
What?
. Describe the target behavior from FBA.
What Consequences will be enforced?
Mild:
Shut down
Refusal to follow directions
Moderate:
Crumpling paper and throwing
items
Severe:
Kicking or shoving peers
Destroying property
Who?
Data
Describe the responsibilities of each team
member, including school staff, family and
student.
Explain how and when data will
be recorded. List the type of data
collection tool that will be used.
Mild:
1.Cue student to use visual to
request assistance or de-escalation break
Mild:
1.Classroom teacher will allow enough
time for a response
Moderate:
1.Send home work that has been
crumpled or not completed for
homework
2.Write an apology to the teacher &
classmates for interrupting instruction
and endangering their safety
3.Bounce to alternate, non-preferred
location
Severe: (including components of a
crisis plan)
1.Remove class from setting
2.Call first responders
3.Utilize communication de-escalation
strategies (Verbal but may be more
visual for students with
communication delays.)
4.Refrain from interaction to allow
student to de-escalate
5.Physical restraint
6.Contact parents
7.Team considers student’s level of deescalation and potential to remain in
school.
8.Team decision will be made to
determine need to send student home
Moderate:
1.Teacher
2.Student
3.Teacher or other staff
EXAMPLES:
Data Collection Sheet
Self- Monitoring Tools
Behavior Contract
Severe:
1.Teacher or other staff
2.Teacher or other staff
3.Personnel trained in Mindset
communication de-escalation
4.Teacher or other staff
5.Personnel trained in Mindset
physical restraint procedures/In an
emergency other staff until trained
staff arrive
6.Teacher or other staff
7.Administration & team
8.Administration & team
Activity
A Case Study of
Wile E. Coyote
Case Study #2
Wile E. Coyote
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5th Grader
Diagnosis of ADHD and Bi Polar
Takes medication routinely
Becomes agitated when asked to transition
from preferred activity
Has poor self-esteem and thinks he must
“know” all the answers
Often will not attempt a task he is unsure of or
will begin as if he knows what he is doing and
puts any answer to fill in the blanks
Will not ask for help
Case Study #2
Wile E. Coyote
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Analysis of observational data indicates
behavior occurs typically when new skills are
introduced
Interventions to date have included prior notice
of instructional topics for pre-teaching at home
Parent input indicates frustration at home
when he cannot grasp concepts or indicate
when he doesn’t know or comprehend info
Student’s strengths include vocabulary and
significant factual/rote information
FBA Information
Activity #1: In teams, complete AU-FBA
Activity #1(a): In teams, complete FBA hypothesis statement.
Presenter will direct which activity
DISCUSSION AND SHARE
Wile E. Coyote
FBA Hypothesis
When Wile is in an educational setting and is
asked to transition when he isn’t finished
he typically responds by presenting verbal
refusal or destroying materials to gain
escape and avoidance of the adult request.
BIP Development
Activity #2: In teams, brainstorm a list
of appropriate replacement/desired behaviors for Wile E. Coyote.
Activity #3: In teams, brainstorm a list of possible rewards for Wile E. Coyote.
DISCUSSION AND SHARE
In Session 2 we will work with Teaching Strategies - The How!
Teaching Plan
New Hanover County Schools
Behavioral Intervention Plan (BIP)
Wile E. Coyote
Replacement/
Desired
Behaviors
1. Communicate
appropriately
with staff
regarding his
needs or
concerns
.
How?
1. Student will use
visual help flip card - “I
need help card.” to
indicate a need for help
or to ask for an
opportunity for
additional time to
complete a task.
What rewards will be provided
when the desired behaviors are
demonstrated?
Sticker
reward system to be traded
in for school rewards and/or at home
towards larger incentive
Tickets as a part of reinforcement
system
Computer time
Homework Pass
Visit to other classes to act as helper
Free time to listen to music
Who?
When?
How will
teaching time be
documented?
1. Resource teacher to
develop and pre-teach
“Help card procedure.
Student will need
multiple opportunities to
practice/role play the
use of the card system.
School staff to
implement the
procedure.
EXAMPLES:
1 time a
week
Daily
Weekly
During
resource
period
At the end
of the day
EXAMPLES:
Data Collection
Sheet
Self- Monitoring
Tools
Behavior Contract
Who will implement the
rewards?
School Personnel EVERY TIME HE COMPLIES TO
RULES/EXPECTACTIONS/
PROCEDURES, EVEN DURING A
CONSEQUENCE, STUDENT
GETS
REINFORCED
REINFORCEMENT SHOULD
ACCOMPANY APPROXIMATIONS
How will the desired behavior
data be collected?
EXAMPLES:
Behavior Point Chart
Data Collection Forms/Tools
* “Reinforcers are carefully tailored to the child’s strengths and interests. This is an important
factor in developing successful BIPs. The one size fits all approach to reinforcers is not nearly as
effective as the individualized approach.”
Bateman & Golly
BIP Crisis Plan
(Mild, Moderate, Severe)
Activity #4: In teams, brainstorm descriptions of MILD, MODERATE, AND
SEVERE behaviors for Wile E. Coyote.
DISCUSSION AND SHARE
In Session 2 we will work with Teaching Strategies - The How!
Crisis Plan
Wile E. Coyote
What?
Describe the target behavior
from FBA.
Mild:
Shut down
Refusal to follow
directions
States OK, in a minute
Moderate:
Verbal refusal – “I ‘m
not going to do that
Crumpling paper and
throwing items
Yelling out inappropriate
comments to teacher or
students
Refusing to leave class
Severe:
Throws himself on the
floor
Leaves assigned area
without permission
 Pushes, hits, throws
inappropriate objects,
grabs
New Hanover County Schools
Behavioral Intervention Plan (BIP)
What Consequences will be
enforced?
Who?
Data
Mild:
1.Cue student to use visual to
Communicate his needs/concerns
Mild:
1.Classroom teacher will
allow enough time for a
response
Moderate:
Moderate:
1.Teacher
2.Student
3.Teacher or other staff
EXAMPLES:
Data Collection
Sheet
Self- Monitoring
Tools
Behavior
Contract
Severe: (including components
of a crises plan)
1. Remove other students from
Severe:
1.IF REFUSING TO COMPLY
present visual cue card that
says, “If you don’t stop (or start)
____ then you will go to Ms. X’
room. When student complies
then he return to class if calm
room
2. Call Administrator
3. Administrator will present next
choices: “You can walk with me
to my office or, I will take you to
my office”.
4. Parents notified. Student
makes choice of consequence
with parents to be implemented
the following day,
Describe the responsibilities of each
team member, including school
staff, family and student.
1.Teacher or other staff
2.Teacher or other staff
3.Administrator
4.Administration & team
Explain how and when
data will be recorded.
List the type of data
collection tool that will
be used.
Resources
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-
NHCS Positive Behavioral Interventions
and Supports Training Modules
NHCS Student Support & Intervention
System Manual
Why Johnny Doesn’t Behave by Barbara
Bateman & Annemieke Golly
Web Resources
http://dpi.wi.gov/sped/ebdbluepri.html
http://www.interventioncentral.com/
http://www.pbis.org/main.htm