FBA/BIP……Don’t Fail to Plan, Plan to Succeed

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Presentation transcript:

FBA/BIP……Don’t Fail to Plan, Plan to Succeed C. J. Butler Educational Programs and Interventions for Children imepic@charter.net

What Do You Know About Behavior and Behavior Change?

Challenges in Today’s Schools Greater emphasis on inclusion Increased demands on teachers and paraprofessionals More learning and behavior problems

What Do I Want To Learn?

Behavioral Chain Antecedent Behavior Consequence

Six Principles of Behavior Change 1.Behavior is controlled by its consequences. 2.Behavior is strengthened or maintained by reinforcement. 3.Behavior is weakened by withholding the consequences that have maintained it. 4.Behavior is also weakened by punishment. 5.Consequences must consistently and immediately follow the behaviors they are meant to control. 6.Behavior is strengthened, weakened, or maintained by modeling.

What is functional behavioral assessment? FBA is a team problem-solving process. It is not an event.

Why do a functional behavioral assessment? It is the law. It serves to promote positive student performance, rather than to punish. Involves the stake-holders for change.

Who is on the FBA development team? Parents Teachers Administrators Related Service Personnel Student (when appropriate) Other interested parties

Conducting an FBA and Developing Positive Behavioral Intervention Plans and Supports

Conducting a Functional Behavioral Assessment 1. Describe and verify the seriousness of the problem. 2. Refine the definition of the problem behavior. 3. Collect information on possible functions of behavior. 4. Analyze the information using data triangulation and/or problem pathway analysis.

Don’t worry about writing it all down, you’ll remember 2 months from now when you are recreating your data.

Conducting a Functional Behavioral Assessment 5. Generate a hypothesis statement regarding the probable function of the problem behavior. 6. Test the hypothesis statement regarding the function of the problem behavior. 7. Develop and implement a behavioral intervention plan.

What is a hypothesis? Simply put, under x conditions, the student does y, in order to get z.

Conducting a Functional Behavioral Assessment 8. Monitor the faithfulness of implementation of the plan. 9. Evaluate the effectiveness of the behavior intervention plan. 10. Modify behavior intervention plan, as needed. Fitzsimmons (1998); Gable (1999).

Case Study Take a moment to read the Case Study and discuss with your table…..we will discuss in 5 minutes.

The “Usetah” Syndrome If you always do what you have always done. You will always get what you have always got.

Remember…... One size does not fit all.

Resource For the most current guidance on this process, please visit: http://www.doe.virginia.gov/support/student_conduct/fba_guidelines.pdf

Th-Th-Th-Th-Th-Th-Th-Th-Th-That's all folks!