Functional Behavior Assessment and Behavior Intervention Plan/ BIP-3 Program Mary Beth Malone

Functional Behavioral Assessment ► A information-gathering and fact finding process by which information about a student’s behavior can be collected from multiple sources. (must include direct and indirect data collection tools) ► The process seeks to understand when, where, and why the behavior occurs. ► The process is appropriate for mild to severe problems.

Examples of Mild to Severe Behaviors ► Excessive absents/tardies ► Incomplete/not turning in assignments ► Not following directions ► Excessive talking/blurting out in class ► Profanity ► Destruction of property ► Physical aggression ► Fighting ► Temper tantrums ► Non-compliance ► Bullying

Turn and Talk ► Discuss with your neighbor additional behaviors that may require an FBA/BIP

Functional Behavioral Assessment Steps ► Identify and discuss the strengths of the student ► List interests and positive behavior motivators (based on student interest inventory) ► Identify environmental, sociological and/or health issues ► Discuss the results of data collection (minimum of 10 days) as well as behavioral strategies, interventions, and motivators that have been successful in the past. ► Discuss the observable behaviors of concern in terms of frequency and duration and intensity based on results form data collections. Include the ABC. ► Develop a hypothesis about the probable function of behavior.

Functional Assessments (Multiple Sources) ► Direct Observations ► Formal Assessments ► Informal Assessments ► Teacher, Student, and Parent Interviews ► Checklist ► Rating Scales ► Academic Assessment ► School/Discipline Records ► School Grades ► IEP Information ► Medical Information ► Prior Interventions and Results

Understanding the when, where, and why the behavior occurs ► Teacher Factors ► Peer Factors ► Setting Factors ► ABC (Antecedent, Behavior, & Consequence)

Functional Behavioral Assessment: Direct Observation ► Direct observation is often done to validate information obtained through interviews. ► The student is observed in the context/routine where the problem behavior is most likely to occur. ► Direct observation focuses on identifying the specific antecedents and consequences that appear to control the problem behavior.

Functional Behavioral Assessment: Indirect Assessment ► Indirect assessments rely on reports about a student’s behavior rather than direct observation of the behavior.  Many interviews and rating scales exist  Any interview or rating scale you use should result in identifying:  The problem behavior(s)  Context/routines where problem behavior is most and least likely  Specific events (discriminative stimuli) that occasion the problem behavior(s)  Specific consequences that appear reinforcing.

Functional Behavioral Assessment: Summary Statement(s) ► Given a context/routine: Setting  Antecedent  Problem  Maintaining Events Stimulus Behavior Consequence Hard Task  Demand  Whine  Escape task Alone  Peers playing  Push/Swear  Attention

The Teacher’s Role ► Can initiate the process (Re-evaluation to Make IEP Changes Process) ► Collection of the data ► Facilitate the functional behavioral assessment ► Serves as an active participant in the team problem-solving process and is able to explain data in observable, measurable terms based on results. ► Directly involved in the development and implementation of the Behavior Intervention Plan

Common Causes for Student Behavior Problems/Hypothesize the Purpose BIP-3 Program: BIP-3 Program: ► Avoidance or Escape ► Attention ► Self-Control Issue ► Sensory or Emotional Reaction ► Other(s) (Most behaviors will fit within the purposes listed – BE CAREFUL when adding additional purposes

Results of the Functional Assessment ► Clearly define the challenging behavior in measurable terms based on data ► Develop initial hypotheses

Date:__________________ Days of Data ________________________ For this example we have 10 days of data. You might have more or less. Total Number of Incidents: ___________________ Count the number of incidents for all the days of data collection. Average Number of Incidents Daily: ___________ Take total incidents divided by number of days you collected data Average length of time engaged in target behavior________. Take total number of minutes of target behavior and divide by number of incidents. % of day engaged in behavior:______________ Add up the total minutes of target behavior and divide by total number of available minutes for the data recording time.

Date: Today’s Date Days of Data : 10 Total Number of Incidents:32 Average Number of Incidents Daily: 3.2 Average Length of Incidents: approximately 12 minutes % of day engaged in behavior: 9.05%

Data Discussion ► Make a list of data collection tools for the following behaviors. Be sure to include both Direct and Indirect data collection tools. (Each group will discuss one behavior) 1.) Verbal Aggression (Group 1) 1.) Verbal Aggression (Group 1) 2.) Absences (Group 2) 2.) Absences (Group 2) 3.) Not following directions (Group 3) 3.) Not following directions (Group 3) 4.) Interruptions in class (Group 4) 4.) Interruptions in class (Group 4)

Behavior Intervention Plans

Identify Social/Behavioral Deficits and Concerns ► Review all data ► Group behaviors into categories ► Based on assessment data, established the severity of each behavior ► Prioritize the behavior in terms of concerns

Example Non-Example Push others on the playground Poor impulse control Screaming Angry, hostile, resentful Refusing to complete work Stubborn Defining Target Behaviors

Behaviors need to be clearly defined and grouped into categories. Most likely you would react the same way if a student hit you or kicked you; therefore these behaviors could be called physical aggression. For example, if a student throws tantrums: The team should list all the behaviors that have been associated with a tantrum and then use tantrum as one of the behaviors to measure with the following caveat: Johnny frequently has the following behaviors: Hitting Spitting Kicking Knocking everything off the table Screaming Head banging A tantrum will be marked if two or more of the above behaviors happen within a two minute time frame. This makes it easier to measure the behavior and everyone will understand what a tantrum consists of for this particular student. When defining and grouping behaviors consider the following

BIP Includes the following Proactive What environmental adjustments will be used to make the student’s problem behavior unnecessary? Examples: modifying the curriculum, reorganizing the physical setting, clarifying routines and expectations Educative What behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively? Improve communication, teach replacement behaviors Effective How will consequences be managed so that the student receives reinforcers for positive behavior, not problem behavior?

Case Study ► What happens if the same behavior in 2 of my students serves a different function? ► Be careful when selecting one intervention to address all specific behaviors!

Reseach-Based Interventions ► Strategies for dealing with difficult behavior Strategies for dealing with difficult behavior Strategies for dealing with difficult behavior ►

Components of Behavior Intervention Plan ► Specific, measurable goal ► Behavior interventions (teaching/reinforcing replacement behaviors) ► Consequences/crisis management ► Person(s) responsible ► Methods of evaluation/monitor progress toward achieving ► Criterion for achieving goal

Timelines ► An FBA must be completed at least every 3 years ► A BIP is considered part of the IEP and must be completed at least annually

Review/Changing the Plan ► Ineffective BIP ► New behavior(s) occur or behavior(s) change ► Goals have been met ► Review/monitor plan FREQUENTLY (Behavior goal(s) should be reported on quarterly progress report)

Crisis Intervention Plans ► Develop a CIP when a student displays physical aggression with the potential of causing bodily harm to self or others ► If crisis management techniques have been used more than one time (must also be documented in the IEP under supplementary aides and services and on the profile page)

Components of a CIP ► Statement of the presenting problem/safety concern (s) ► Description of the Target Behavior to be addressed ► List of any signs including physical and environmental indicators that precede or trigger the behavior of concern ► A list of staff that can assist during a crisis ► A list of emergency numbers in case the student continues to escalate

References Helpful Websites

1.) Too vague a definition of the behavior(s) of concern. 2.)Inadequate measurement/data collection regarding the behavior(s) of concern and the interventions selected. 3.) Incorrect interpretation of the functional assessment data collected. 4.) Inappropriate intervention (e.g., too weak to deal with the complexity or magnitude of the behavior problem; not aligned with the assessment data).deal 5.) Inconsistent or incorrect application of one or more parts of the intervention plan.application 6.)Failure to adequately monitor the implementation of the intervention plan or to adjust the intervention plan over time, as needed, based on on-going monitoring and evaluation, and to adequately evaluate the impact of the intervention plan. 7.) Failure to consider environmental issues, cultural norms, or psychiatric issues/mental illness outside of the school/classroom environment that are impacting on the student’s behavior. Common Mistakes

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Completed FBA/BIP ► Review of sample FBA/BIP