2. Behavior Pathway Brief FBA/ Behavior Support Plan

3. Triangle

4. Criteria for Behavior Pathway
Student’s challenging behavior has persisted despite consistently implemented classroom/group based interventions.

5. Make a more friendly tool

6. Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool
School Name: __________________________________ School Total Pop:________
Interventions
Check in/Check out
(CICO)
with individual features
Behavior Pathway
(Brief FBA/BIP)
Students
Participating
Responding
Students participating
September
October
November
December
January
February
March
April
May
Total for Year

8. Guiding Principles Behavior is predictable. Behavior changeable.
Human behavior occurs within an environmental context, not in a vacuum.
Human behavior is learned and can be taught by manipulating aspects of the environmental context--Behavior is a function of the environment
Source: Crone , D.A. & Horner, R.H., 2003

9. A Context for Positive Behavior Support
A redesign of environments, not redesign of a student
Plan describes what we will do differently
Plan is based on identification of the function of problem behavior and goals and needs of a student 9

10. Functions
Pos Reinf
Neg Reinf

12. Steps for Conducting a FA-BIP Process
Define the behavior
Gather Information ( when, where, what, who and intensity)
a. antecedent
b. setting event
Generate a hypothesis statement.
Adapted from Crone, D.A. and Horner,R.H., 2003 12

13. Guess and Check: Teacher – Guided FBA
Student: _______________Grade: _________
Teacher: ______________ Date:___________
What is ONE problem behavior – what does it look like, sound like, what does the student say or do (observable)?
________________________________________________________________________________

14. Record the student’s schedule and indicate the likelihood of the problem.
Activity
Who is present
Likelihood of problem
low high

15. Take a guess. Why is the student exhibiting this behavior?
___ Obtain attention from__________
___ Avoid attention from___________
___Obtain this activity/items_________
___ Avoid this activity/items__________

16. Systems for Second Tier
Having a well functioning SSIT is important in the system work