1. 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

2. What Should We All Know About Behavior?
There is a significant learned component in most forms of challenging behavior and what has been learned may be “unlearned”.
Challenging behavior almost always means something.
Understanding the behavior helps us to change it.
Challenging behavior and autism
Making Sense-making progress
Philip Whitaker

3. Why? When? Would a School Team Consider Starting the FBA/BIP Process?
Required:
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
Student not motivated to participate in school activities
Student does not complete tasks
Student has poor peer relationships
Student has poor self esteem
Student has heightened levels of anxiety
Student does not comply to adult requests

4. Functional Behavioral Assessment (FBA)

5. 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.
INSERT EXAMPLES OF social, affective and environmental factors
Its purpose is to determine a target behavior that will be the focus of intervention on a Behavioral Intervention Plan.

6. Steps in the FBA Process
1. Collect Data
2. Analyze Data
Antecedent
Behavior
Consequence
Target Behavior
4. Develop Hypothesis
3. Identify Function
of Target Behavior
Presenter needs to reference information from Module 2 – Data Collection- which emphasizes initial data collection on PBIS 3 for presentation at the first SST meeting and then further, more specific analysis on the second PBIS 3 after the SST team has identified the target behavior.

7. 1. Collect Data NHCS PBIS 3 Tool FREQUENCY DATA SHEET
Student: ______________ Teacher: _________________
Date
Time
Behavior of
Concern Exhibited
Location/Activity
Presence of Others,
Peers, Adult(Specify)
Adult
Response/ Action
Other Factors
EXAMPLES
-After fire drill
-Day after return from holiday
-No medications 
6/14/04
EXAMPLES:
-Students (all class)
-TA (CM)
-T (BS)
10:30 to 12:25
EXAMPLES:
-Refuses to work
-Talks out
-Out of seat
Regular class/
Math lesson
TA walks to student prompts verbally “Get Busy”
NHCS PBIS 3 Tool

8. 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)

9. Considerations when Analyzing the Data
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?

10. 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

11. 3. Identify Function Target Behavior Attention? Power?
Escape/Avoidance?
To determine the function of the target behavior NHCS process includes the review of the second PBIS 3 data collection information and SST data analysis on PBIS 4.
Self Stimulation
Self Stimulation?

12. 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

13. Functions of Behavior Target Behavior Pos Reinf Neg Reinf Escape/
Avoidance
Self
Stimulation
Attention
Power
For:
Control
Intimidation
Vengeance
From:
Peers
Staff
Preferred
Adult
Of:
Person
Activity
Classroom
To reduce:
Anxiety
Fear

14. So, It Is Important To
Determine the “REAL” function of the behavior and the “REAL” message being communicated.

15. 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?

16. Do you contribute? Are you guilty of saying any of these?
“I tried that visual stuff and she still won’t do her work!”
“She just sits there and waits for me to tell her what to do.” “I wrote it on the board"
“He knows what he is doing and he is just being manipulative.”
“He understands, I had him repeat my directions.”
“He understands, he did the work yesterday.”

17. 4. Develop the Hypothesis
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.
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.
When a student’s behavior is being looked at through the FBA process and there is no history of behavior to analyze it may be difficult to pose an overall Hypothesis statement. For example, a student is recommended for a long term suspension but has never been in trouble before.

18. Other Considerations Related to the FBA Process
Use the alternate autism FBA when students have a diagnosis of autism/autism spectrum disorder
Use the alternate autism FBA when students
demonstrate social and communication deficits
demonstrate a strong visual learning channel
demonstrate sensory integration deficits
Functional Behavioral Assessment for Students with Autism

19. FBA Pitfalls 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

20. 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.
Frequency Data Sheet (PBIS 3)
Analysis of Data (PBIS 4)
FBA/BIP
Autism FBA

21. The FBA Process Collect Data Analyze Data Identify Function
Develop Hypothesis
Develop Hypothesis

22. Behavioral Intervention Plan (BIP)

23. 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.
Writing a BIP is less difficult if attention has been given to collecting data and analyzing data proactively.

24. “Recipe” for a Successful
Behavioral Intervention Plan
REWARDS
CONSEQUENCES
TEACHING PLAN
Remember that a classroom teacher may want to use our basic concepts of analyzing classroom behavior/instruction in a more informal process without having to develop a formalized BIP.

25. Must be specific in describing the behaviors. Can everyone see them?
2 Part Focus of a BIP
Replacement /Desired Behavior
Rewards
Proactive Focus
Teaching Plan
Documentation
Consequences
Reactive Focus
Crisis
Plan
REITERATE:
Proactive is the TEACHING component. This should be given the most attention rather than focusing on the reactive- crisis plan.
However, each step of a crisis plan should be documented and become part of the BIP (which is included on pg 4 of an IEP as an accommodation).
Typically if attention is focused on the proactive and teaching of new behaviors the need for reactive/crises plan responses should lessen. Remember when implementing a BIP inappropriate behaviors will increase for a period of time that’s why the need for a crisis plan as a component.
ALSO REMEMBER, for students with IEPs that have a BIP as a part of their accommodations the BIP should be reviewed/edited annually as a part of the annual IEP meeting. In addition, the IEP team should revisit BIPs in the event of a student transitioning (I.e., different school within couty/outside county, hospital and alternative location) to insure receiving team’s ability to implement the current plan and it components as written. If the team cannot implement plan as written due to the specialized nature of its components, the team must revise plan and identify appropriate replacement strategies. (STRESS THAT CHANGE TO THE PLAN DOES NOT INDICATE NOT HAVING A PLAN BUT MERELY MAKING IT WORK FOR THAT SCHOOL AND CHILD)
Must be specific in describing the behaviors. Can everyone see them?

26. “I want Joe to follow directions in class.”
BIP
Instructional
Considerations
“I want Joe to follow directions in class.”
How?
Who?
Documentation?
Consequences?
When?
Rewards?

27. ”I want Joe to follow directions for task completion in class.”
Replacement/Desired
Behaviors
”I want Joe to follow directions for task completion in class.”
Complete entire task
Complete ½ sheet
Complete 1 problem
Work with peer
Progressive Steps
must
be taught to reach
desired behaviors.
When trying to evoke a change in behavior it is necessary to look at the prerequisite skills required of the student to achieve that change. Teaching of each progressive step is critical to the success of the BIP.
Request help from teacher

28. 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.

29. 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.

30. Rewards and Consequences
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

31. BIP Pitfalls 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

32. 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)

33. The BIP Process Organize Summarize Analyze Intervention and Evaluation

34. Activity A Case Study of Sponge Bob

35. Case Study #1 Sponge Bob 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)

36. Case Study #1 Sponge Bob
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.

37. 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

38. 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.

39. 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!

40. Teaching Plan Sponge Bob
New Hanover County Schools
Behavioral Intervention Plan (BIP)
Replacement/ Desired Behaviors
How? .
Who?
When?
How will teaching time be documented?
Utilize appropriate de-escalation strategies
Request academic assistance
Accept responsibility for behavior
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
EXAMPLES:
Classroom teacher
Peer
School Staff
Counselor
Parent Volunteer
Reading Teacher
IBS Teacher
1 time a week
Daily
Weekly
During resource period
At the end of the day
Data Collection Sheet
Self- Monitoring Tools
Behavior Contract
What rewards will be provided when the desired behaviors are demonstrated?
Who will implement the rewards?
How will the desired behavior data be collected?
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 *
EXAMPLES:
Classroom teacher
Peer
School Staff
Counselor
Parent Volunteer
Reading Teacher
IBS Teacher
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

41. 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!

42. Crisis Plan New Hanover County Schools
Sponge Bob
New Hanover County Schools
Behavioral Intervention Plan (BIP)
What?
. Describe the target behavior from FBA.
What Consequences will be enforced?
Who?
Describe the responsibilities of each team member, including school staff, family and student.
Data
Explain how and when data will be recorded. List the type of data collection tool that will be used.
Mild:
Shut down
Refusal to follow directions
Moderate:
Crumpling paper and throwing items
Severe:
Kicking or shoving peers
Destroying property
Cue student to use visual to
request assistance or de-escalation break
Send home work that has been crumpled or not completed for homework
Write an apology to the teacher & classmates for interrupting instruction and endangering their safety
Bounce to alternate, non-preferred location
Severe: (including components of a crisis plan)
Remove class from setting
Call first responders
Utilize communication de-escalation strategies (Verbal but may be more visual for students with communication delays.)
Refrain from interaction to allow student to de-escalate
Physical restraint
Contact parents
Team considers student’s level of de-escalation and potential to remain in school.
Team decision will be made to determine need to send student home
Classroom teacher will allow enough time for a response
Teacher
Student
Teacher or other staff
Personnel trained in Mindset communication de-escalation
Personnel trained in Mindset physical restraint procedures/In an emergency other staff until trained staff arrive
Administration & team
EXAMPLES:
Data Collection Sheet
Self- Monitoring Tools
Behavior Contract

43. Activity A Case Study of Wile E. Coyote

44. Case Study #2 Wile E. Coyote
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

45. Case Study #2 Wile E. Coyote
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

46. 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

47. 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.

48. 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!

49. Teaching Plan New Hanover County Schools
Wile E. Coyote
New Hanover County Schools
Behavioral Intervention Plan (BIP)
Replacement/ Desired Behaviors
How? .
Who?
When?
How will teaching time be documented?
1. Communicate appropriately with staff regarding his needs or concerns
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.
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
Data Collection Sheet
Self- Monitoring Tools
Behavior Contract
What rewards will be provided when the desired behaviors are demonstrated?
Who will implement the rewards?
How will the desired behavior data be collected?
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
School Personnel -
EVERY TIME HE COMPLIES TO
RULES/EXPECTACTIONS/
PROCEDURES, EVEN DURING A
CONSEQUENCE, STUDENT GETS
REINFORCED
REINFORCEMENT SHOULD
ACCOMPANY APPROXIMATIONS
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

50. 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!

51. Crisis Plan New Hanover County Schools
Wile E. Coyote
New Hanover County Schools
Behavioral Intervention Plan (BIP)
What?
Describe the target behavior from FBA.
What Consequences will be enforced?
Who?
Describe the responsibilities of each team member, including school staff, family and student.
Data
Explain how and when data will be recorded. List the type of data collection tool that will be used.
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
Cue student to use visual to
Communicate his needs/concerns
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
Severe: (including components of a crises plan)
Remove other students from room
Call Administrator
Administrator will present next choices: “You can walk with me to my office or, I will take you to my office”.
Parents notified. Student makes choice of consequence with parents to be implemented the following day,
Classroom teacher will allow enough time for a response
Teacher
Student
Teacher or other staff
Administrator
Administration & team
EXAMPLES:
Data Collection Sheet
Self- Monitoring Tools
Behavior Contract

52. Resources
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