1. Brief FBA/BIP – School Application
Katrina Krych, MSSW, MEL
Creekside Elementary
Sun Prairie Area School District

2. FOUNDATIONAL SUPPORTS
Strong Universal PBIS Team & All School Buy-In
Opened 2008 as PBIS School
Responsive Classroom Trained Teachers
CARES
Strong Administration and District Support
School Year – Introduction of Stipend Internal PBIS Coach Position
– Change from Student Services Program Manager .5 to 1.0 Assistant Principal (External Coach)
On-going staff PD on Tier2/3 Interventions

3. TIER 2/3 STRUCTURES
Pupil Services Personnel – 1.0 Social Worker, 1.0 School Counselor, .5 School Psychologist
With introduction of Internal PBIS Coach stipend; Student Services moved from Universal Internal Coaches to Tier2/3 Internal Coaches
Monthly Tier2/3 Internal Coaches Meetings
On-Going PD and support around all Tier 2/3 Interventions for Pupil Services Personnel
On-Going PD to all classroom teachers around FBA process, language, philosophy

4. TIER 2/3 INTERVENTIONS Strong CICO program Individualized CICO
SAIG – Entry Booster Sessions (location, behavior) & Targeted Skill Building Groups
Brief FBA & BIP
Check and Connect – Individualized, 1:1 with Pupil Services Personnel, regular involvement of all team members including parents
Complex FBA & BIP
Wraparound

5. TIER 2/3 STRUCTURES
Weekly Pupil Services Team Meetings with AP and Principal (primary focus on behavior)
Regular review of data (ODR, minors, office assistance, attendance, nurse visits, teacher referrals, parent referrals)
Students typically begin with lower-level intervention
Progress Monitoring (DPR, student self-assessment, teacher ratings, etc.)
Regular review of individual students’ progress monitoring data
Weekly Tier 3 SST (Student Support Team) Meetings - Individualized Student Meetings for students in need of Tier 3 interventions (academic and behavior)

6. STUDENT SERVICES TEAM MEETINGS – What triggers a Brief FBA/BIP?
Weekly review of data (ODRs, minors, attendance, RN visits, teacher referrals, parent referrals, office assistance referrals) and student presents with multiple behaviors in need of a higher level intervention OR
Weekly review of individual student progress monitoring data for all students in Tier2/3 interventions
If data shows the student is not responding, the lead SST member flags the student for review

7. BECOMING PROFICIENT IN BRIEF FBAs SCHOOLWIDE
Brief FBA Facilitators must be fluent with the Competing Behavior Pathway
FBA Facilitator must know the questions to ask classroom teachers to lead them through the process and provide support
In order to build proficiency with the FBA process, we will be implementing more frequent use of the Competing Behavior Pathway for the school year
Practice operationalizing behaviors – continue to ask questions – If I was a stranger in the room, how would I know who “Billy” is? What would I see him doing?
Coaching teachers through functions of behavior conversations – every behavior has function, how can we find other ways to meet this student’s need(s)?
Documenting current strategies helps to recognize & honor the work teachers have already been doing
We want all classroom teachers to have a minimum of 1-2 experiences of completing a CBP for their students to understand the process, language, and the way to look at behaviors.
We teach behaviors like we teach academics. Use this process to help teachers internalize this.

8. STEPS OF BRIEF FBA/BIP Assign lead Pupil Services Team Member
Review existing data at PST meeting
Lead PST member schedules 30 minute teacher meeting within 1 week (before next PST)
Lead PST member guides classroom teacher through Competing Behavior Pathway; documents previous & current strategies and effectiveness
Classroom teacher or lead PST contacts family and collects additional information (brief parent interview) **optional
Lead PST conducts brief student interview - **optional
Lead PST conducts 1 structured observation within the week

9. STEPS OF BRIEF FBA CONT.
Lead PST member brings Competing Behavior Pathway to following week’s PST meeting and shares with team
Team brainstorms additional strategies in each area, progress monitoring tools and fidelity checks
Lead PST member schedules 2nd meeting with teacher to review suggested strategies, gain additional strategies and create BIP
BIP is finalized with timelines, persons responsible, progress monitoring tool(s), and fidelity checks
Lead PST checks in with classroom teacher every 1-2 weeks to review progress monitoring and fidelity data and review effectiveness of plan
Lead PST reviews student’s progress with PST 4-6 weeks out

11. DEFINING AND UNDERSTANDING BEHAVIOR
Define behavior in measureable terms (WHAT) – it MUST be measurable and observable
Consider sub or student teacher as standard… Is the behavior defined enough that they would understand the behavior?
Identify events that predict (WHEN & WHERE) the specific behavior occurs
Identify the function of behavior (WHY), and
Construct functional behavioral summary statements

12. STRATEGIES…that make the problem behavior irrelevant, ineffective or inefficient
Setting Event Strategies
Preventive Strategies
Teaching Strategies
Maintaining Consequence Strategies
What are ways to change the context to make the problem behavior unnecessary?
What are ways to prevent the problem behavior?
What can be done to increase expected behaviors or to teach a replacement behavior?
What should happen when a problem behavior AND a desired behavior occurs?
*Clarify rules and expected behaviors for whole class
*Written contract with student
*Change seating arrangements
*Change schedule
*Counseling
*Other
*Reminders about behavior when problem is likely
*Provide extra assistance
*Modify assignments to match student skills
*Practice expected behavior in class
*Self-management program
*Reward/consequence program
*Contract with parents
*Reduced privileges
*Time out
*ODR or Minor
*Reward Program
*Praise from teacher
*Reward Choice Menu

13. BRIEF FBA/BIP CHECKLIST
Review existing data and/or referral form
Schedule meeting with teacher
1st meeting with teacher – complete Competing Behavior Pathway and previous & current strategies with effectiveness
Optional - Provide teacher with data collection form & due date
Optional – Parent Interview, Student Interview
At following week PST, review CBP with team, brainstorm additional strategies, progress monitoring and fidelity checks
2nd meeting with teacher within 1 week – Review BIP suggestions, collaboratively create final BIP, timeline, progress monitoring tool, fidelity checks
Check in with classroom teacher every 1-2 weeks
Review student progress at PST meeting 4-6 weeks out

14. COMPONENTS OF BIP
Environmental Factors/Setting Events – under which conditions is this most likely to occur
Triggers – may be different for different behaviors
Teaching of Pro-Social Skills, Replacement Behaviors
Reinforcement of Pro-Social Skills, Replacement Behaviors
Reactive Strategies – prompting student to engage in replacement behavior, how staff should behave/respond, positive & respectful conversation with student after behavior
Setting Events – Dx is not a setting event; Horner – “Setting event temporarily changes the effect of the consequence” or power of the consequence

15. PROGRESS MONITORING How will we know what we are doing is working?
Determine progress monitoring tool(s) and criteria for success
Use existing data collection system – ODRs, CICO, individual behavior sheet
Create individual data tracking system – self-assessment by student, teacher data, interval observations
Follow a timeline of regular review of progress monitoring data
Create fidelity check tool that the components of BIP – are the different pieces happening as intended?

16. PROGRESS MONITORING & EVALUATION OF PLAN
Data to be Collected
Procedures for Data Collection
Person Responsible
Timeline
Is the plan being implemented?
Verbal & visual prompts used
Pre-teaching “appropriate asking” skills
Rewards for replacement behavior
Adult response to problem behavior
Social Skills Training
Structured observations in reading
Collect daily task checklists
Check in with social worker for progress in Social Skills Group
School Psych
Classroom Teacher
1x per week
2x per week
Is the plan making a difference?
# of instances of work refusal per week in reading
Student use of hand-raising to request working alone
% of group assignments completed
Teacher notes # of occurrences per week in reading
Teacher notes daily on behavior report card
Teacher grade book
Check in 3x per week
Daily for 2 weeks
Loman, Strickland-Cohen, Borgmeier, Horner, 2013

17. BIP TEAM MEMBER IMPLEMENTATION CHECKLIST
Questions – Are we doing what we said we would do?
Yes (every day this week)
Kind of (2-3 days this week)
No (0 days this week)
Notables
1. Was the tape outline on the carpet marking Sheldon’s spot?
2. Was Sheldon given a weighted vest at the beginning of circle time?
3. Did I remind Sheldon what appropriate sitting/raising hand looks like at the beginning of circle time?
4. Did I provide stickers for hand raising and staying in seat?
5. Did I minimize attention to problem behavior?
6. Did I provide frequent attention for appropriate behavior?
7. If Sheldon had to go to time-out, did I allow him to rejoin the group within 2 minutes?
TOTALS
Loman, Strickland-Cohen, Borgmeier, Horner, 2013

18. TRICKS FOR A SUCCESSFUL BRIEF FBA/BIP
Use one tool school-wide – this helps with proficiency for FBA Facilitators as well as other staff participating in the process
Create checklist of steps to complete including timeline
Schedule tasks on your calendar
As the FBA Facilitator, do NOT take on too many roles & responsibilities – your primary role is to keep the process moving forward, guide the teacher/team and monitor progress & fidelity
Schedule frequent & regular check-ins with the classroom teacher to review progress monitoring & fidelity data
When developing the BIP, use the teacher’s ideas as much as possible – they are the ones who are implementing the strategies, they need to have buy-in

19. RESOURCES & TOOLS Competing Behavior Pathway FACTS ABC Chart
Structured Observations – Frequency, Duration, Interval
Interviews – Student, Family, Teacher
Setting Events Checklist
Hypothesizing Function
Maintaining Consequences
Problem Behavior Questionnaire
Data Sources – SWIS, attendance, RN logs

20. Resources Competing Behavior Pathway
Competing Behavior Pathway with Guiding Questions
Practical FBA Training Manual for School Based Personnel
Home ABC Data Sheet
School ABC Data Sheet
Student ABC Data Sheet