1. Data used to develop a Functional Behavior Assessment, Behavior Intervention Plan and as progress monitoring towards Target Behaviors

2. The Behavior Intervention Plan (BIP) is to be informed by a Functional Assessment of the Student’s Behavior Select and define target behavior. Develop a hypothesis as to the function of the behavior. Collect data - Indirect data collection Direct data collection Validate the function and variables related to the behavior Triangulation of data Functional analysis Develop the Behavior Intervention Plan Continue to take data on progress towards Target behaviors The same tools used for Developing and FBA/BIP can be used as progress monitoring tools. Graph results every 9 weeks to show progress and determine a new baseline. Graph results sooner if the plan is not working and revise the BIP as an IEP team.

3. Direct and Indirect Data Collection Direct assessment Direct observation of the problem behavior and the conditions surrounding the behavior. This includes the antecedent and consequence. Indirect or informant assessment Interviews with teachers and other adults Anecdotal notes Student interview Warning-Indirect measures can provide additional information but they usually are not as reliable as direct observation measures. Informant information from those directly involved should not be the only information that IEP teams consider.

4. Indirect and Direct Data-Use both when conducting and FBA Indirect Anecdotal, Interview, Surveys, behavior rating scales Direct ABC Chart, Scatterplot, Latency, Duration recording Any tool used while directly observing a student and taking data.

5. Data Collection Record Review Previous discipline contacts Previous referrals for special services Review Work Samples Error analysis of student work Behavior Ratings or Checklists ADHD Scales Sociometric nominations/ratings Behavior Checklist Adaptive Behavior Scales Standardized Tests ARMT AAA ACCESS GRAD EXAM Norm Referenced Tests Curriculum Based Measurement Teacher-made tests Naturalistic Observation Non-systematic observation Anecdotal Records ABC Analysis of Behavior Systematic Observation Event Recording Duration Recording Latency Recording Time Sampling/Interval Recording Interviews Student Parents Teachers Peers Other Significant Adults

6. Record Review Previous discipline contacts Previous referrals for special services Review of all previous discipline infractions and consequences associated with these infractions. Review of student’s history including referral and special services

7. Review of Work Samples Error analysis of student work Review work samples, conference records, report cards, etc. to determine if the students is having difficulty with academic expectations. How does the student’s work compare to his/her peers work? Determine the student’s learning style and the teacher’s presentations style. Review the student’s eligibility report to determine ability level. Is the LRE appropriate? Review any medical concerns. http://teacherpages.nhcs.net/schools/pa rsley/karlysokolowski/Pages/RIOT(Revi ew,Interview,Observe,Test)Information. aspx http://teacherpages.nhcs.net/schools/pa rsley/karlysokolowski/Pages/RIOT(Revi ew,Interview,Observe,Test)Information. aspx

8. Review the child’s Eligibility report for behavior rating scales Behavior Ratings or Checklists ADHD Scales Sociometric nominations/ratings Child Behavior Checklist Adaptive Behavior Scales If the student did not previously have behavior difficulties consider getting permission for rating scales.

9. Rating Scales Available ADDES-3-Attention Deficit Disorder Evaluation Scale, Third edition-Attention ADHDT-Attention Deficit/Hyperactivity Disorder Test-Attention BASC-Behavior Assessment System for Children, Second Edition=Behavior BDIS-Behavior Disorders Identification Scale-Behavior BES-3-Behavior Evaluation Scale, Third Edition-Behavior BRIEF-Behavior Rating Inventory of Executive Function=Executive Function CAB-Clinical Assessment of Behavior=Behavior CAT-C-clinical assessment of Attention Deficit-Child-Attention Conners-3-Conners, Third Edition-Attention CBRS-Connors Comprehensive Behavior Rating Scales-Behavior Devereux Behavior Rating Scale-Behavior EDDT-Emotional Disturbance Decision Tree-Behavior EPBS-Emotional and Behavior Problem Scale-Behavior SAED-Scale for Assessing Emotional Disturbance-Non-ED/ED Behavior SCALES-Scales for Diagnosing Attention Deficit/Hyperactivity Disorder- Attention

10. Review of performance on tests and prior successful accommodations/modifications Norm Referenced Tests Curriculum Based Measurement Teacher-made tests Look for performance patterns Ability level Possibly fear or anxiety associated with testing.

11. Naturalistic Observation Non-systematic observation Anecdotal Records ABC Analysis of Behavior http://cecp.air.org/fb a/problembehavior2 /text2.htm#direct1 (ABC) Chart-Direct observation of the Antecedent, Behavior and Consequence observed Anecdotal Records-When reviewing records be certain that the notes are objective. Do not use the information if there are opinions that are excessively negative.

12. Systematic Observation Event Recording Duration Recording Latency Recording Time Sampling/Interval Recording Scatterplots http://verbalbehavior.pbworks.c om/w/page/8131340/Datasheets %20and%20templates http://verbalbehavior.pbworks.c om/w/page/8131340/Datasheets %20and%20templates

13. Interviews Student Parents Teachers Peers Other Significant Adults http://www.cesa11.k12.wi. us/SpEd/CSPD/FBA_rec ommended_websites.pdf http://www.cesa11.k12.wi. us/SpEd/CSPD/FBA_rec ommended_websites.pdf Interviews in Mastering the Maze

14. Forced-Choice Reinforcement Menu This data collection tool (Gable, 1991) identifies possible reinforcers for the student based on the student's answers to basic questions. The results provide information about the types of reinforcers the student prefers, including adult approval, competitive approval, peer approval, independent rewards, and consumable rewards.

15. http://cecp.air.org/fba/problembehavior2/text2.htm#direc t1

16. Defining TargeDt Behaviors

17. Behavior Analysis 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.

18. Behavior Analysis Date: Today’s Date Days of Data : 10 Total Number of Incidents:32 Average Number of Incidents Daily: 3.2 Average Length of Incidents: 11.875 approximately 12 minutes % of day engaged in behavior: 9.05%

19. After the BIP Is Developed Continue to take data on a DAILY basis Use tools discussed in Direct and Indirect data collection to measure progress towards Target Behaviors. Consider using a daily behavior chart with the student (see examples in the Behavior encyclopedia) as part of your data collection. Graph your results at least every 9 weeks to show progress Revisit the interventions that you are using if student is not making sufficient progress. Consider adjusting the reinforcers, and looking at environmental concerns if the student is not making progress.

20. Helpful Websites C:\Users\Auction\Documents\BIP Review for Target Behaviors.docx C:\Users\Auction\Documents\BIP Review for Target Behaviors.docx http://teachers.bcps.org/teachers_elem/jlynch2/resou rces.html http://teachers.bcps.org/teachers_elem/jlynch2/resou rces.html www.behaviordoctor.org Sociometric Ratings

21. References Nicole Caldwell, www.PositivelyAutism.comwww.PositivelyAutism.com Cartwright, C.A., & Cartwright, G.P. (1970). Determining the motivational systems of individual children. TEACHING Exceptional Children, 2:3, 143- 149.