1. Janice Gray Resource Teacher MSD Warren Township Functional Behavior Assessments and Behavior Intervention Plans

2.  Per Article 7 (511 IAC 7-32-41)  “Functional behavioral assessment” means a process that uses data to identify patterns in the student's behavior and the purpose or function of the behavior for the student.

3.  Per Article 7 (511 IAC 7-32-10)  A "Behavioral intervention plan means a plan agreed upon by the CCC and incorporated into a student's IEP that describes the following: The pattern of behavior that impedes the student's learning or the learning of others. The purpose or function of the behavior as identified in a functional behavioral assessment. The positive interventions and supports, and other strategies, to address the behavior and maximize consistency of implementation across people and settings in which the student is involved.

4. When to complete an FBA / BIP?  An FBA/BIP is for BOTH general education and special education students.  All students with an Emotional Disability (primary / secondary) must have an FBA/BIP.  Students who exhibit behaviors that require behavioral supports to address their social, behavioral, or emotional needs.

5.  Mandated in IDEA and Article 7  Best practice  Offers legal protection  Leads to effective interventions for: Behaviors that preclude teacher from teaching Behaviors that prevent other students from learning Why complete an FBA / BIP?

6. What behaviors?  Behaviors that impede their learning and the learning of others Defiance, profanity, verbal aggression, work completion  Behaviors that have developed into a pattern Multiple incidents Multiple years  Behaviors that are severe in nature Self injurious, physical aggression Drugs, weapons, sexual related behaviors

7. Identify and define the target behavior  Use descriptive language that defines and clearly describes the student’s behavior  Non-descriptive: Student is defiant.  Descriptive: Student refuses to comply with adult requests. He refuses by making statements such as “no” and turning away from the adult.

8. Gather information/ DATA  Indirect methods Written records / Cumulative file Interviews  Checklists Problem Behavior Questionnaire Motivation Assessment Scale Setting Events Checklist  Direct methods ABC analysis Scatter plots Behavior charts Anecdotal records

9.  Data is not an option!  Examples include written notes, charts, checklists, etc.

10. Documentation Examples

11. Documentation Behavior Charts  Behavior charts  Be sure to COPY charts daily for you to keep!

12. Gather information  Intensity How severe? Mild, moderate, severe  Patterns Days, am/pm, years, months  Time periods Certain classes, am/pm, transitions, related arts, bus  Triggers What triggers behavior? Transitions, students, adults requests  Warnings Warning signs that occur prior to the behavior Clenching fist, pacing, verbal aggression, eyes glazing over  Can use indirect and direct methods BOX 1 – Behaviors of Concern

13.  Behavior 1 – Physical Aggression towards peers and adults  Student becomes physically aggressive towards peers and adults (hitting, kicking, biting, spitting) which typically requires adult intervention to stop.  Intensity: The physical aggression is severe in nature, as he is being aggressive towards staff and students.  Time periods: The physical aggression occurs during academic time periods, especially reading. The aggression also occurs during unstructured time periods such as the restroom. He has not demonstrated any physical aggression when he is working one on one with an adult.  Patterns: The student has demonstrated the physical aggression in 4 different schools in 3 school systems over the past few years. His data shows that he is more physical on Mondays after he visits with his mother. He has been physically aggressive every Monday after visiting with his mother over the weekend. He does not always take his medications consistently, and when he does not, his physical aggression towards others is increased.  Warnings: Typically before he becomes physically aggressive, his facial features will change and he will begin scowling and pouting. His shoulders tense and has been observed to start pacing or moving around the room.  Triggers: He has several triggers to the physical aggression. Visiting with his mother over the weekend and then coming back to his house away from mom and coming to another school is a trigger. Academic tasks, especially those he perceives as difficult, are a trigger. Other students can also be a trigger as he is lacking in social skills and can perceive what is said/done as something different than what the other student is attempting to do or say

14. Functions of the behavior  Identify the function of the behavior  Problem behavior questionnaire (Motivation Assessment Scale) BOX 2 – Functions of the Behavior

15.  Functions: Problem Behavior Obtain / Get Something Escape / Avoid Something Stimulation / Sensory Social / AttentionTangible / Activity AdultPeer Identifying the function of the behavior enables you to plan interventions to support that function.

16. Skill, Performance, or Fluency Deficit  Skill Deficit (can’t do it) Student does not have the skills to perform the task Student must have opportunities to LEARN the skills needed  Performance Deficit (won’t do it) Student knows how to perform the skills but fails to do so at acceptable levels Staff must help remove barriers that impede performance  Fluency Deficit (still working) Student knows how to perform the skills and performs it at acceptable levels but is awkward when exhibiting the skill Student must have opportunities to practice the skills in order to become more fluent BOX 2 – Functions of the Behavior

17. Behavior Intervention Plan  Change of Setting ○ Placement ○ Small group ○ Restricted movement  Behavior Supports / Positive Reinforcement ○ Praise ○ Catch being good ○ Rewards / incentives ○ Visual schedule  Redirection Strategies ○ Visual redirection using a first / then chart ○ Reminding of rewards and incentives ○ Visual / verbal reminding of expectations / procedures ○ Offer sensory strategies  Replacement Behaviors ○ The behavior you want to replace an unwanted target behavior ○ Should provide the student with the same function as the unwanted behavior ○ Rather than give up on an assignment and throw it on the ground, student will ask for assistance by raising his hand to ask for assistance or flip the card on his desk. BOX 3 – Positive Strategies /Instructional Experiences

18. Behavior Supports  Determining the function of the behavior should drive the supports  Supports should address all of the identified behaviors and specific to that student  Identified supports should be provided by all staff members who work / interact with the student  Monitor the effectiveness of the supports so that can be updated and most effective strategies can be implemented.  Visual/verbal/nonverbal BOX 3 – Positive Strategies /Instructional Experiences

19. Replacement Behaviors  Identify behaviors that will replace the unwanted behaviors  Determined by function  Think long term  Must be taught to the students  Must be at least one replacement behavior for each identified behavior  Rather than __________, the student will ___________. BOX 3 – Positive Strategies /Instructional Experiences

20. When to update/revise an FBA/BIP?  TOR must review data, update the FBA/BIP, and hold a revision conference once a student receives 5 removal days. An FBA/BIP should also be created for general education students at 5 removal days.  TOR must review data, update the FBA/BIP and hold a manifestation conference once a student receives 10 removal days.  TOR must review data and update FBA/BIP at Annual Case Reviews.

21.  ****SHORT TERM REMOVAL STATEMENT must be on EVERY IEP regardless of the students’ disabilities in Behavior Box 3 / Accommodations section. Parents must also understand what this means and agree to this.  Short Term Removals will be used as needed for the student to calm down through using coping techniques to replace unwanted behaviors in order to return to class.  ****The following statements should be included on IEPs in Behavior Box 3 / ACCOMMODATIONS for students who exhibit behaviors that may result in the need for NCI De-escalation techniques or NCI Therapeutic Holds:  Use of NCI De-escalation techniques will be used as needed to prevent unwanted verbal/physical behaviors.  Use of time out room/area will be used as needed for the student to calm down through using coping techniques to replace unwanted behaviors in order to return to class.  Use of NCI Therapeutic Holds may be used as a last resort to protect the safety and security of student and others involved.

22. Behavior Intervention Plan  Whatever is written in the Behavior Intervention Plan MUST be followed by all staff members!  The IEP including the FBA/BIP is a legal document.

23. What’s after the FBA/BIP?  Document behaviors with fidelity  Document and identify the success of strategies and adjust when needed  Update and revise fba/bip’s when needed  Note: EVERY staff member who works / interacts with student MUST have access to and follow the FBA/BIP.

24. Questions?