1. Target Behavior City School District of Albany September 18, 2014
Presented by: Brianna Olsen and Cathy Huttner

2. When do we need to develop an FBA?
The student exhibits persistent behaviors that impede his or her learning or that of others, despite consistently implemented school-wide or classroom-wide interventions
The student’s IEP indicates behaviors that impede his or her learning or that of others
The student exhibits behavior that places the student or others at risk of harm or injury
The student is being referred to the CSE due to behaviors concerns
First and foremost, we want to discuss when an FBA must be conducted within our school district. The following information is considered district policy and comes primarily from educational regulations.

3. When do we need to develop an FBA?
The CSE is considering more restrictive programs or placements as a result of the student’s behavior
The student has a high number of office referrals, in-school suspension, and/or out-of-school suspension
If the manifestation team determines that the conduct was a manifestation of the student’s disability, an FBA will be conducted
When should FBA’s be completed?
A new FBA and BIP should theoretically be completed by the first week in November for every student who meets one of the above requirements

4. YOU DO NOT NEED TO OBTAIN CONSENT TO REVISE A BIP
Protocol Changes
If the TARGET BEHAVIOR remains the same
You do NOT need to create a new FBA, which means that you do NOT need to obtain consent.
However, you MUST revise the student’s BIP to reflect any changes.
You also need to collect new BASELINE data for the new school year. This gives us a “starting point” and also highlights any regression.
If the TARGET BEHAVIOR is different–
You DO need to obtain consent for a NEW FBA and follow district protocol.
However, it is important to note that some of your interventions might carry over, depending on the new target behavior and hypothesized function
YOU DO NOT NEED TO OBTAIN CONSENT TO REVISE A BIP
You only need consent if you are changing the FBA (i.e., new Target Behavior) or initiating a new FBA
REMEMBER Sped STUDENTS WILL REQUIRE CONSENT ISSUED AND DOCUMENTED THROUGH IEP DIRECT!
Brianna

5. Your handout packet includes NEW stuff!
What a surprise!
Planning Worksheet
FBA Consent process (step-by-step directions for IEP students)
Directions for saving documents to the shared drive and IEP Direct Document Repository
Timeline for Completion of FBA/BIP – 2-sided
The Amazing Traveling Target Behavior
Social Significance of Target Behavior (Questions)/Prioritizing Target Behavior (Questions) – 2-sided
Behavior Plans Comparison Chart
This year ALL FBA/BIP documents need to be done as WEB-BASED documents.
No more HARD COPIES!
Add timeline
And don’t forget…..

6. IEP DIRECT DOCUMENT REPOSITORY
IEP DIRECT NOW HAS the capacity to save/attach additional supportive documents. For identified students FBA/BIP/Progress Monitoring data will be saved directly to the student’s IEP DIRECT account – the Sped Shared Drive will (probably) become obsolete. Link to training video:
Cathy

7. What we will learn today:
How to choose a target behavior
How to define a target behavior
What is a Replacement Behavior?
What is a Goal Baseline?
FROM THIS
TO THIS!!!

8. Choosing a Target Behavior
A target behavior is the behavior selected for change
The behavior must be socially important
There is a difference between an annoying behavior and a problem behavior
Does the behavior impact the learning of the individual and/or his/her peers?

9. Exploration phase Narrow down the possible target behaviors
Information may come from interviews, scatterplots, record reviews, point sheets, etc..
As a team*, determine which target behavior to address.
The target behavior is not always the most dangerous behavior.
Use the prioritizing handout to help narrow down target behavior if the team has concerns for several
behaviors.
Use the social significance questions
to make sure the target behavior is
meaningful to the student.
*Minimally Teacher, Social Worker,
Psychologist… other staff as appropriate
-The exploration phase is used to narrow down possible target behaviors. This is a team effort and should involve the child’s parent whenever possible.
-Information can come from interviews, discussion with school staff, parents, student, record reviews, point sheets, discipline referrals, etc..
-The target behavior is not always the most dangerous behavior. Oftentimes, there are behaviors that occur prior to the most dangerous behavior that should be targeted. Targeting those behaviors may prevent the most dangerous behavior from occurring altogether. This does not mean a safety plan does not need to be developed for the dangerous behavior.
-Utilize the prioritizing handout to narrow down the target behavior.
-The social significance questions can be used to make sure the target behavior is meaningful to the student.

11. Defining Target Behaviors
If a behavior is observable you must be able to:
see it,
hear it,
touch it, or
otherwise prove its existence
If a behavior is measurable you must be able to determine:
how many (frequency),
how long (duration),
other measurements
Target behaviors are clear, concise, measurable, observable, objective…

12. Defining Target Behaviors
Can we measure these behaviors (as written)?
Hyperactive
Inattentive
Insubordinate
Non-compliant
Polite
Fidgety
DON’T LOOK AT ME..
I HAVE NO IDEA WHAT ANY OF THAT MEANS
The answer is no. Each of these behaviors must be defined in such a way that ANY observer will know if the behavior is or is not occurring. The observer must know exactly what he or she is looking for before the behavior can be measured.

13. TARGET BEHAVIOR SAMPLE
Daniel will exhibit physical and verbal aggression towards his peers in settings/times that are unstructured (i.e., transitions, specials). These behaviors occur when Daniel does not get his way or when he feels threatened or embarrassed. Daniel seeks revenge on peers who may instigate with him. Daniel will name call or threaten in response to those who do the same to him. He has become physically aggressive towards peers and adults but on a very rare occasion.
HOW CAN WE RE-WRITE THIS TO BE A MEASURABLE OBSERVABLE TARGET BEHAVIOR?

14. HOW ABOUT THIS….
Daniel yells at peers during transitions within the class. OR
Daniel hits peers when in Gym, Art and Music.
Daniel hangs his body over his desk during times when being seated is expected.

15. TARGET BEHAVIOR SAMPLE
“Overactivity/Impulsivity – This behavior is defined as difficulty sitting still in a chair without hanging over, falling, talking during teacher directed activities, running around the classroom, touching objects after given reminders not to do so, lack of safety awareness on the classroom
Inattention – This behavior is defined as difficulty keeping eye contact with the teacher, responding to simple questions, following directions during learning activities. Again this behavior occurs throughout the day and Bill receives at least reminders a day to keep his eyes on the story being read, to refrain from talking when a teacher is talking, and to follow simple one-step directions without needing teacher support in the way of physical proximity and redirection”
HOW CAN WE RE-WRITE THIS TO BE A MEASURABLE OBSERVABLE TARGET BEHAVIOR?

16. HOW ABOUT THIS…. Bill talks during teacher directed activities. OR
Bill runs about the room during teacher directed activities.
Bill takes objects from other student’s desks without their permission.

17. Your answer should be yes!
Test It
Test your operational definition:
Can you count the number of times that the behavior occurs in a specified time period, the duration of a behavior, etc.?
Your answer should be yes!
Will a “stranger” know exactly what to look for when you tell him/her the target behavior you are trying to modify? Can you actually see the child performing the behavior when it occurs?

18. Target Behavior Library
There is no true sample library of target behaviors because each target behavior must be situation specific and individualized for each student.

19. EXAMPLES OF REPLACEMENT BEHAVIORS
REPLACEMENT BEHAVIOR Replacement Behavior “buys time” while you build greater competency; it is not necessarily the behavioral “end point” where you want to be.
The Replacement Behavior must serve the same FUNCTION as the Target Behavior to be effective.
EXAMPLES OF REPLACEMENT BEHAVIORS
Teach the student to communicate (ex: “I’m done”) to replace throwing materials to escape difficult work
Teach the student to initiate social interactions (ex: “Play with me”) to replace teasing peers as a form of attention seeking
Teach the student to remove to a sanctioned area and engage in a sanctioned alternative activity (ex: go to bean bag and read a book) to replace kicking adults to escape difficult work

20. EXAMPLES OF GOAL BASELINE
GOAL BASELINE This is the measure that, once achieved, would indicate the BIP can be discontinued.
THE GOAL BASELINE IS:
Behavior measure that would indicate discontinuation of BIP (i.e., student engages in replacement behavior at a rate of 80% of opportunities presented)
EXAMPLES OF GOAL BASELINE
Student demonstrates 0 instances of the target behavior for 10 weeks (where the target behavior addressed physical aggression towards peers)
Student demonstrates 20% or fewer instances of the target behavior (non-compliance defined as not following a concrete staff directive with one or fewer prompts) during each observation during academic instruction for 5 consecutive weeks.
The student engages in replacement behavior (defined as requests a break) at a rate of 80% of opportunities presented.

21. Be clear, concise, and complete
Let’s Practice
Remember:
Use observable terms
Use measurable terms
Be clear, concise, and complete

22. Background
Student: Raúl Age: 8 Grade: 2nd
Scenario
“I ain’t doin’ that!” Raúl yells before he walks out of the classroom. Mrs. Banks, his teacher, steps into the hallway and says, “Raúl, you need to cool off then come back inside.” Raúl shrugs and replies, “Aw, man.” He looks around and begrudgingly walks back into the classroom. Raúl has received ten office discipline referrals (ODR) in the past three weeks. Mrs. Banks stated on the ODRs that Raúl is disrespectful. The Response to Intervention Team has looked at Raúl’s ODRs to determine what the issue is and which intervention might prove beneficial.
Questions
Identify Mrs. Banks’ definition of Raúl’s target behavior. Is the definition measurable, observable, and clear, concise, and complete?
What additional information should the Response to Intervention Team seek from Mrs. Banks when trying to
create a behavioral definition?

23. Background
Student: Tiffany Age: 4 Grade: Preschool
Scenario
A preschool teacher consults with the principal about a new student, Tiffany. Ms. Leigh tells the principal that Tiffany has temper tantrums and gets out of control in the classroom. The principal states that she will convene a team consisting of herself, Ms. Leigh, the behavior specialist, and the school counselor. Ms. Leigh agrees to write a definition of the target behavior for the team to review. She gets back to her classroom and finds it much more difficult to specifically say what Tiffany does. She is puzzled about how difficult it is. She has seen these temper tantrums every day twice a day for the past two weeks! Why can’t she write about it? She provides the following definition to the team the next day:
Tiffany engages in temper tantrums during transition time prior to large group activities. She is not aggressive toward other children, only adults in the classroom.
Questions
What elements of an operational definition are not included in
Ms. Leigh’s definition?
Is it possible to write an operational definition? Explain why or
why not?

24. Background
Student: Felicia Age: 10 Grade: 5th
Scenario
Mr. Brown has had it with Felicia! He completed the paperwork to refer her to the school’s Response to Intervention team a few weeks ago, and he finally has a meeting with the team this afternoon. He cannot wait to find out what he can do to get Felicia back under control in his class. The meeting starts promptly after school. Asked to explain Felicia’s problems, Mr. Brown says, “I can’t get her to do anything! She won’t be quiet during my lesson. During independent work, she won’t do her work. Instead, she looks out the window. She can’t read on grade level.” A team member asks Mr. Brown what he would like for Felicia to do instead. He ponders this for a moment then responds, “I would like for her to be on-task and perform on grade level.”
Questions
1. List the three target behaviors that Mr. Brown identified for Felicia.
Explain why you think each of these definitions is sufficient or
insufficient.
2. List the two desired behaviors that Mr. Brown identified for Felicia. Explain
why you think each of these definitions is sufficient or insufficient.
3. Choose one of the target behaviors Mr. Brown refers to and rewrite its
definition to make it an operational definition.

25. Background
Student: Tony Age: 16 Grade: 11th
Scenario
Tony’s behavior has warranted a functional behavioral assessment. The social worker interviews two of Tony’s general education teachers to find out more about his inappropriate behavior. The social worker starts by asking Tony’s literature teacher why she referred him to the office. “He was late for class three times this week and didn’t have his homework,” she exclaimed. The social worker probes further, asking, “How late was he?” The teacher responds, “The tardy bell was ringing as he walked into the room. We had to wait on him to get out his notebook and pencil before we could start class.” Tony’s geometry teacher offered a similar reason for sending him to the office: “He was tardy every day this week. I was tired of it today and said something to him about it. Tony snapped and went off on me in front of the class. He’s been coming in about 5 minutes after the bell rings. He sits right down and then has the nerve to ask me to borrow a pencil or paper, like he didn’t do anything wrong.”
Questions
Is there sufficient information from the teachers to create an operational definition for all the behaviors mentioned? Explain why or why not.
Combine the information gathered from both teachers to create an
operational definition for one of Tony’s inappropriate behaviors.

26. Background Student: Stephanie Age: 9 Grade: 4th Scenario Ms
Background Student: Stephanie Age: 9 Grade: 4th Scenario Ms. Morton, Stephanie’s resource teacher, has just returned to her room after a conference with Stephanie’s general education teachers. She’s looking over her notes from the meeting and wonders how she will ever be able to address all of the issues that the other teachers raised. Defiant, disrespectful, off-task—she heard these things over and over from the teachers. Yet Stephanie has never acted this way with Ms. Morton. Ms. Morton decides to ask the teachers for some more examples of Stephanie’s behaviors. Ms. Morton sends the teachers a note stating, “Please describe and count Stephanie’s inappropriate behaviors this week so I can better understand the problem.” On Friday afternoon, she receives the following lists from the teachers.
MRS. TAYLOR - MATH
*Talked back to me (4 times)
*Didn’t listen (13 times)
*Tried to make me mad (8 times)
*Blatant disregard for my
authority (20 times)
Mrs. Gonzalez - Science
*Staring out the window (18 times)
*Writing notes to friends (4 times)
*Didn’t do her work when asked (10 times)
MR. ALFORD - SOCIAL STUDIES
*Getting out of seat to sharpen
pencil w/out permission (3 times)
*Teased other students, even after told to stop (1 time)
*Yelling in the library (2 times)
*Called me by my first name (3 times)
*Rolled her eyes when corrected (2 times)
*Started her work three or more minutes after being told to begin (9 times)

27. Student: Stephanie Age: 9 Grade: 4th
Background
Student: Stephanie Age: 9 Grade: 4th
Question
Using the information gathered from all teachers, create an operational definition for each problem behavior mentioned by Stephanie’s general education teachers:
a. Defiant
b. Disrespectful
c. Off-task .
Mrs. Gonzalez - Science
*Staring out the window (18 times)
*Writing notes to friends (4 times)
*Didn’t do her work when asked (10 times)
MRS. TAYLOR - MATH
*Talked back to me (4 times)
*Didn’t listen (13 times)
*Tried to make me mad (8 times)
*Blatant disregard for my
authority (20 times)
MR. ALFORD - SOCIAL STUDIES
*Getting out of seat to sharpen
pencil w/out permission (3 times)
*Teased other students, even after told to stop (1 time)
*Yelling in the library (2 times)
*Called me by my first name (3 times)
*Rolled her eyes when corrected (2 times)
*Started her work three or more minutes after being told to begin (9 times)

28. District FBA/BIP website link

29. Questions