Aligning FBAs/BIPs with the IEP

Aligning FBAs/BIPs with the IEP

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Outcomes

• Use the Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) to determine the specially designed instruction for students with behavior needs

• Determine the specially designed instruction that provides access to general education setting demands or curriculum standards

Essential Questions

• How does an FBA/BIP inform an IEP?

• What is the distinction between specially designed instruction and general education curriculum?

Traditional Approach to Managing Challenging Behaviors

Challengingbehavior

Perception of noncompliance

Look to “Control “or “Punish”

Design/applymanipulativeinterventionsto have power over student

Maintain/increasechallenging behaviors

Student’s needsremain unaddressed

(Knoster and Lapos, 1993)

Effective Behavior SupportChallengingbehavior

Perception of unmet needs

Look to understand needs anddevelop hypothesis

Design/deliverprevention/interventionstrategies based on hypothesis

Reductions in challenging behaviors by learning alternativeskills

Meet needs in a moresocially acceptablemanner

Personal growth improvesself control

ImprovedQuality ofLife

(Knoster and Lapos, 1993)

Behaviors Exist in Context

• Behaviors are context related

• Challenging behaviors result from unmet needs

• Effective supports come from an understanding of why a behavior occurs

What is the Function of Behavior?

• Avoidance– What is avoided with the behavior?

• Gains– What is gained or achieved with the behavior?

Make a Statement About the Behavior

Three parts include:• When {antecedent/trigger} occurs,

• The {student(s)} do/does {behavior of concern},

• In order to {perceived function}.

Pennsylvania Department of Education, Initial Line of Inquiry

Hypothesis Statement:

• When Steven is working or playing in a small group of his peers and there is conflict, he kicks, hits, yells or cries, in order to escape from his peers.

Impact Statement

Hypothesis Statement• When Steven is working

or playing in a small group of his peers and there is conflict, he kicks, hits, yells or cries, in order to escape from his peers.

Impact Statement• Steven’s difficulty in

resolving conflicts and need to escape from his peers prevents him from participating in small group work and being able to focus on the learning in all subject areas.

Is There Really a Gap??

Behavior expectations for age appropriate peers:

•Use basic strategies to be able compromise with peers•Use basic skills to resolve conflicts with peers•Go to adults for assistance when unable to resolve conflicts (sometimes crying)

Current behaviors exhibited:

•Kicks, hits, or shouts when disagrees with peers•Walks out of the room during small group activities•Cries to an adult when other students do not do what he asks

Function of behavior:To avoid peers due to lack of skills/strategies to compromise or resolve conflict

.

Demands/

Skills

Years in School

The Behavior Gaps

KU-CRL

Missing Skills & Strategies

Present Level of Performance

Expected Performance

Three Components to Consider…

PreventEnvironment

Instruction & Curriculum

Social/ Interpersonal

TeachStrategies

Skills & Concepts

Replacement/Alternative Behaviors

RespondReinforcement

Cueing & Feedback

Management

(Ayres & Hedeen, 2003)

Prevent

Does the plan address…• How the concern can be prevented?

– Fits with the function of the behavior• E.g. Providing breaks from peers (peer avoidance)

– Provides for an unmet need • E.g. Sitting 1 to 1 with an adult (coping ad de-

escalation)– Changes context/triggers/antecedents

• E.g. Teacher check-in 5 minutes into a group activity• E.g. A choice of working independently

What Do We Change?

Context of learning

What we teach

Outcomes of Learning

How we teach

Student(s)

Instruction

Environment

Curriculum

Adapted from Heartland Area Education Agency

PreventDoes the plan address…• How the concern can be prevented?

– Changes in environment/organization• Space• Transitions• Clear expectations

– Changes in instructional delivery• Instructional level• Student interest/choice• Grouping

– Changes in social/interpersonal connections• Peers• Adult-student relationship• Providing attention

Teach

• Does the plan address…• What the student needs to learn?

– Missing skills and strategies• E.g. Compromise

– Alternative/replacement behaviors • E.g. Counting to 10

Competing Behavior Pathway

Desired Behavior

Maintaining Consequences

Setting Event

Triggering Antecedent

Behavior of Concern

Maintaining Consequences

Function

Alternative Behavior

O’Neill et al., 1997

Teach• Does the plan address…• What the student needs to learn?

– Strategies• Problem-solving and decision-making • Study skills• Coping• Compensation• Self-awareness• Self-management

– Skills • Able to do• Specific applications

– Concepts• Need to know• Abstract ideas

Respond• Does the plan address…• How to respond to student actions?

– Avoids feeding the function of the behavior• E.g. removal from peers

– Provides the “real” reinforcer/consequence• E.g. time away from peers/ 1:1 adult time-positive• E.g. need to speak to peer after a conflict

– Provides instruction• E.g. “what strategy can you use right now?”

– Manages (vs. changes)• E.g. brief removal only for de-escalation (with a script)

Respond• Does the plan address…• How to respond to student actions?

– Reinforcement• To increase the likelihood of it occurring again• To move from short term to long term memory (practice)• To create automaticity

– Cueing and Feedback• To provide prompts for recall• To provide guided practice• To provide specific information on what is done well and what needs to

change• To increase the number of responses to support automaticity

– Management• To decrease the likelihood of it occurring again• To redirect an incorrect or inappropriate action• To address safety and disruptions to learning

Three Components to Consider…Prevent

EnvironmentSpace for breaksGroup near door

Instruction & Curriculum

Connect to S.S. expectation

Social/ InterpersonalTeacher check in after 5 mins

TeachStrategies

Asking for adult helpRecording conflicting ideas

Skills & ConceptsCompromise, negotiation

Replacement/ Alternative Behaviors

Counting to 10

RespondReinforcement

2 min break from peers

Cueing & Feedback“Which strategy will you try (adult or recording ideas)?”

ManagementRemoval with de-escalation (script)Resolve conflict directly with peer with adult support (script)

(Ayres & Hedeen, 2003)