The ABCs of FBAs and BIPs Training - Tawanna S. Robertsontawannasrobertson.weebly.com/uploads/4/9/7/1/49716197/fba_bip_training.pdf · Super Nanny Complete Student Background, Teacher

The ABCs of FBAs and BIPs

Training

Tawanda Jenkins-Brown

Behavior Specialist

Greer Powell

Behavior Specialist

Tawanna Robertson

Behavior Specialist

Training Goals

By the end of this training you will be able to:Identify when to conduct an FBA

Where to locate the steps of an FBA

Identify observable and measurable behaviors

Collect & Analyze Indirect Data: FAST Form, FAI, PBQ

Collect & Analyze Direct Data: ABC, Interval, Time Sampling, Duration, etc.

Write a hypothesis of a behavior that predicts the function

Create a function based Behavior Intervention Plan

Choose interventions based on the function of the behavior

Create behavior goals which are relevant and measurable

Where to access information?

The latest and greatest FBA/BIP information

can be found at:

http://www.tinyurl.com/APSFBA

This website includes all the forms required in

order to complete an FBA and BIP.

Functional Behavior Assessments

What is an FBA?

Functional Behavior Assessment

An FBA is designed to evaluate the possible causes or

functions of a student’s challenging behavior.

The data from this assessment allows the IEP Team to make

data-based decisions and recommendations which coincide

with the actual function of the student’s behavior.

When should you conduct an FBA?

Students who are currently classified as special education and may demonstrate the following: Behave in ways that “interfere” with their education or with the education

of others.

Exhibit aggressive, destructive, noncompliant, self-injurious, or dangerous behaviors.

At the onset of the behavior rather than waiting until the student is removed from the setting in which the problem behavior occurred.

When a student is in need of a more restrictive placement because of behavioral concerns, i.e. Regional Program Placement.

To create a behavior intervention plan (BIP) or revise a BIP.

Activity: Review…. We Conduct an FBA……

1. Behaving in ways that “i_____” with their e_______ or with the e______ of o____.

2. Exhibiting ag______, de______, non-c_________, self-i_____, or da_______ behaviors.

3. At the o___ of the behavior rather than w___g until the student is rem___dfrom the se____g in which the problem behavior occurred.

4. When a student is in n__d of a more res______ placement because of be_____l concerns- i.e. R____P___.

5. To c____ a b______ i_____ p__ (BIP) or re___e a BIP.

When students who are currently classified as special education and may demonstrate the following:

IDEA 2004

Steps for Conducting an FBA

1. Obtain consent

2. Student Information

3. Indirect Assessments/Data

4. Direct Data

5. Reinforcement Assessment

6. Evaluate Data/ Function Hypothesis

7. Complete FBA form

1. Obtain Consent

An FBA is considered an evaluation.

Consent must be obtained by parent/guardian.

Complete this information

Parental Consent for Evaluation

You have 60 days to complete the FBA, it must be

filed no later than the 60th day of consent.

2. Student Information

Demographic and

geographic information

Name, Student ID, Grade, Age,

Address, Phone number,

Qualifying disability, Teacher,

Parents

Utilize IEP-ONLINE,

INFINITE CAMPUS

3. Indirect Data

Data obtained from second hand

sources; does not include

observation of student behavior

Required:

• Teacher Interview Form (3 adults)

• FAST (3 adults and parent)

• PBQ (all adults)

• Parent Report (guardian)

Provided in FBA/BIP Packet

Challenging behavior described?

Challenging behavior must be framed in concrete and

observable terms in order to have a clear definition and allow

everyone to be on the same page when they are collecting

data related to “challenging behavior.”

Activity: How do you measure these

behaviors?

Sleeping?Nervous?

Angry?

Sad?

Example Vs. Non-Example

Head banging

Being physically aggressive

Being truant

Biting

Crying

Defying authority

Destroying property

Pushing, pulling others

Running away

Threatening others

Throwing things

Inappropriate sexual behavior

Failing to complete assignments

Failure to follow directions

Failure to remain seated

Fighting

Yelling

Cursing

Talking out of turn

Use of inappropriate language

Reframe behavior discussions

John is lazy Rephrase…

.

Instead of stating…

State this instead….

“John is

lazy”

“John completes

1 out of every 5

assignments”

Reframe behavior discussions

Kelly makes comments to peers, such as “You’re stupid”

Instead of stating this…

State this instead…

Rephrase

“Kelly is rude”

Activity:

Collect Student Information & Indirect

Data

View Video/Groups

Super Nanny

Complete Student Background, Teacher Interview, FAST, PBQ, and Parent Interview

4. Direct Data

Data obtained from first

hand observation.

Requires observing

student behavior

Required: 10 days of total

data- For example- 5 days of

ABC data and 5-10 days of

other data method

(Frequency, Latency, Interval,

Severity and Duration).

Activity:

Collect Direct Data

Billy Madison

View Video of SUPER NANNY, BILLY MADISON, AND TANTRUM BABY

Complete VARIOUS DIRECT DATA SHEETS (ABC, FREQUENCY, DURATION, ETC.)

ABC Example – Billy Madison

Activity: What type of data?

5. Preference/Reinforcement Assessments

Information on

social, tangible, or

physical items that

motivate behavior

Preference, Quality,

Forced Choice

6. Evaluate Data/ Hypothesize Function

Data-informed theory on

what is motivating and/or

maintaining student

behavior

“The hypothesized function

of The Baby’s tantrum

behavior is to gain his

parents’ attention”

6. Evaluate Data/ Hypothesize Function

What patterns of antecedent events and/or consequences are

connected to the student’s challenging behavior?

What is the student gaining or avoiding?

What are the antecedent events that elicit the behavior and what are

the consequences that reinforce the behavior (A-B-C’s)?

Do skills and/or performance deficits contribute to the challenging

behavior?

25

Obtain

Avoid / Escape

Objects

Activities

Sensory

Objects

Activities

Sensory

Attention

Attention

Functions of Behavior

Diagram in Packet

Hypothesis Statement for FBA

When the following

antecedent happens:

The student engages

in the following

behavior:

With the

consequence

occurring:

In order to achieve

the following

purpose:

Teacher provides student

directives or student is

given an academic work

assignment

Student will lay head on

desk, rip paper, hit the

teacher and/or run out of

the classroom.

Student does not complete

work and the teacher tries

to redirect behavior.

To escape academic work

demands.

Page 28 of Packet

Activity:

Analyze Function of Behavior

View Video- BILLY MADISON/NANNY

Review ABC data to hypothesize function

Billy Madison

NANNY

Nanny-Kitchen

ABC Example – Billy Madison

7. Complete FBA Form.

Formalize your

compiled FBA data

into a form that

parents and teachers

can review

Behavior Intervention Plan

What is a BIP?

Behavior Intervention Plan

A Behavior Intervention Plan (BIP) takes the observations

made in a Functional Behavioral Assessment (FBA) and

turns them into a concrete plan of action for managing a

student's behavior.

Steps for Creating a BIP

1. Develop Functional Based Behavior Interventions

Antecedent Strategies

Replacement Behavior/Teaching Strategies

Consequence Strategies

2. Complete BIP Supplement and BIP Goals in IEP Online

3. Train staff & progress monitor

1. Function Based Interventions

Antecedent

Strategies

Prevention strategies; interventions put

in place prior to behavior occurringBehavior Strategies Folder:

Antecedent Strategies

Behavior Interventions

Consequence Strategies

Function Based Interventions &

Strategies

Replacement

Behaviors

A positive, desirable behavior that

serves the same function as the target

behavior.

Consequence

Strategies

Response strategies; Interventions put

in place to insure inappropriate

behaviors are not reinforced by

subsequent responses to behavior

2. Complete BIP Supplement & BIP Goals

Plan out your Behavior

Interventions into a document

that parents and teachers can

review

1. Log into IEPONLINE

2. BIP Supplement

3. Edit

2. Complete BIP Supplement & BIP Goals

How do I create a BIP Goal?

Your BIP goal is based on the direct

baseline data you collected during your

FBA.

Your measurable goal can include:

1) Long term goal (1 yr)

2) Short term objective (10 consecutive

days)

3) Short term objective (30 consecutive

days)

Goal & Objective Examples:

• By October 2, 2014, when Megan’s parents are providing

directives/corrective feedback to Megan, Megan will utilize

replacement behavior strategies (learning to wait, accepting no,

saying ‘Ok”, etc.) as measured and evidenced by the objectives

below:– When Megan’s parents are providing directives/corrective feedback to Megan, Megan will

utilize replacement behavior strategies (learning to wait, accepting no, saying ‘Ok”, etc.)

in 2 out of 5 trials per day for 5 consecutive days.

– When Megan’s parents are providing directives/corrective feedback with Megan, Megan

will utilize replacement behavior strategies (learning to wait, accepting no, saying ‘Ok”,

etc.) in 4 out of 5 trials per day for 20 consecutive days.

Goal & Objective Examples:

• By October 2, 2014, when peers are interacting with Megan, Megan

will utilize replacement behavior strategies (using her words instead

of being physically aggressive, learning to wait her turn, accepting

no, saying ‘Ok”, etc) as measured and evidenced by the objectives

below:– When peers are interacting with Megan, Megan will utilize replacement behavior

strategies (using her words instead of being physically aggressive, learning to wait her

turn, accepting no, saying ‘Ok”, etc) in 2 out of 5 trials per day for 5 consecutive days.

– When peers are interacting with Megan, Megan will utilize replacement behavior

strategies (using her words instead of being physically aggressive, learning to wait her

turn, accepting no, saying ‘Ok”, etc) in 4 out of 5 trials per day for 20 consecutive days.

3. Train Staff and Progress Monitor

Once you have completed your FBA and BIP process you will need

to train staff members on the strategies that were developed for the

student. All staff members need to be on the same page in order to reinforce replacement behavior and for

behavior to change!

Collect data in order to progress monitor student’s growth within

their BIP/BIP Goals.

Refer to pages 30-34 in packet

Activity:

Share out BIP intervention

View Video- INTERVENTIONS

TEAMS WILL SHARE OUT WHAT INTERVENTIONS THEY PLAN TO PUT IN

PLACE FOR THE STUDENT

QUESTIONS?

Please provide us with suggestions for future

trainings.