A journey of a thousand miles must A journey of a thousand miles must begin with a single stepbegin with a single step

--Chinese ProverbChinese Proverb

Pick battles big enough to matter, Pick battles big enough to matter, small enough to win. small enough to win. -Jonathan Kozol, On -Jonathan Kozol, On Being a TeacherBeing a Teacher

FBAs & BIPsFBAs & BIPsPresented by Presented by

Kelleah Lewis & Melissa Kelleah Lewis & Melissa MyersMyers

Agenda & ExpectationsAgenda & Expectations Practice identifying key components Practice identifying key components

of an FBAof an FBA Create your own FBA (by identifying Create your own FBA (by identifying

the nature of the current reinforcer the nature of the current reinforcer Be able to apply information from FBA Be able to apply information from FBA

to the writing of a BIP (e.g. choosing to the writing of a BIP (e.g. choosing appropriate replacement behavior appropriate replacement behavior that serves the same function or that serves the same function or meets the same need)meets the same need)

Functional Behavior Functional Behavior AssessmentsAssessments

The purpose of conducting an FBA is to The purpose of conducting an FBA is to help the team collaboratively develop an help the team collaboratively develop an effective Behavior Plan that meets a effective Behavior Plan that meets a student’s individual needsstudent’s individual needs

The goal is to identify the nature of the The goal is to identify the nature of the current reinforcer, in other words, how current reinforcer, in other words, how does this behavior fulfill a student needdoes this behavior fulfill a student need

The goal is not to suppress inappropriate The goal is not to suppress inappropriate behavior; it is to increase positive behavior; it is to increase positive prosocial behaviors –prosocial behaviors –Eric HartwigEric Hartwig

FBA: BehaviorFBA: Behavior Choose those 1 to 3 behaviors that Choose those 1 to 3 behaviors that

are the most problematicare the most problematic Be specific when identifying Be specific when identifying

behaviorbehavior

Model: BehaviorModel: BehaviorBehaviorBehavior

Noncompliance as manifested by running Noncompliance as manifested by running through the halls, saying “I don’t have to through the halls, saying “I don’t have to listen to you” and by hiding in the listen to you” and by hiding in the bathroom.bathroom.

Create BIP for Target BehaviorCreate BIP for Target Behavior

Guided Practice: Guided Practice: BehaviorBehavior

Think of a student that you work Think of a student that you work with or have worked withwith or have worked with

Identify one of the student’s Identify one of the student’s behaviors that is / or was especially behaviors that is / or was especially challengingchallenging

Complete the “Behavior” section of Complete the “Behavior” section of your blank FBAyour blank FBA

Remember to be concrete & specificRemember to be concrete & specific

FBA: TriggersFBA: Triggers Triggers are those factors which may Triggers are those factors which may

cause and/or result in display of the cause and/or result in display of the identified behaviorsidentified behaviors

Triggers may be direct or indirectTriggers may be direct or indirect Some examples may include:Some examples may include:

Inability to do task or perception that he/she Inability to do task or perception that he/she cannot do taskcannot do task

Sensory needs (need for movement, hunger etc.)Sensory needs (need for movement, hunger etc.) Change or challenges at homeChange or challenges at home

FBA: Setting FactorsFBA: Setting Factors Time of dayTime of day Day of the weekDay of the week Class / subjectClass / subject PeriodPeriod TeacherTeacher Structured v. unstructured times Structured v. unstructured times

(classroom v. halls)(classroom v. halls)

Data CollectionData CollectionTo determine triggers, setting factors & To determine triggers, setting factors &

functions:functions: Conduct observationsConduct observations Interview the studentInterview the student Interview parents, teachers or other staffInterview parents, teachers or other staff Use questionnaires, checklists or rating Use questionnaires, checklists or rating

scalesscales Review previous recordsReview previous records Track & review other behavioral dataTrack & review other behavioral data

Model: Triggers & Setting Model: Triggers & Setting FactorsFactors

TriggersTriggers Setting FactorsSetting Factors-Transition between -Transition between regular ed. & special regular ed. & special ed. ed. -Need for bathroom -Need for bathroom & drink& drink

-Hallways-Hallways-Recess-Recess-Unstructured setting-Unstructured setting

Guided Practice: Triggers & Guided Practice: Triggers &

Setting FactorsSetting Factors Now, based on the behavior you Now, based on the behavior you

identified on your own FBA, list identified on your own FBA, list possible triggers & setting factorspossible triggers & setting factors

Note: For today you will do this Note: For today you will do this based on information you already based on information you already have. However, in practice, a team have. However, in practice, a team would utilize a number of methods would utilize a number of methods to gather data over a period of time.to gather data over a period of time.

FBA: Function of FBA: Function of BehaviorBehavior

Common Functions Include:Common Functions Include: Avoidance (can’t do or won’t do)Avoidance (can’t do or won’t do) Power & Control (including revenge, Power & Control (including revenge,

perceived justice)perceived justice) Attention (adult, peer or both)Attention (adult, peer or both)

When kids misbehave, they are When kids misbehave, they are communicating in the only way that they communicating in the only way that they know how. They are telling us a need is know how. They are telling us a need is unfilled or trying to meet the need unfilled or trying to meet the need themselvesthemselves

Guided Practice: Guided Practice: FunctionFunction

Based on your identified behavior, Based on your identified behavior, the triggers, setting factors & your the triggers, setting factors & your own expertise:own expertise:

List the possible function(s) List the possible function(s)

Now you can do the BIP!Now you can do the BIP!Now that the team has conducted an FBA, Now that the team has conducted an FBA,

you you can begin to identify possible interventions.can begin to identify possible interventions.As you construct the BIP, remember:As you construct the BIP, remember: The FBA is the basis or backbone of the The FBA is the basis or backbone of the

BIPBIP The team must identify a realistic, The team must identify a realistic,

practical replacement behavior that practical replacement behavior that meets the meets the samesame need or function need or function

Implementation of BIPImplementation of BIP Even the most effective BIP will not change Even the most effective BIP will not change

the behavior dramatically in a short periodthe behavior dramatically in a short period Often, with an effective plan, the behavior Often, with an effective plan, the behavior

gets worse before it gets better gets worse before it gets better Many experts say it takes 6 weeks for real Many experts say it takes 6 weeks for real

behavior change to take placebehavior change to take place It’s crucial for the team to implement the It’s crucial for the team to implement the

plan consistently & with integrity for plan consistently & with integrity for several weeksseveral weeks

Reflect / EvaluateReflect / Evaluate

3-2-13-2-1 3 Things that you learned or liked3 Things that you learned or liked 2 Suggestions for improvement2 Suggestions for improvement 1 Lingering Question1 Lingering Question

Thanks for your time!Thanks for your time!