janice gray resource teacher msd warren township functional behavior assessments and behavior...
DESCRIPTION
Per Article 7 (511 IAC ) 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.TRANSCRIPT
Janice GrayResource Teacher
MSD Warren Township
Functional Behavior Assessmentsand
Behavior Intervention Plans
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.
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.
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.
Mandated in IDEA and Article 7
Best practice
Offers legal protection Leads to effective interventions for:
Behaviors that preclude teacher from teachingBehaviors that prevent other students from learning
Why complete an FBA / BIP?
What behaviors? Behaviors that impede their learning and the
learning of othersDefiance, profanity, verbal aggression, work
completion
Behaviors that have developed into a patternMultiple incidents Multiple years
Behaviors that are severe in natureSelf injurious, physical aggressionDrugs, weapons, sexual related behaviors
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.
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
Data is not an option!
Examples include written notes, charts, checklists, etc.
Documentation Examples
DocumentationBehavior Charts
Behavior charts
Be sure to COPY charts daily for you to keep!
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
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
Functions of the behavior Identify the function of the behavior
Problem behavior questionnaire (Motivation Assessment Scale)
BOX 2 – Functions of the Behavior
Functions:Problem Behavior
Obtain / Get Something
Escape / Avoid Something
Stimulation / Sensory
Social / Attention Tangible / Activity
Adult Peer
Identifying the function of the behavior enables you to plan interventions to support that function.
Skill, Performance, or Fluency Deficit Skill Deficit (can’t do it)
Student does not have the skills to perform the taskStudent 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 levelsStaff 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 skillStudent must have opportunities to practice the skills in order
to become more fluent BOX 2 – Functions of the Behavior
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
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
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
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.
****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.
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.
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.
Questions?