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FBA AND BIP
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EFFECTIVE BEHAVIOR
PLANS FOR STUDENTS
Created by:
Amelia Owen
Jacquelynn McDonough-Dority
Patti Wilson
David Martin
Department of Exceptional Children's Services
Let’s look at the WIKI
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http://FBA/-behaviorsupport.wikispaces.com
Norms
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 Ask questions – please 
 Minimize side bar conversations
 Cell phones on vibrate, computers closed
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Today Participants Will…
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Review the basic components of the
FBA/BIP
Discover Collaborative Problem Solving
Learn to recognize linkages between
function – strategy – reinforcement
Review examples/non-examples
Practice writing components of an FBA/BIP
Explore the WIKI page
Collaborative Problem Solving
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 Paradigm shift
 Kids do well if they can
 Check your lenses
 Plan B
 A Non-example
http://www.livesinthebalance.org/solving-problemscollaboratively
 Work of Dr. Ross Greene
New Example
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New Example
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Strengths
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WHAT DOES THE STUDENT DO
WELL? STUDENT’S STRENGTHS,
GIFTS, & TALENTS. WHAT ARE
THERE INTERESTS? WHAT DO
THEY LIKE TO HELP OTHERS?
Strengths – Our Example
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 This is how we would identify the strengths of
our example student.
Let’ Practice
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 See the Document Camera
Strengths - Activity
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 Now, take your example and review the
identified strengths. Make modifications at
this point.
 Please be prepared to report out.
INAPPROPRIATE BEHAVIOR
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OBSERVABLE, MEASURABLE
TERMS
Defining Inappropriate Behavior
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 This is how we defined the disruptive behavior
in our example.
Let’ Practice
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 See the Document Camera
Inappropirate Behavior - Activity
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 Now, take your example and review the
identified inappropriate behavior. Make
modifications at this point.
 Please be prepared to report out.
Inappropriate Behavior - Activity
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 Everyone gets a chance to write a target
behavior! Make the following into
measureable and observable “target”
behaviors
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Noncompliance
Task Refusal
Aggressive
Difficult to Manage
Seeks Power / Control
Disrespectful
Disruptive
Why Isn’t it working?
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FAILURE TO ADEQUATELY DEFINE
INNAPROPRIATE BEHAVIOR?
Antecedent Triggers
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WHAT ARE THE ENVIRONMENTAL
TRIGGERS?
Identifying Antecedent Triggers
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This is how we defined the
Antecedent Triggers in our
Example.
Let’ Practice
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 See the Document Camera
Antecedent Triggers – Activity
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 Now, take your example and review the
identified antecedent triggers. Make
modifications at this point.
 Please be prepared to report out.
Response of Others to
Inappropriate Behavior
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WHAT IS THE IMMEDIATE IMPACT
ON THE ENVIRONMENT WHEN THE
BEHAVIOR OCCURS?
Response of Others
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 The events or interactions that occur immediately
or shortly after the behavior or as a result of the
behavior
 What does adult typically say/do when the
behavior occurs?
 What do peers typically say/do...
 How is classroom activity impacted?
 What is student’s reaction?
Response of Others
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 Why is this section important?
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We need to reframe – think about what we as adults
can control
We need to focus on the environment – this is not
about student behavior, but about how the
environment sets the stage for the presence/absence
of behavior
Focus on intended and unintended consequences – we
need to find the payoff
Response of Others
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This is how we described
the Response of Others
to in the environment.
Let’ Practice
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 See the Document Camera
Response of Others – Activity
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 Now, take your example and review what you
have identified as the response of others
(Environmental Impact). Make modifications
at this point.
 Please be prepared to report out.
Function
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WHAT IS THE PAYOFF? WHY
DOES THIS WORK FOR THE
STUDENT? WHAT REINFORCES
THE BEHAVIOR?
Function
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This is how we identified
Function.
Let’ Practice
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 See the Document Camera
Function - Activity
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 Now, take your example and review what you
have identified as Function. Make
modifications at this point.
 Please be prepared to report out.
Why Isn’t it working?
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 Is function misidentified?
Inappropriate Behavior
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Why do we need data on the inappropriate behavior?
The initial data gives us the baseline to compare with data
Collected after interventions have been implemented.
Without this data, we won’t know if our interventions have
the intended impact.
Data on Inappropriate Behavior
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Data on Inappropriate Behavior
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4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
8:00
9:00
10:00
11:00
12:00
1:00
Data Sources
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The Behavior Intervention Plan
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 PREVENTION STRATEGIES
 REPLACEMENT BEHAVIOR
 TEACHING STRATEGIES
Prevention Strategies
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HOW WILL THE ENVIRONMENT BE
MODIFIED?
Prevention Strategies
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These are our prevention strategies for
Timmy Madd.
Let’ Practice
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 See the Document Camera
Prevention Strategies - Activity
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 Now, take your example and review what you
have listed as Prevention Strategies. Make
modifications at this point.
 Please be prepared to report out.
Teaching Strategies
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BASED ON THE FUNCTION, WHAT
WILL WE TEACH?
Teaching Activities
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• These are our
Teaching
Strategies for
Timmy Madd.
Let’ Practice
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 See the Document Camera
Teaching Strategies - Activity
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• Now, take your example and
review what you have listed as
Prevention Strategies. Make
modifications at this point.
• Please be prepared to report out.
Reinforcement Strategies
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WHAT DOES THE STUDENT LIKE?
WHAT WILL THEY WORK FOR?
Reinforcement Strategies
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• These are our
Reinforcement
Strategies for
Timmy Madd.
Let’ Practice
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 See the Document Camera
Reinforcement Strategies - Activity
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Now, take your example and review what
you have listed as Reinforcement
Strategies. Make modifications at this
point.
• Please be prepared to report out.
•
Why isn’t it working?
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 Recognizing Extinction Burst
 It’s going to get worse before it gets better
 Give it time
Addressing Recurrent Inappropriate Behaviors
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 Sometimes referred to as Inadvertent
Reinforcement
 What does this mean?
 Specifically address what adults will or will not
do to avoid reinforcing the behavior
Reinforcement vs. Punishment
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 What does the research say?
 Reinforcement is far more effective than punitive
consequences
 Reinforcement builds relationships
 When we do utilize a punitive consequence it
should
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Be issued immediately
Be fair, fit the crime
Be natural in nature, related to the offense
Struggling with Strategies?
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Intervention Trainings are offered in PLAN on:
FBA/BIP Interventions (Two-Part Series)
Oct 21 4:00
Oct 24 4:00
Data
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FREQUENCY
DURATION
LATENCY
MAGNITUDE
How Many Bites?
Frequency
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 Line Graphs
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6
5
4
3
2
1
0
8:00
9:00
10:00
1:00
12:00
1:00
What is the duration of the second bite?
Duration
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 Duration per occurrence
 Record each event in time and reset the clock
Date: ____ Time: ____ To: ____ Setting: _________
Episode #
Elapsed Time Per Episode
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________________________________
________
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________________________________
________
________________________________
Duration
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 Total Duration
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Record the length of each occurrence and add all
together
Date: ____ Time: ____ To: ____ Setting: _______
Total Duration Per Session: ______________
Latency
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 Begin timing at the end of the request. Stop
timing when student begins to engage in
requested activity
Event #1 ____ Event #2 ____ Event #3 ____
MEAN LATENCY _________
Latency Game
Magnitude
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HOW BIG?
HOW MUCH?
HOW MUCH DAMAGE?
HOW LONG?
Which bite is more intense?
Our Data Collection for Timmy
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 Whole Interval data will be collected weekly
(twenty minute periods) to help reduce
aggression.
 Partial interval recording data will be collected
weekly (twenty minute periods) to help increase
Timmy’s response rates of asking for help,
sharing frustration appropriately, asking for
breaks appropriately, and interacting with peers
appropriately.
 Who is responsible? Special Education Teacher
and Educational Assistants
 Review Date within 3-6 weeks of implementation:
Data - Activity
• Now, take your example and
review what you have listed as in
the Data Section. Make
modifications at this point.
• Please be prepared to report out.
Trouble Shooting Data
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 Do we understand the difference between
declarative knowledge and executive
functioning?
 Knowing and Doing are in fact different
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He can tell me what he’s supposed to do!!!
She knows what she’s supposed to do.
I’ve told her and told her!
She gets a note home every night.
Trouble Shooting Data
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 Do strategies reinforce replacement behaviors
and/or extinguish target behavior?
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Is data being collected to indicate a change in student
responses?
Is there an increase in the replacement behavior?
Is there a decrease in the target behavior?
Trouble Shooting Data
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 Are all adults following the plan with fidelity
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Observe before dumping a plan.
Go back to review recommendations in an FBA/BIP
and/or the Behavior Consultant recommendations.
Have all adults been exposed to the plan and received
needed training?
Crisis Plan
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WHEN DO WE COMPLETE THIS
SECTION?
Crisis Plan
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 Not all students will need a Crisis Plan
 Only aggressive, running behaviors
 Think about how your team would respond if the
anticipated behavior took place
Is there one person with sound rapport to de-escalate the
student?
 Implement Nonviolent Physical Crisis Intervention?
 Who responds?
 If they run, where do they go?
 What are staff designated responsibilities?
 Notify SRO?
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Crisis Plan
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 Why is this section important?
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Plan in place in the event violent or eloping behaviors
Everyone is prepared and knows what to do
Crisis management has been addressed with parents
and in the IEP
The Review Process
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This is an ongoing process…
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 In each meeting go ahead and set date and
time for the next meeting
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Low level behaviors can go up to 6 weeks
Severe behaviors need to be followed up on sooner
 Changes may not me made each time. If
behavior had decreased, the best plan may be
more of the same intervention.
 Changes to documenting the review process
How Do I Access a Behavior Consultant?
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 Behavior Consultant Involvement
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Use the procedures
Create FBA/BIP
Submit request form with needed attachments
HELP, PLEASE!
Filing paperwork
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 Places to file
 IEP folder, parents, teachers, administrator
 Extra signatures to obtain
 Any teachers expected to be knowledgeable and
implement the plan that were not at the meeting
Uploading the FBA/BIP to EdPlan
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 It is important that we transition to the
upload/paperclip method as Easyfax will soon
be unavailable
 Look at step by step process… we are going
to practice as well.
Questions?
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 [email protected]
 [email protected]
 [email protected]
 [email protected]
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