Functional Behavioral Assessment is most effective when approached

							        Functional Behavior Assessment and Behavior Intervention Plans
                                FBA Guidance

                         MAKE SURE DISTRICT NAME IN ON TOP
The Functional Behavior Assessment (FBA) process and the development of the Behavior
Intervention Plan (BIP) assist school teams in analyzing the student’s environment and
constructing positive, preventive supports to promote appropriate behaviors that support
learning. The FBA/BIP process can be used for any student exhibiting behavioral problems,
from the pre-referral stage to the more intensive levels of need. The goal of functional
assessment is not to “punish” misbehavior, but to alter the environment to promote children's
appropriate behavior, and to teach them more adaptive and acceptable ways to get what they
want thereby supporting students in the least restrictive environment.

When to conduct
While educators are required to conduct an FBA for students whose behavior interferes with
their learning or the learning of others (ED students) they must also conduct when persistent
behavioral concerns exist (FBA is commonly a part of the pre-referral and referral activities, and
IEP development, review, and revision for misbehaving students). Additionally, they are also
required by law to conduct when the student has been suspended or removed for 10 or more
cumulative days in a school year.

Who conducts?
Functional Behavioral Assessment is most effective when approached as a collaborative process.
Support teams including the student’s family, educators, and/or other direct service providers
should be involved in assessment and intervention. It is also helpful to include people who have
specific expertise in behavior analysis and intervention design (school psychologists). The
assessment teams should include people who know the student best, have a vested interest in
positive outcomes, represent the range of environments in which the student participates, and
have access to resources needed for support. (General Ed and special Ed teachers)

I. IDENTIFICATION OF STRENGTHS
Starting with students' strengths, instead of their deficiencies, enlists their intrinsic motivation. It
keeps them in a hopeful frame of mind to learn and work on their problems if they recognize
their strengths, interests, goals, and dreams as the beginning point for learning

II. IDENTIFICATION OF TARGET BEHAVIOR
Once the behavior of concern has been identified, it is important to define the behavior. It is
necessary to narrow the definition to make it easier to observe and record the target behavior.
Descriptions of behaviors are vague (e.g., poor attitude or aggressiveness), it is difficult to
measure these behaviors and determine appropriate interventions. Even behavior such as
aggression may mean different things to different people. Some may feel a threatening gesture
represents aggression; others may not. A precise definition, one that includes examples of the
behavior of concern, should eliminate measurement problems stemming from an ambiguous
description of behavior. Another example, initial observations enable the IEP team to more
accurately define Trish’s aggression as, "Trish hits, kicks, or uses threatening language (e.g.,
"I’m going to kill you!") with other students during recess when she does not get her way." Other
examples of well-defined behavior include defining verbal off-task behavior as: "Charles makes
irrelevant and inappropriate comments during reading class (e.g., "This is dumb." or "Anyone
could do that."); and hyperactivity as: "Jan leaves her assigned area without permission (e.g.,
walks around class, goes to reward area of class), completes only small portions of her
independent work (e.g., 3 of 10 problems), and blurts out answers without raising her hand.


III. BACKGROUND INFORMATION RELEVANT TO THE TARGET BEHAVIOR

Review of Pertinent Records
A review of a student's records involves analysis of the history related to the target behavior.
Information from the student's files may provide details that help examiners understand why the
child is having difficulties in school. May include; Attendance records, Grade reports, Discipline
and behavior records. Sample record reviews are included in
                                                                             ATTACHMENTS A
Previous Interventions and Outcomes
Pre referral documentation may include when staff started to intervene, what interventions were
tried, for how long, with what results and how they're documented, etc. Anecdotal records of
changes made, differentiation provided, interventions tried – along with their results – should be
maintained. When a teacher and other school staff have been providing and documenting
interventions and progress monitoring for a student for some time, the process itself calls for a
continuous gathering, analyzing and summarizing of data. Samples-
                                                                               ATTACHMENTS B
Summary of Interviews (parent, staff, student)
Interviewing with the student and/or parent along with targeted staff members is recommended.
Sample interviews ate included in
                                                                              ATTACHMENTS C
Other relevant information (including cognitive, affective and environmental conditions)
This information may be based upon previous psychological information, social history, health
information or involved agency information


IV. OBSERVATION OF TARGETED BEHAVIOR

In collecting information to refine the definition about behavior, it is necessary to observe the
student in various settings (e.g., classroom, cafeteria, playground, and other social settings),
during different types of activities (e.g., individual, large group, or cooperative learning), and to
discuss the student’s behavior with other school personnel or family members. This will help the
team to determine the exact nature of the behavior and to narrow its scope of the examination of
the problem situation.

   Date              Location                                 Observer Notes



Some sample observation forms are included in ATTACHMENT D
   Baseline Frequency                  Intensity                Duration        Educational Impact
                                    Mark all that apply
                              ____ Distractive            This section        How does this behavior
                              Low      Med     High       provides the        impact the individual
                                                          details on how      student’s performance
                              ____ Disruptive             long this           and/or the achievement
                              Low      Med     High
                                                          behavior had        of others in the class?
                              ____ Destructive            been occurring.     Specific data not just
                              Low      Med     High       Exact data          perceptions are helpful.
                                                          needs to be
                              Misbehavior is an           recorded.
                              emotional state that        Examples
                              varies in intensity         include; since
                              from mild irritation        Sept. 11, three
                              (distraction) to            times a day for
                              intense fury and rage       two weeks
                              (destruction).
                              Disruptive behavior
                              is difficult to define
                              as each situation has
                              to be evaluated in
                              context of the
                              occurrence


V. IDENTIFYY THE FACTORS SURROUNDING THE TARGETED BEHAVIOR
Indicate the possible predisposing factors, triggers (antecedent), concurrent events and outcomes
that provide the context for the current behavior.

    Possible       Setting/Concurrent            Antecedent         Outcome         Possible Function
 Predisposing            Events                   (Trigger)                           of Behavior
    Factors
Possible           Some situations to         Must determine     When the target    ** Lack of ability
factors that       consider may               if specific        behavior occurs    or skill.
may contribute     include:                   environmental      what happens
to the behavior:   **events or                antecedents are    after. Are there   **Awareness
**Awareness        conditions that            associated with    consequences?      **Attention-
and                typically occur            the targeted       What are the       seeking—
Knowledge          before the behavior        behavior. There    “payoffs” the
**Beliefs          **events or                are fast and       student is         **Competing
**Values-          conditions that            slow triggers      receiving from     **Power/Control—
**Attitudes-       typically occur after                         the behavior?
**Social           the behavior                                                     **Venting
/Family            **common setting                                                 frustration or anger
situations-        events                                                           **Escape
**Existing         **in small and large
Skills             group situations                                             Sample
                   **structured and                                             determinations
                   unstructured                                                 ATTACHMENTS
                   situations                                                   E


VI. DEVELOP A FUNCTIONAL HYPOTHESIS

Using the information that emerges from data analysis, the team develops a hypothesis statement
regarding the likely function(s) of the student behavior. The hypothesis statement can then be
used to predict the social/environmental conditions (the context) within which the behavior is
most likely to occur. Only when the function(s) of the behavior is (are) known is it possible for
the team to establish an effective behavioral intervention and support plan. The hypothesis
statement is a concise summary of information collected during the assessment phase, a
statement that explains or represents a "best guess" regarding the reason(s) for the behavior. A
well-written hypothesis statement gives clear direction to members who are responsible for
developing a behavior intervention plan. Here are a few examples:

   o     Charles disrupts reading class by swearing at the teacher when he is asked to read aloud.
         He is most likely to disrupt the class if he has not had breakfast or if there was a problem
         at the bus stop. Charles stops swearing when he is told to leave the group.
   o     When she does not get what she wants from her peers, Trish calls them names and hits
         them until they give in to her demands.
   o     Juan verbally threatens the teacher when he is given a math assignment that he sees as too
         lengthy and too difficult, but stops when he is told to find something else to do.

VI. POSITIVE PREVENTIVE STRATEGIES
Determine the student’s strengths, and known reinforces in order to target specific
alternative/replacement behaviors. Effective behavior programs are based on the idea that an
early response to a problem leads to better outcomes for students and teachers. The FBA will
give educators practical and specific strategies to build successful positive, preventive programs
in schools.

       What positive behaviors, activities and or roles could replace the problem behaviors
        and still serve the same function for the child?
Replacement behaviors may include (e.g., communicative alternatives that provide an immediate
mechanism for ones. An intervention plan should target specific skills and what will be taught to
allow an individual to meet his or her objectives in a person to meet their needs) and other skills
that improve overall functioning (e.g., independent living, social skills, leisure/recreation,
tolerance). Replacement skills must be taught systematically and effectively. Systematic
instruction involves using effective instructional cues, analyzing and breaking down task
components, employing appropriate teaching methods (e.g., prompting, shaping, and fading
procedures), and rewarding and correcting behaviors consistently. Failure of a person to develop
the desired skills should prompt a reassessment of these teaching methods

        When, where and with whom is the problem behavior typically not displayed?
Base on schedules, record review, discipline documents and interviews are there any staff,
subjects, and times of the day or situations when the problems do not exist.

       Based on formal and informal assessments, what reinforces might be most
        successful in helping to motivate the student?
This can be determined informally by asking the student during the interview process a series of
questions on interests, likes and dislikes that may be used as incentives in the BIP, More formal
reinforcement surveys are available in ATTACHMENTS F.



.
                                        BIP Guidance

MAKE SURE DISTRICT NAME AND CURRENT SCHOOL YEAR IN ON THE TOP

BIP’s are designed to give teachers ways to counter behavioral problems with practices that that
have proven effective in all school settings.

Name, DOB, Date
Student’s name, date of birth and date plan is being implemented

Box in top right hand corner is to indicate if this plan is an initial BIP. Or what number
revision we are in.

Hypothesis:
This is taken directly from the FBA Part VI

Target Behavior
State in one or two words what the target behavior is on the given line
Current level- Baseline data of the targeted behavior
Goal Level- Anticipated short term change to the target behavior as the result of the intervention.
Date to follow up and measure will be helpful

Prevention Strategies
To head off trouble, first look for the signs that something many be about to happen. The best
way to handle a problem is to prevent the problem. This is true in managing misbehavior in
students. Without prevention strategies staff will certainly run around dousing one blaze after
another; but understanding why the student misbehaved can help prevent many problems from
the start. Think about what can be done to interfere with the target behavior as well as what
positives we can give students to change the cycle of negativity. The goal is not to have an
exhaustive list but to target one or two things that will be consistently done by staff. Use
information from motivation and reinforcement inventories to build prevention strategies.

Alternative Behaviors to be taught A replacement behavior is an appropriate behavior that the
child can perform that accomplishes the same goal as the inappropriate behavior. Without
teaching a child a replacement behavior, meaningful, positive changes in behavior will be
difficult, if not impossible, to obtain. It is unrealistic to expect anyone to stop doing something
that works for them without giving them something to do in exchange. If an individual hurts
herself to escape from the noise and the crowd of the dinner table, then she should be taught
another, equally effective way she can ask to be excused from the table. This could be signing,
pointing to a symbol taped to the table, or pressing a button on a communication device.
Teachers MUST directly instruct, model, practice and reinforce the new behavior. Again we will
teach one new replacement at a time.

Who When and How
To yield results there needs to be cooperation among school, parents, and children. All three
have important roles and responsibilities in an intervention plan. The BIP must spell out who is
responsible for doing what so that no misunderstandings happen. The goal is a shared
responsibility with multiple people supporting the student.
Crisis Management Steps Safe crisis management procedures are needed and should be planned
for thoroughly in advance. It is important to remember that the goals of crisis management
procedures are to ensure the safety of the student and all others, and to de-escalate the problem as
rapidly as possible. Rapid response ensures the safety of all involved not an attempt to change
behavior with punitive or reactive. These are to be written in steps that would escalate in
intensity. Do not forget time out if you are going to use that must be spelled out.
ATTACHMENT G
Monitoring Schedule How often will data be collected on the behavior after the interventions are
in place, additionally a date needs to be established to meet again to review the plan and analyze
the data collected. Progress must be reported on the goals and progress of this plan to parents just
as we do for IEP goals.
Person Responsible It must be spelled out as to who will collect data in classes and who will
summarize the data that teachers collect.
Intervention Progress Notes
Measuring changes in behavior and improvements in a student’s quality of life (e.g.,
participation in integrated activities, improved social relationships, independence and self-
sufficiency) needs to happen on a regular basis. Individual BIPs include objective methods for
evaluating these outcomes, and determining adjustments that might be warranted when progress
does not occur within the time frame established at the initial meeting.

Dates: When reviewed
Progress monitoring codes similar to what is used in IEP Direct
Data: Summarized new data on the target behavior
Summary: Recommendations for next step, changes or modifications that need to take place to
make this student successful. Circle what will happen next; continue, revise, rewrite or
discontinue