1 Created by: Amelia Owen Jacquelynn McDonough-Dority Patti Wilson David Martin Department of...
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FBA AND BIP EFFECTIVE BEHAVIOR PLANS FOR STUDENTS 1 Created by: Amelia Owen Jacquelynn McDonough-Dority Patti Wilson David Martin Department of Exceptional Children's Services
1 Created by: Amelia Owen Jacquelynn McDonough-Dority Patti Wilson David Martin Department of Exceptional Children's Services
1 Created by: Amelia Owen Jacquelynn McDonough-Dority Patti
Wilson David Martin Department of Exceptional Children's
Services
Slide 2
Lets look at the WIKI 2
http://FBA/-behaviorsupport.wikispaces.com
Slide 3
Norms 3 Ask questions please Minimize side bar conversations
Cell phones on vibrate, computers closed
Slide 4
4
Slide 5
Today Participants Will 5 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
Slide 6
Collaborative Problem Solving 6 Paradigm shift Kids do well if
they can Check your lenses Plan B A Non-example
http://www.livesinthebalance.org/solving-problems- collaboratively
Work of Dr. Ross Greene
Slide 7
New Example 7
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8
Slide 9
WHAT DOES THE STUDENT DO WELL? STUDENTS STRENGTHS, GIFTS, &
TALENTS. WHAT ARE THERE INTERESTS? WHAT DO THEY LIKE TO HELP
OTHERS? 9 Strengths
Slide 10
Strengths Our Example 10 This is how we would identify the
strengths of our example student.
Slide 11
Let Practice 11 See the Document Camera
Slide 12
Strengths - Activity 12 Now, take your example and review the
identified strengths. Make modifications at this point. Please be
prepared to report out.
Defining Inappropriate Behavior 14 This is how we defined the
disruptive behavior in our example.
Slide 15
Let Practice 15 See the Document Camera
Slide 16
Inappropirate Behavior - Activity 16 Now, take your example and
review the identified inappropriate behavior. Make modifications at
this point. Please be prepared to report out.
Slide 17
Inappropriate Behavior - Activity 17 Everyone gets a chance to
write a target behavior! Make the following into measureable and
observable target behaviors Noncompliance Task Refusal Aggressive
Difficult to Manage Seeks Power / Control Disrespectful
Disruptive
Slide 18
Why Isnt it working? 18 FAILURE TO ADEQUATELY DEFINE
INNAPROPRIATE BEHAVIOR?
Slide 19
WHAT ARE THE ENVIRONMENTAL TRIGGERS? 19 Antecedent
Triggers
Slide 20
Identifying Antecedent Triggers 20 This is how we defined the
Antecedent Triggers in our Example.
Slide 21
Let Practice 21 See the Document Camera
Slide 22
Antecedent Triggers Activity 22 Now, take your example and
review the identified antecedent triggers. Make modifications at
this point. Please be prepared to report out.
Slide 23
WHAT IS THE IMMEDIATE IMPACT ON THE ENVIRONMENT WHEN THE
BEHAVIOR OCCURS? 23 Response of Others to Inappropriate
Behavior
Slide 24
Response of Others 24 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 students reaction?
Slide 25
Response of Others 25 Why is this section important? 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
Slide 26
Response of Others 26 This is how we described the Response of
Others to in the environment.
Slide 27
Let Practice 27 See the Document Camera
Slide 28
Response of Others Activity 28 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.
Slide 29
WHAT IS THE PAYOFF? WHY DOES THIS WORK FOR THE STUDENT? WHAT
REINFORCES THE BEHAVIOR? 29 Function
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30 This is how we identified Function.
Slide 31
Let Practice 31 See the Document Camera
Slide 32
Function - Activity 32 Now, take your example and review what
you have identified as Function. Make modifications at this point.
Please be prepared to report out.
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Why Isnt it working? 33 Is function misidentified?
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34 Inappropriate Behavior 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 wont know if our interventions
have the intended impact.
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Data on Inappropriate Behavior 35
Slide 36
Data on Inappropriate Behavior 36
Slide 37
Data Sources 37
Slide 38
PREVENTION STRATEGIES REPLACEMENT BEHAVIOR TEACHING STRATEGIES
38 The Behavior Intervention Plan
Slide 39
HOW WILL THE ENVIRONMENT BE MODIFIED? 39 Prevention
Strategies
Slide 40
40 These are our prevention strategies for Timmy Madd.
Slide 41
Let Practice 41 See the Document Camera
Slide 42
Prevention Strategies - Activity 42 Now, take your example and
review what you have listed as Prevention Strategies. Make
modifications at this point. Please be prepared to report out.
Slide 43
BASED ON THE FUNCTION, WHAT WILL WE TEACH? 43 Teaching
Strategies
Slide 44
44 Teaching Activities These are our Teaching Strategies for
Timmy Madd.
Slide 45
Let Practice 45 See the Document Camera
Slide 46
Teaching Strategies - Activity 46 Now, take your example and
review what you have listed as Prevention Strategies. Make
modifications at this point. Please be prepared to report out.
Slide 47
WHAT DOES THE STUDENT LIKE? WHAT WILL THEY WORK FOR? 47
Reinforcement Strategies
Slide 48
48 These are our Reinforcement Strategies for Timmy Madd.
Slide 49
Let Practice 49 See the Document Camera
Slide 50
Reinforcement Strategies - Activity 50 Now, take your example
and review what you have listed as Reinforcement Strategies. Make
modifications at this point. Please be prepared to report out.
Slide 51
Why isnt it working? 51 Recognizing Extinction Burst Its going
to get worse before it gets better Give it time
Slide 52
Addressing Recurrent Inappropriate Behaviors 52 Sometimes
referred to as Inadvertent Reinforcement What does this mean?
Specifically address what adults will or will not do to avoid
reinforcing the behavior
Slide 53
Reinforcement vs. Punishment 53 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 Be issued immediately Be fair, fit the crime
Be natural in nature, related to the offense
Slide 54
54 Struggling with Strategies? Intervention Trainings are
offered in PLAN on: FBA/BIP Interventions (Two-Part Series) Oct 21
4:00 Oct 24 4:00
Slide 55
FREQUENCY DURATION LATENCY MAGNITUDE 55 Data
Slide 56
How Many Bites?
Slide 57
Frequency 57 Line Graphs
Slide 58
What is the duration of the second bite?
Slide 59
Duration 59 Duration per occurrence Record each event in time
and reset the clock Date: ____ Time: ____ To: ____ Setting:
_________ Episode #Elapsed Time Per Episode ________
________________________________
Slide 60
Duration 60 Total Duration Record the length of each occurrence
and add all together Date: ____ Time: ____ To: ____ Setting:
_______ Total Duration Per Session: ______________
Slide 61
Latency 61 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
Slide 62
HOW BIG? HOW MUCH? HOW MUCH DAMAGE? HOW LONG? 62 Magnitude
Slide 63
Which bite is more intense?
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Our Data Collection for Timmy 64 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 Timmys 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:
Slide 65
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.
Slide 66
Trouble Shooting Data 66 Do we understand the difference
between declarative knowledge and executive functioning? Knowing
and Doing are in fact different He can tell me what hes supposed to
do!!! She knows what shes supposed to do. Ive told her and told
her! She gets a note home every night.
Slide 67
Trouble Shooting Data 67 Do strategies reinforce replacement
behaviors and/or extinguish target behavior? 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?
Slide 68
Trouble Shooting Data 68 Are all adults following the plan with
fidelity 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?
Slide 69
WHEN DO WE COMPLETE THIS SECTION? 69 Crisis Plan
Slide 70
70 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?
Slide 71
Crisis Plan 71 Why is this section important? 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
Slide 72
72 The Review Process
Slide 73
This is an ongoing process 73 In each meeting go ahead and set
date and time for the next meeting 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
Slide 74
How Do I Access a Behavior Consultant? 74 Behavior Consultant
Involvement Use the procedures Create FBA/BIP Submit request form
with needed attachments HELP, PLEASE!
Slide 75
Filing paperwork 75 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
Slide 76
Uploading the FBA/BIP to EdPlan 76 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.
