Intro to Complex Functional Behavioral Assessment and Behavior Intervention Planning Daniel Parker Autism and Family Engagement – WI DPI Dave Kunelius

Intro to Complex Functional Behavioral Assessment

and Behavior Intervention Planning

Daniel Parker Autism and Family Engagement – WI DPI

Dave Kunelius WI RTI Center Technical Assistance Coordinator - PBIS

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material

Wisconsin RtI Center

Our mission is to support schools through the phases and sustainability of their RtI system implementation.

The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance…as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.

Training Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPONSIBLE Make yourself comfortable & take care of your needs

Address question/activity in group time before discussing “other” topics

Ask questions

BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate”

Contribute where possible

BE PREPARED Follow up on tasks for next training day

Take (and Pass) notes (use Action Plan throughout day)

Assumptions and Objectives• Assumptions

Participants already conduct brief functional behavioral assessment Participants are facilitating the Functional Behavior Assessment

process in their buildings and are working with teams to build behavior support plans for individual students

• Objectives Brief overview of entire FBA/BIP process (from Brief to

Complex) & where it fits in the 3-Tiered continuum of supports

Difference in role of Tier 2 versus Tier 3 FBA/BIP Facilitator Technical aspects of Complex FBA & BIP Review of more intensive FBA tools (FCRM, PBQ, scatter

plots, etc.) Introduction of Wraparound

Forced-Choice Reinforcement Menu

• Find the tool in your folder.• Think back to third grade and answer the

questions based on yourself at that time.• Fill it out before you look at the scoring.

10 minutes to complete• Scoring

Introductions/Reflection

• Introduce yourself to the table

Forced-Choice Reinforcement Menu:

• When would you use this tool?• Who could you use it with?• How might it benefit the team when

writing a behavior plan?

Student Strengths

Desired Behavior Current Consequence

Setting Event Trigger/Antecedent Problem Behavior(s) Maintaining Consequence

Function

Replacement BehaviorAdapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

FBA/BIP Competing Behavior Pathway

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Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Brief Overview of theTier 3 FBA/BIP System

Focusing on Teaming

Teaming at Tier 3

• Tertiary Systems Planning ‘conversation’ Monitors effectiveness of Complex FBA/BIP &

Wraparound supports Review data in aggregate to make decisions on

improvements to the interventions themselves Students are NOT discussed

• Individual Student Teams FBA/BIP Team per student Wraparound Team per student

Tertiary System Planning Team

• Supported by Tertiary Coach• Review/assess effectiveness of interventions

themselves• Work on improving/creating intervention

systems, data, practices• Support Complex FBA/BIP & Wraparound

facilitators

Tier 2/3 Automated Tracking Tool

http://www.wisconsinpbisnetwork.org/coaches/resources.html

http://www.wisconsinpbisnetwork.org/coaches/resources.html

Student-Specific Teams• Wraparound Team:

Family of child and all relevant stakeholders invited by family. Wrap facilitators are trained to effectively engage families so that they will see that these teams are created by and for the family, and therefore will want to have a team and actively participate. School staff involved are informed that their presence is uniquely important for this youth and invited to participate.

• Individual Youth FBA/BIP Team: Like the wraparound team, this team is uniquely created

for each individual child in need of comprehensive planning and the families are critical members of the team. All relevant individuals/staff are invited.

Team Development

Initiating Tier 3 FBA/BIP Process Prepare for team meetings through individual

conversations with core team members (critical first step)

The first contact/s with the family should feel different than being invited to a standing/generic meeting (ex. IEP meeting)

Gather information on youth strengths & preferences (this will be valuable information for action planning)

Team Development (cont.)

Tier 3 FBA/BIP Facilitator: Meets with family & stakeholders Gathers perspectives on strengths & needs Assesses safety

• Initiates creation of crisis/safety plan if safety is compromised Explains the Tier 3 FBA/BIP process Assists in identifying team members, invites members &

facilitates mtg. Summarizes interview information & data review (FBA)

into Competing Behavior Pathway and shares with team

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

TEAMING: What Modifications are Needed to your Teaming Process to Ensure both Tertiary Systems & Practices are Used Effectively?

Scatter Plot Exercise

• Find scatter plot in your folder.• Select a behavior of the trainer or someone

else in the room. OPERATIONALIZE the behavior For the purposes of this exercise the behavior

should not be a “problem behavior”

• Write the behavior on the top of the scatter plot and track behavior.

Scatter Plot Exercise

Focus on Layering:

Differences between Tier 2 & Tier 3 FBA/BIP

Based on Research and Practical Experience…..

• By the time youth access FBA/BIP intervention, they are already at high-risk of placement change

• More youth need FBA/BIP, sooner.

• FBA/BIPs are often found in the “file” and viewed as a document.

• Many BIPs focus only on consequences (rewards/punishments), omitting supports that make appropriate behavior more likely

Identifying Who Needs a FBA/BIP

• Kids are referred to an individual problem solving team by the Secondary Systems Team typically when lower-level, Simple Secondary, interventions do not result in adequate progress.

Any student not responding adequately to CICO, S/AIG and/or Mentoring etc. (CnC etc.).

Request for Assistance made:• Data identifies student as in need (# of ODRs,

suspensions, absences, etc..).• Exception to the system: Adult perceives youth as in

urgent need (lower-level support not seen as adequate)

Brief vs. Complex FBA/BIP

Brief• Generic Individual

Problem solving Team

• Meeting time/day usually already determined

• Plan developed quickly/easily

Complex• Individualized Youth

FBA/BIP Team

• Meeting time/day decided by individualized team

• Interventions are highly individualized

Brief vs. Complex FBA/BIP

Brief• Every school has this

type of meeting

Behavior intervention plans address only one behavior, typically only in one setting.

Complex• May be a new type of

meeting for schools.

• Interventions/strategies address multiple settings and/or behaviors

Brief vs. Complex FBA/BIPBrief

• SWIS data, Daily Progress Report (DPR) points, Functional Assessment interviews

• Effectiveness of system monitored by Secondary Systems Planning Team

• Data reviewed at least every other week

Complex• SWIS data, Daily Progress

Report (DPR) points, Functional Assessment interviews, SIMEO Data, direct observation data, additional tools as needed

• Effectiveness of system monitored by Tertiary Systems Planning Team

• Data reviewed at least weekly

Starting the Tier 2 FBA/BIP Process

• Secondary/Tier 2 systems team: Identifies youth needing FBA/BIP Refers to individual problem solving team

• FBA/BIP facilitator (i.e. SW, counselor, psychologist) take lead in using tools & organizing data (FBA)

• FBA/BIP facilitator: generates FBA summary based on data shares with problem-solving team (stakeholders) guides team in developing BIP

Tools/Data Used for Brief FBA/BIPTools:

• Functional Assessment Interview (FACTS)

• Student-Directed Functional Assessment

• Family-Directed Functional Assessment

Data:• CICO data graphs

• SWIS individualized student report

• Grades

Transitioning to Tier 3 FBA/BIP

• Problem-Solving Team reconvenes with stakeholders 4-6 weeks after Brief BIP is implemented

• If student did not respond well enough to Brief BIP, the Tier 2 FBA/BIP Facilitator refers youth to Tier 3 FBA/BIP Facilitator or Wrap Facilitator to start Tertiary process (may be same Tier 2 FBA/BIP Facilitator)

The Process for Conducting a FBAThe Process for Conducting a FBA

1. Describe the behaviors that are interfering with learning in concrete and observable terms.

2. Collect data from multiple sources to measure the challenging behavior to establish a baseline.

3. Analyze the data and develop a hypothesis that describes why the behavior is occurring, a replacement behavior that leads to the same outcomes, and the conditions that will make it more likely to occur.

Next Step: Use this data to develop a Behavior Intervention Plan.

Functional behavior assessments should look for Functional behavior assessments should look for patterns to determine the conditions under which patterns to determine the conditions under which the behavior is likely to occur:the behavior is likely to occur:

– When When does the behavior occur (and when is it does the behavior occur (and when is it less likely to occur)?less likely to occur)?

– WhoWho does the behavior occur with? does the behavior occur with?– How frequently does it occur?How frequently does it occur?– For For how long how long does the behavior occur?does the behavior occur?– What happens before behavior? (What happens before behavior? (antecedentantecedent))– What happens after behavior? What happens after behavior?

((consequence/outcomeconsequence/outcome))

Tier 3 FBA/BIP Facilitatora) Interviews all stakeholders & reviews data to generate FBA

(including previously implemented Brief FBA/BIP)b) Illustrates FBA to the rest of the team through the

Competing Behavior Pathway; including hypothesized function; and shares data sources and process used; including interviews that were done

c) Leads the team in creating a BIP; making sure all stakeholders have chance to give input and agree with aspects of the plan that require their action/support

Other team members/Stakeholders: a) Ask questions for clarification on FBA & come to consensus on

hypothesized function or briefly brainstorm alternative function together with FBA/BIP Facilitator

b) Using youth’s strengths, helps in creating the BIP; contributing as an ‘implementer’ for parts of BIP where needed (ex. SW may add student to group counseling, Special Education teacher may see youth for after-school tutoring, Counselor may add youth to CICO)

Additional Data Tools Used for Complex FBA/BIP

• SIMEO (IL) Educational Information Tool Student Disposition Tool

• Problem-Behavior Questionnaire• Forced-Choice Reinforcement Menu• Complex FBA Family-Directed Interview• Direct observation• Setting-specific data (Scatter Plot, ABC chart)

Student Strengths



Function



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Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

Tier 3 Behavior Intervention Planning

• All areas must be addressed: Setting Events Triggering Antecedents Behavior or skills Consequences

• All individuals must be involved: Family Non-teaching staff/bus drivers etc. Teachers/administrators

Scatter PlotsScatter Plots

9/24 9/28 10/1 10/5 10/6 10/8

9:10-9:15 E E E C E E

9:15-9:20 E E C C E E

9:20-9:25 A A C E C E

9:25-9:30 A A A E A E

9:30-9:35 A A A E A A

9:35-9:40 A C A E A A

9:40-9:45 C C A E A A

E = Engaged/workingE = Engaged/working A = Using angry wordsA = Using angry words C = Using calming strategies C = Using calming strategies


9/24 9/28 10/1 10/5 10/6 10/8

9:10-9:15 A E E E E E

9:15-9:20 A E E A E E

9:20-9:25 A C E A C E

9:25-9:30 A C C C A E

9:30-9:35 A C C C A C

9:35-9:40 C C C E C C

9:40-9:45 C C C E C C



9/24 9/28 10/1 10/5 10/6 10/8

9:10-9:15 A A A C C A

9:15-9:20 A A A A C A

9:20-9:25 A A C A C C

9:25-9:30 C A E C E C

9:30-9:35 E A E C E E

9:35-9:40 E C E E E E

9:40-9:45 E C E E E E


ABC Recording FormABC Recording Form

Observer: Student:Setting: Date:

# Time Activity/ Task

Antecedent Behavior Outcome/ Consequence

1

2

Direct Data CollectionDirect Data CollectionObservations over multiple Observations over multiple

settings and multiple dayssettings and multiple days• Scatter plotsScatter plots• ABC analysisABC analysis

Indirect Data CollectionIndirect Data Collection• Student, parent, and teacher interviewsStudent, parent, and teacher interviews• Record reviewsRecord reviews• Review of work samples, tests, etc. Review of work samples, tests, etc.

Considerations for Collecting Considerations for Collecting DataData

Summarize the Antecedents and Setting Events:

What situations seem to set off the problem behavior? (difficult tasks, transitions, structured activities, small group settings, teacher’s request, particular individuals, etc.)

When is the problem behavior most likely to occur? (times of day and days of the week)

When is the problem behavior least likely to occur? (times of day and days of the week)

Setting Events: Are there specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history or problems with peers, etc.)

Describe the Consequences (or outcomes)of the Target Behavior

What usually happens after the behavior occurs?• What is the teacher’s reaction?• How do other student’s react?• Is the student sent to the office, does the student get out of doing work, does the student get in a power struggle, etc.)

“Sam”• Kindergartener

• Aggressive with peers, not participating in activities or following routines, difficulty focusing on any activity

ECC program red flagged him due to behavior and lack of academic progress

DCFS involved

Student Strengths



Function



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Conflict at home: mornings when not organized for school, not sure who will take Sam to school

Morning activity when teacher requests that he sit on chair or carpet for structured activity

Does not join activity – walks around the classroom poking and pushing kids

Gets a time out to calm down and misses activity Escape

Follow routines Coupons, praise

Walk to a designated area of classroom

1.1. Is the behavior clearly defined in observable and Is the behavior clearly defined in observable and measurable terms?measurable terms?

2.2. Have replacement behaviors that serve the same Have replacement behaviors that serve the same function and the conditions under which they should function and the conditions under which they should occur been identified?occur been identified?

3.3. Has the data been triangulated using multiple sources Has the data been triangulated using multiple sources and multiple measures over multiple settings?and multiple measures over multiple settings?

4.4. Has a hypothesis been developed based on the data Has a hypothesis been developed based on the data collected which identifies the conditions under which collected which identifies the conditions under which the replacement behavior will occur?the replacement behavior will occur?

Do we have all of the information we Do we have all of the information we need?need?





•Teach how to quietly walk to a designated area of the room

•Teach how to sit and complete tasks for 5 minutes up to 10 minutes

•Walk with “responsible” 4th grade cousin to school.

•CICO modified (new adult and more specific goals)

•Re-teach expected behavior for all classroom settings

•Additional rating periods for expectations

•Individualized positive greeting by teacher in the morning

•Points/ coupons when quietly goes to his “area”

•Points/ coupons when participates in activities

•Does not earn points if puts hands on students

Moving from Brief FBA/BIP to Complex FBA/BIP

• Team developing plan became more individualized

• Additional data tool used—Educational Information Tool (SIMEO)

• BIP strategies applied in multiple settings (at school)

Student Strengths



Function



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Conflict at home: problem behavior at home before school

Structured academic tasks

Does not complete work, throws things, laughs, disturbing others

Teacher walks over, talks to him and helps him get on task Adult attention

Ask teacher for help

Follow routines Coupons, praise





• Teach how to ask for help

•Teach how to work in close proximity to peers -- sharing supplies and asking for help from peers

Cousin involved in CICO process(more encouragement, helping to get DPR home for guardian to see)

•More re-teaching for whole class, how to quietly work

•Higher rates of praise during activities

•Use timer so all kids could see how much time they had for activity

•Points earn extra playtime of choice at end of class

•Planned ignoring of problem behavior (teacher will reward nearby youth)

•Reward at home when earns DPR points

Competing Behavior Pathways ModelCompeting Behavior Pathways Model

Setting Setting Event(s)Event(s)

AntecedentAntecedent

Desired Desired BehaviorBehavior

Behavior Behavior Interferes w/ Interferes w/ LearningLearning

Replacement Replacement (Taught) (Taught) BehaviorBehavior

IdealIdealOutcomeOutcome

CurrentCurrentOutcomeOutcome

Sleep Sleep Medicine Medicine ImpairmentImpairment

Peer Peer CommentComment

Conscious choice to Conscious choice to ignore, regulation ignore, regulation skill, appropriate skill, appropriate

commentcomment

Completes Completes all work in all work in

classclass

Threats, Threats,

loud voiceloud voice

Allowed to leave Allowed to leave to get a drink of to get a drink of

waterwaterin the hallwayin the hallway

Work Work output is output is reduced reduced

Taught to use regulation skill

when in hallway for drink

Goes to Goes to independent independent

reading area and reading area and writes in journalwrites in journal

Data-based Progress

Month Average Daily Progress Report points

Sept-November

(CICO and Mentoring)

32%

December-February

(Added Brief FBA/BIP)

63%

March-May

(Moved to Complex FBA/BIP)

70%

Educational-Information Tool

Dibels Testing 2008/09Letter Naming Fluency Letter Sound Fluency

Beginning Benchmarks- At risk

Beginning Benchmarks- At risk

Ending Benchmarks- Emerging

Ending Benchmarks- Emerging

TEAMING: What modifications are needed to your FBA/BIP System to ensure practices are efficient and effective at Tier 2 & Tier 3?

1.1. Is the behavior clearly defined in observable and Is the behavior clearly defined in observable and measurable terms?measurable terms?

2.2. Have replacement behaviors that serve the same Have replacement behaviors that serve the same function and the conditions under which they should function and the conditions under which they should occur been identified?occur been identified?

3.3. Has the data been triangulated using multiple sources Has the data been triangulated using multiple sources and multiple measures over multiple settings?and multiple measures over multiple settings?

4.4. Has a hypothesis been developed based on the data Has a hypothesis been developed based on the data collected which identifies the conditions under which collected which identifies the conditions under which the replacement behavior will occur?the replacement behavior will occur?

Do we have all of the information we Do we have all of the information we need?need?

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport

OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.Pbis.org/schoolwide.htm

http://www/

FBA/BIP Tools

1) Direct Observation• Formal (recorded)• Informal (anecdotal)

2) Interviews, checklists, surveys• Brief, simple, practical• Longer, more complex, use when necessary

3) Archival records• Already exist

Additional Data Tools Used for

Complex FBA/BIP• Problem-Behavior Questionnaire• Forced-Choice Reinforcement Menu• Complex FBA Family-Directed Interview• Direct observation tools (scatter plot, ABC

chart)• SIMEO (IL)

Educational Information Tool Student Disposition Tool

Recommended Time-frames for Data Review

• Simple Secondary: (ex. Check-in Check-out, Social/Academic Instructional Groups) Facilitator reviews bi-weekly, secondary system team

only reviews in aggregate two times monthly

• Individualized Simple Secondary: (ex. Check-n-Connect, Brief FBA/BIP) Facilitator reviews weekly, problem solving team

reviews monthly

• Tertiary/Complex Individualized Interventions: (ex. FBA/BIP & Wraparound) Facilitator reviews daily, team reviews weekly/bi-

weekly

TEAMING: What modifications are needed to your tool menu to ensure efficient and effective data use at Tier 3?

When a Complex FBA/BIP is Not Enough

• When setting events are too big (challenging, confusing, multi-faceted)

• When placement is at-risk (home, school &/or community)

• When adults are not getting along

• In these situations…Wraparound can help

Deciding Which Tertiary Level Intervention is Most Appropriate

Complex FBA/BIP (T200):• Brief FBA/BIP was not

successful

AND

• NONE of Wraparound criteria are present

Wraparound (T300+):• Youth with multiple needs

across home, school, community & life domains

• Youth at-risk for change of placement

• The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along well)

Function

• The purpose/reason for demonstrating a specific type of behavior within a specific context/routine.

• Specific behaviors have been strengthened by consistent reinforcement.

• Family voice is not necessary to identify function of behavior in the school setting.

• Once Function is correctly identified, putting a plan in place can produce rapid behavior change. This can be accomplished in a single meeting.

Big Need

• The underlying reason preventing successful experiences/interactions in multiple settings/contexts/routines

• When a big quality of life need is unmet, it impacts perception/judgment, often resulting in chronic problem behavior.

• Family voice is necessary to identify the Big Need for the school setting.

• Once Big Need is identified, it takes a while to achieve and involves action planning across multiple life domains. Meeting the big need always involves multiple Child & Family Team meetings.

Function

• Function is identified through structured interviews focusing on the problem behavior, antecedents, consequences, and setting events

• Focus is on developing function-based support plan (replacement behavior, antecedent, consequence, and setting event supports).

• When achieved, situations improve for the youth or those engaged with the youth on a regular basis (e.g., the family, the teacher).

Big Need

• Big needs are identified through open-ended conversation and use of SIMEO tools with those engaged with the youth on a regular basis.

• Big Need statements motivate a family to participate on the team (know we are working on something ‘bigger’ than specific behaviors).

• If met, the need will improve quality of life for the youth or those engaged with the youth on a regular basis (e.g., the family, the teacher).

Big Need: “Andy needs to feel like he belongs at school”

• School Behaviors: Aggressive with peers, excessive absences/tardies, history of academic failure

• Other indicators: Family frequently relocated, lack of home school communication, community support needs

Starting with FBA would not have been an effective approach—why? Discussing problem behaviors would not have motivated family to

participate on team. Probably not the first time schools have approached family in this

manner (“let’s talk about behavior”) Open-ended conversation and use of SIMEO tools helped engage

family Bigger needs to work on to improve quality of life for youth and

family

Example of FBA Fidelity Check: Using the ISSET Checklist

FBA includes:• Operational definition of problem

behavior(s) that is observable & countable.

• Statement about relation between events that precede (trigger) problem behavior and/or events that follow and maintain the behavior.

BIP includes:

• Operational definition of problem behavior (or attached FBA that included the operational definition)

• Statement about the relation between FBA results and the BIP

• Statement that identifies at least 1 strategy for preventing the problem behavior

• At least 1 strategy for minimizing reinforcement of problem behavior

• At least 1strategy for reinforcing the use of the desired/alternative behaviors

• Identifies a safety plan for preventing physical harm to self or others

• A formal and regular (at least twice a month) system for assessing the fidelity with which the plan of support is being implemented

• A formal and regular (at least twice a month) system for assessing the impact of the plan on student outcome.

Activity: FBA/BIP SystemsUsing the Tier 2/Tier 3 Guiding Questions,

brainstorm on the following:• Do you have a brief & a complex version of

FBA/BIP support?• How many youth are receiving each?

(tracking tool)• Are youth responding to these supports?• Complete section Tertiary I: Complex

FBA/BIP

Report Out: Wrap-up & Next Steps for

Action Planning• What parts of your FBA/BIP system are

working best? Why?• What needs to be added/changed (systems,

data, practices)?• What info needs to be gathered?• What are next steps?• Who will take lead?• Timeline?

Questions?

ReferencesBurchard, J.D., Bruns, E.J. & Burchard, S.N., (2002). The Wraparound approach. In B. Burns & K. Hoagwood (Eds.). Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders. New York: Oxford University Press.

Crone, D.A. & Horner, R.H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford.

Crone, D.A., Horner, R.H. & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford.

Day, H.M., Horner, R.H., & O’Neill, R.E. (1994). Multiple functions of problem behaviors: Assessment and intervention. Journal of Applied Behavior Analysis, 27, 279-289.

Eber, L. (2005). Wraparound: description and case example. In Sugai, G. & Horner, R. (Eds.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Educational Applications. 1601-1605. Thousand Oaks: Sage.

Eber, L., Sugai, G., Smith, C.R., & Scott, T. (2002). Wraparound and positive behavioral interventions and supports in the schools. Journal of Emotional and Behavioral Disorders, 10, 171-181.

ReferencesFreeman, R., Eber, L., Anderson, C., Irvin, L., Horner, R., Bounds, M., et al. (2006). Building inclusive school cultures using school-wide positive behavior support: Designing effective individual support systems for students with significant disabilities. Research and Practice for Persons with Severe Disabilities, 31, 4-17.

Scott, T., & Eber, L. (2003). Functional assessment and wraparound as systemic school processes: Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Supports, 5, 131-143.

Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S. (2000). Overview of the functional behavioral assessment process. Exceptionality, 8, 149-160.

Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., et al., (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children, 68, 377-402.

• Do the behaviors significantly interfere Do the behaviors significantly interfere with the student’s learning or the learning with the student’s learning or the learning of others?of others?

• Do we suspect this student may have a Do we suspect this student may have a disability?disability?

• Is seclusion and/or restraint reasonably Is seclusion and/or restraint reasonably anticipated?anticipated?

• Has this student been suspended or Has this student been suspended or expelled?expelled?

•

Questions to consider:Questions to consider:

Documents

Intro to Complex Functional Behavioral Assessment and Behavior Intervention Planning Daniel Parker Autism and Family Engagement – WI DPI Dave Kunelius