FBA/BIP Review

Operational Definition

100

What is an Operational Definition?

An observable and measurable description of the behavior.

200

What is the Response definition?

It represents the "count of one." It lets the observer know when to indicate the behavior has occurred one time.

300

When is the Operational and Response Definition developed?

A case conference is scheduled by the TOR to discuss behaviors of concern with the IEP team. The Operational and Response Definition is developed during this conference.

400

Where is the Operational and Response definition located in the BIP?

Under the target behavior

500

What is an example of an Operational Definition and Response Definition?

TBD

Functions/Strategies

100

What is the primary goal of a Functional Behavior Assessment?

To understand the function of the behavior, what the student is seeking through his/her behavior and design interventions that help the student meet his/her needs through more appropriate behavior. Behavior continues because it is reinforced.

200

What are some strategies for a student who sleeps in class and refuses to do work and function is escape/avoidance?

- Social skill instruction on group participation, asking questions - Work on improving academic skill deficits - Set clear and realistic expectations, meet the student where he/she is “at” - When student works for “x” amount of time, he/she earns a specified amount of free time - Frontload of expectations - Student has input - Token economy for participation - Break time - Give students choices

300

What are the common functions of behavior?

Adult attention, peer affiliation, escape/avoidance, power/control, justice/revenge, tangible, sensory, personal gratification

400

What are some strategies for a student who is disrespectful to the teacher and function is peer affiliation?

- Teach appropriate ways to gain peer attention - Build relationship - Use humor - Give the student leadership opportunities - Tutor or mentor a younger student (this also gives the target student practice) - Teach other students to ignore verbal and nonverbal disrespect

500

What should you avoid doing when a student is verbally aggressive and the function is power/control?

- Arguing, power struggles - Physical contact - Raising voice - Cornering the student - Ultimatums - Empty threats

BIP

100

Where can you find the BIP form?

In the forms portfolio on NISEC's website.

200

Where can you find strategies to include in the BIP?

Blueprints for Success, Behavior Intervention Manual (Hawthorne), PBIS World, consulting with Behavior Consultant, collaborating with FBA team

300

What should you consider when you are developing interventions and consequences for behavior (both desired and undesired behaviors)?

Function of behavior

400

How often does a FBA and BIP need to be review/revised?

The FBA and BIP are reviewed at the ACR. They can be reviewed more frequently if needed for the student to make progress. (ex. If the student is not meeting their behavior goals, the FBA/BIP may need to be reviewed sooner)

500

The target behavior, FBA, strengths and abilities of the student, replacement behavior, and strategies are all included in the plan. What other information is included in the plan?

Crisis Contingency Plan, what data will be collected, how the data will be collected and monitored, how will parents be informed of the plan

FBA process

100

Who's responsibility is it to ensure that an FBA is completed when required?

The TOR facilitates the process and collaborates with IEP team members and others to ensure the FBA process is completed appropriately and in a timely manner. It's important to plan and use the time allowed to collect sufficient data and develop an individualized plan.

200

When can you use a previous developed FBA and/or BIP as a template to start a new FBA or BIP?

Never. A new FBA and BIP form should be used each time you begin a new FBA and BIP. Each plan should be individualized to the student's needs.

300

Where does the FBA two page summary go once it has been completed?

In the BIP, under Function of Behavior

400

Who should be included in your team when you begin the FBA process?

The team should include the TOR and Behavior Consultant and at times may include General Education Teachers, the School Psychologist, Guidance Counselors, Diagnostic Specialists, School Administrators. (May vary depending the type of FBA...Simple FBA v. Intensive FBA)

500

When do we complete a FBA?

When the student engage in a pattern of behavior that adversely impacts his/her learning or learning of others. When you are seeking to change student's education placement to a more restrictive environment in response to his/her behavior. NISEC requires a FBA and BIP for all students identified as ED. *It is also recommended if a student has had 5 or more OSS to allow the team time to implement interventions and prevent removals from school.

Data Collection/Goals

100

What could be a goal for a student who displays physical acts of aggression daily?

Goals should align with the BIP, strategies, and function of behavior as well as be obtainable.

200

How many goals should a student have in regards to behavior when they have a BIP?

They should have at least one goal addressing the Target Behavior. Some students may have more than one goal depending on their needs.

300

Which values should be in present levels?

Initial values

400

What do you do if the student is not meeting their behavior goal?

Determine if the goal is obtainable. Next, review the FBA, implementation of the BIP, consult/collaborate with team for new strategies, and revise the BIP if needed.

500

What are 5 sources of potential data that can be used for the FBA?

Teacher Interview, student interview, record review, behavior tracking sheet, observations, parent interview, ABC recording form, rating scales, etc.