Introduction and Practice in Functional Behavior Assessment and
Behavior Intervention Planning (FBA/BIP) From FBA to BIP 1 Part
2.0
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Welcome Back!!!
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Whats the function of the behavior that brought you here today?
A. To get access to learn new skills B. To avoid being back at
school C. Get a free lunch D. All of the above E. None of the
above
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Learning Objectives Day Two: Review learning from last week
Develop a BIP for selected student Plan for implementing FBA/BIP
within your multi- tiered system
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Review of Functional Behavior Assessment D.A.S.H System and
Team Process Competing Behavior Pathway to build behavior
intervention plan What questions do you have?
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Activity- Homework Review: Confirming the Competing Behavior
Pathway for Your Student Using the post-its on your table, write
the setting event, antecedent, behavior, maintaining consequence,
replacement behavior, desired behavior and new maintaining
consequence for your teams student in one of the blank Competing
Behavior Pathways.
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Group Share Tell us about your student. What is the: Observable
behavior? Antecedent? Setting Event? Consequences? Hypothesis of
Function of Behavior? Selected Desire Behavior? Replacement
Behavior?
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What do we do with This Information? Simple FBA If the team has
confidence in the hypothesis Develop/I mplement a Behavior Support
Plan If the team does not have confidence in the hypothesis Gather
More Information
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Competing Behavior Pathways 3 Literacy Class 1 Makes noises,
taps pencil 2 Independent Work 4Teacher assists student Attention 5
Remains on Task, complete work tasks independently Receives
positive reinforcement for staying on task and completing work.
Desired Behavior
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Competing Behavior Pathways 3 Literacy Class 1 Makes noises,
taps pencil 2 Independent Work 4Teacher assists student 6 Raises
hand when he needs assistance Attention 5 Remains on Task, complete
work tasks independently Receives positive reinforcement for
staying on task and completing work.
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Behavior Intervention Plan ( BIP ) Two Goals: 1.Reduce problem
behaviors 2.Increase appropriate behaviors Make problem behaviors:
Irrelevant Inefficient ineffective
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Group Share from Homework Which Strategy did you try? How did
it go? Setting Event Strategies Antecedent Strategies Teaching
Strategies Consequence Strategies Eliminate/ neutralize setting
events Modify or remove triggers to prevent problem behavior Prompt
alternative and/or desired behavior Teach alternative that is more
efficient Teach desired skills Add effective reinforcers for
alternative and desired behavior Minimize reinforcement (pay- off)
for problem behavior
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On Mondays and/or when up all of the night before. Daily
nongraded quiz on previous nights homework Verbal protests, slump
in chair, walks out of room. Avoids doing quiz & homework
discussion. Do quiz without complaints. Discussion about answers
& homework. Turn in with name & sit quietly w/o
interrupting. + Give time to review homework. + Give quiet time
before starting. + Give easy warm- up task before doing quiz. +
Precorrect behavior options & consequences. + With first sign
of problem behaviors, remove task, or request completion of task
next period. + Remove task based on step in task analysis (STO). +
Provide effective verbal praise & other reinforcers. Teach
options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3.
Turn in w/ name & first item done. 4. Turn in w/ name & 50%
of items done.
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Setting Event Strategies
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These are structural changes made to the students day or
classroom Alternative Schedule Sitting Near the Teacher Lunch in
the support room Student Check In Early or late entry to
class/activity
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Antecedent Strategies
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Setting Event Strategies Manipulate Antecedent Teach
BehaviorAlter Consequences Eliminate or Neutralize Setting Events
Prevent/Modify Triggers Prompts for Alt/Des Behavior Teach
Alternate Behavior Teach Desired Behavior/ Academic/ Social Skills
Reinforce Alt/Des Behavior Response to Problem Behavior/ Corrective
Feedback Antecedent strategies are designed to make problem
behavior irrelevant by: 1. Eliminating or Modifying antecedents
that trigger the behavior AND 2. Prompting alternative/Desired
behavior (pre- correction)
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Identifying Antecedent Strategies When asked to read
independently at his seat, Ronnie makes inappropriate noises and
makes faces at peers. Based on the FBA data collected, the team
agreed that the function of Ronnies behavior is to obtain peer
attention. Which is the best antecedent modifying strategy ?
Provide student with an easier reading assignment Remind student of
expectations related to respectful behavior Allow student to wear
headphones during independent reading Ask student to work quietly
1:1 with a reading buddy Have student check in with the teacher at
the beginning of class Addresses: 1. Antecedent? Function?
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Identifying Antecedent Strategies When Pam is asked to work on
long-division problems in math class, she argues, refuses to work,
and uses profanity to avoid/escape the difficult task. Which is the
best antecedent modifying strategy to prevent problem behavior? Why
or Why Not? Move students seat closer to the teacher Give student
more time to complete the difficult tasks Give student an easier
math assignment she can be successful with Warn student she will be
sent to office for using profanity Allow student to practice
long-division on the computer
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Consequence Strategies
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Setting Event Strategies Manipulate Antecedent Prevent problem
& prompt alternate/desired behavior Teach Behavior Explicitly
Teach Alternative & Desired Behaviors Alter Consequences
Reinforce alternate & desired behavior & extinguish
negative behavior Eliminate or Neutralize Setting Events
Modify/Prevent Triggers Prompt Alt/Desired Behavior Teach Alternate
Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce
Alt/Des Behavior Response to Problem Behavior - Redirection
-Extinction Consequence strategies help make problem behavior
ineffective by: 1.Reinforcing appropriate behaviors AND 2.
Minimizing reinforcement for problem behavior Consequence
Strategies
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Only Two Basic Functions Positive Reinforcement Negative
Reinforcement from Horner & Sugai at www.pbis.org
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Reinforcing Alternative and Desired Behavior
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Consequences: Reinforcing the Alternative Behavior It is
extremely important that the alternative behavior is reinforced:
Immediately Consistently and Results in the same type of
reinforcement as the problem behavior (serves the same function)
This is necessary for the alternative behavior to successfully
compete with the problem behavior. In other words, the problem
behavior cannot happen if the student is exhibiting the desired
behaviorthey cant happen at the same time!
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Identifying Consequence Strategies: Reinforcing
Alternative/Desired Behavior During independent seatwork, Ronnie
makes inappropriate noises and makes faces at peers. The function
of Ronnies behavior is to obtain peer attention. Which are the best
reinforcement strategies? Student is allowed to sit by a preferred
peer for 15 minutes, if he is quiet and on task during seatwork
every day for a week Student will receive a free homework pass if
he has no problem behavior during independent seatwork When student
is on task with no problem behavior for 15 minutes, he will be
allowed to sit at back table and read with a peer Student receives
frequent teacher praise for staying on task Student is allowed to
work with a peer when asks appropriately Function? Reasonable
expectations?
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Identifying Consequence Strategies: Reinforcing
Alternative/Desired Behavior During independent reading time in
language arts, Audrey makes noises, talks out, and walks around the
room. The FBA has shown that this behavior is maintained by adult
attention. Which are the best reinforcement strategies? Why or Why
Not? Student can play a game with the teacher if she works quietly
(no more than 2 talk-outs) during independent reading Student is
allowed to work with a peer when she has been quiet for 15 minutes
Student receives help from teacher if asks appropriately Student
can eat lunch with the teacher if no talk-outs for one month
Student earns a homework pass for on-task behavior
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Consequences: Responding to Problem Behavior Responses to
Problem Behavior should focus on two things: #1. Redirecting to the
Alternative Behavior #2. Extinction of the Problem Behavior
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Responding to Problem Behavior: Redirection At the earliest
signs of problem behavior, quickly redirect to the alternative
behavior Example: During independent work, Annie often talks out to
get teacher attention. If ignored, Annie will begin yelling and
knocking materials off her desk. When Annie first starts talking
out, her teacher will immediately remind her how to appropriately
get adult attention and will praise Annies use of the alternative
behavior.
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Responding to Problem Behavior: Extinction Do NOT allow the
problem behavior to work or pay off for the student.
Eliminate/minimize the amount of missed instructional time or work
provided to a student for engaging in problem behavior But make
sure student is capable of doing work or provide
support/instruction so student can complete the work
Eliminate/minimize the amount of attention for engaging in problem
behavior Limit verbal interactions/explanations Create a signal to
cue the student to use the alternative behavior instead
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Responding to Problem Behavior: Extinction ** Note: extinction
should ALWAYS be combined with frequent reinforcers for
alternative/desired behavior. Example: Darci engages in problem
behavior that results in peer attention. Darcis peers will receive
Panther Paws for ignoring her inappropriate behavior. Darci will
also be learning how to interact (and provided frequent
opportunities to practice interacting) with peers appropriately and
will earn time with peers for alternative/desired behavior.
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Teaching Strategies These are the skills the student will need
to be taught to do *How to ask for a break using break card *How to
monitor his/her progress with a point sheet *How to engage in
appropriate conversations with peers during small group
counseling
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Activity: Use the post-its on your table to come up with 1
setting strategy, 1 antecedent strategy, 1 behavior teaching
strategy and 1 consequence strategy and place them on the
appropriate chart paper.
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ACTIVITY 9: Using the F-BSP Protocol, complete the Competing
Behavior Pathway (lower portion) for your student (Step 6).
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Measuring and Monitoring the BIP Step 7: Select Initial;
Intervention Strategies: Define tasks and whos going to do them by
when. Step 8: Evaluation Plan: Create Goal Statements Develop
Evaluation Procedures and data sheets Use a data sheet that is set
up to take data efficiently and clearly - checklists/tallies- with
correct measurement that aligns with the language of the
goal/objectives
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Step 7 in your F-BSP Protocol
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Step 8 in your F-BSP Protocol
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ACTIVITY 10: Review Step 7 and Step 8 in the F-BSP Example
Complete Step 7 and Step 8 for your student
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Next Steps You may need to collect more data:
Teacher/Parent/Student Interviews More Behavior Observations File
Review Office Discipline Referrals Grades Test Scores
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Thanks and .think about coaching needs back home and try to
arrange for at least one on-site coaching visit with one of us with
your team back home during an actual FBA/BIP
Questions/Comments?