ISRC - 1 -

A Note from the Director: In the first few years following the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997, the requirements to complete Functional Behavioral Assessments (FBA) and Behavioral Intervention Plans (BIP) left many educational teams feeling overwhelmed and confused. As we enter the seventh year of this requirement, ISRC team members continue to encounter educational teams that feel “FBA/BIP Challenged”.

If actions truly do speak louder than words, then behavior is the ultimate form of nonverbal communication. The goal of the educational team, then, is to play detective, and determine what the child is trying to communicate via behavior. That is, figure out what need or function is being met by the behavior. This is the heart of the FBA.

The shift in language from Behavior Management to Behavior Intervention reflects the change in philosophy and approach. The goal of Behavior Management is to reduce or eliminate the behavior. The goal of Behavior Intervention is to teach new skills.

Since the behavior is serving a function or meeting a need for the student, the student needs to learn new ways to meet that need. (continued on Page 6)

Keeping in mind that behavior

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Winter 2004 Edition

Review

Writing Behavioral Intervention Plans

The focus of this issue of the ISRC Review is on writing a Behavioral Intervention Plan (BIP). Teachers often think of the task of writing a BIP as difficult, time consuming and confusing. In order to make the task less stressful, the ISRC staff have developed the step by step directions listed below. Before writing a BIP, a Functional Behavioral Assessment (FBA) is required. Below are step by step lists for completing the FBA and then the BIP. Helpful hints* are included, as well as examples of Dos and Don'ts for some of the sections. Each page of this issue corresponds with a step in the process. The more accurate the BIP, the more effective.

Step-by-Step

Functional Behavioral Assessment (FBA)

1. Fill out How to Define and Measure Behavior, page 2 2. Chart how often the behavior occurs, time, personnel involved,

setting, antecedents, consequences, etc., page 3 3. Determine the function of the behavior, page 4 4. Fill out Functional Behavioral Assessment, page 5 5. Develop a hypothesis of relationship between environment and

behavior, page 6

Behavioral Intervention Plan (BIP) 1. Develop interventions in response to the hypothesis and

function of the behavior. 2. Describe positive behavioral intervention(s) to be used, page 7 3. Describe behavioral supports to be put in place, page 7 4. Fill out the Behavioral Intervention Plan, page 6 5. Teach the replacement behavior (functional alternatives), page 5 6. Monitor behavior with interventions for effectiveness. 7. Coordination with the home.

In This Issue

Page 2. How to Define and Measure Behavior

Page 3. FBA - Data Collection sheet

Page 4. Function of Behavior and Consequence

Page 5. Functional Behavioral Assessment

Page 6. Behavioral Intervention Plan

Page 7. Behavioral Intervention Plan, Page 2

ISRC - 2 -

How to Define and Measure Behavior Hint* How to define and measure the target behavior for the Functional Behavioral Assessment (FBA) Behaviors have certain qualities that help us to define them. These qualities or dimensions also help teachers or observers in deciding how to measure the behavior. Hint* The behavior has to be measurable to compare pre and post intervention and to enable accurate data collection. The dimensions of behavior are:

1. Topography: How a behavior looks (the physical dimension) Hints* list one behavior, not several; list the one behavior that is most disruptive to the classroom or most likely to respond to intervention; describe what you see; be specific.

Example Do’s…….hit, kick, bite, spat, refusal to cooperate or participate, scream, throwing things, arguing, absenteeism, blaming others, cheating, complaining, distractible, out of seat, excessive questions, disrobing, wetting, talking in class, etc.

Example Don’ts…...tantrum, fit, disrespectful behavior, self-injurious behavior, bad behavior, dishonest, listens when he/she wants to, hateful, spoiled, sulks, pout, etc.

2. Frequency: The number of times a behavior occurs.

Example Do’s…….2 times an hour, 6 times a day, twice during lunch period, every 14 seconds, etc. Example Don’ts…...a lot, often, sometimes, frequently, many times, usually, normally, typically, etc.

3. Latency: The amount of time between the antecedent for the behavior and the behavior itself

Example Do’s…….2 days, 5 minutes, 3 weeks, 6 seconds, 5 hours, etc.

Example Don’ts…...a while, a long time, quickly, followed by, later, before that, sometimes, soon, etc.

4. Duration: The amount of time a behavior lasts.

Example Do’s…….5 seconds, 5 minutes, 3 weeks, 6 hours, etc.

Example Don’ts…….a while, a long time, quickly, followed by, later, before that, sometimes, soon, etc.

5. Magnitude: The force or power of a behavior.

Example Do’s…….pushed a peer to the ground, hard enough to break the pencil, required two adults to take down, loud enough to be heard in the next classroom, etc.

Example Don’ts…... hard, soft, a medium amount, a little, some, pretty bad, nasty, a lot, many, etc.

ISRC - 5 -

FUNCTIONAL BEHAVIORAL ASSESSMENT

Complete when gathering information about a student’s behavior to determine the need for a Behavioral Intervention Plan. If used in developing a Behavioral Intervention Plan, the functional Behavioral Assessment must be reviewed at the IEP meeting and may be attached to the IEP. This page was developed using the criteria established in the Illinois State Board of Education’s Behavioral Inteventions in Schools: Guidelines for Development of District Policies for Students with Disabilities. For further clarification regarding the Functional Behavioral Assessment page, reference the most recent Behavioral Interventions in Schools: Guidelines for Development of District Policies for Students with Disabilities. STUDENT John Smith GRADE 5th DATE 12th of Never

Participants/Titles Participants/Titles

TARGET BEHAVIOR – Include a description of the intensity, frequency, and duration of the behavior. *Hint: one only, the one that is most disruptive

Do’s……twice a week, John pushes another student to the ground; John drops to the ground, screams, stomps, and refuses

to comply with adult requests for an average of 4 minutes only when asked to wait his turn; etc.

Don’ts….noncompliance, tantrum, fit, disrespectful behavior, bad behavior, self-injurious behavior, daily, etc

SETTING – Include a description of the setting in which the behavior occurs

Do’s…..classroom, cafeteria, dorm, playground, bus, home, car, etc.

Don’ts…..at school, in the city, outside, inside, in the building, someplace, etc.

ANTECEDENTS – Include a description of the relative events that preceded the target behavior.

Do’s….adult request, challenged by peer, when stimulus was presented, when given seatwork, during transition time, etc

Don’ts…….when in a bad mood, when she wants to, etc.

CONSEQUENCES - Include a description of the consequences that resulted from the target behavior. *Hint: what outcome occured (that maintains the behavior)?

Do’s….attention, task avoidance, distracts the teacher, relieved stress, etc

Don’ts…….loss of priveleges, time out, he got his way, she got what she wanted, sent to the office, etc.

ENVIRONMENTAL VARIABLES – Include a description of any environmental variables that may effect the behavior.

Do’s….recently moved, parent left household, diet, sleep cycle, time of day, westher, medication, medical problems, etc

Don’ts…….bad mood, lived same house 12 years, history of the target behavior, nice home, good parents, etc.

STUDENT STRENGTHS – Include a description of behavioral strengths.

Do’s….improving social skills, attempts 8 of 10 times, curious, can attend when entertained, works for reward, etc

Don’ts…….nice smile, good teeth, nice hair, good posture, clean cut, pretty, cute, dressed nicely, nice parents, etc.

FUNCTIONAL ALTERNATIVES – Include a description of appropriate behaviors that could serve as functional alternatives to the target behavior.

*Hint: new behaviors or skills will be taught to meet the identified fuction of the behavior,

or state the hypothesis

Do’s…..passes out papers for teachers often (*attention), raises hand once daily to talk about personal experiences

(*attention), request tutoring assistance (*escape), request a break (*escape), complete half of assignment when

overwhelmed (*escape), hold the dinasour for three minutes twice a day (*tangiblo), pet che class bunny for two

minutes (*sensory),etc

Don’ts…….teacher will praise student more than repremand student, student elopes school, hits the student back, etc.

ISRC - 6 -

BEHAVIORAL INTERVENTION PLAN Complete when the team has determined a Behavioral Intervention Plan is needed.

STUDENT John Smith

GRADE 5th DATE 12th of Never

SUMMARY OF FUNCTIONAL BEHAVIORAL ANALYSIS (may attach completed form) Hint* attach the completed FBA form (page 3); or the hypothesis statement; or an operational description of the problem behavior, method of data collection, and agreed upon function of the behavior

Do's……Hypothesis statement: John pushes classmates to the ground to escape complying with teacher repquest to wait his turn; or John pushes

classmates to the ground when asked to wait his turn. His behavior was charted by all teachers over a two week period. The function of the behavior seems to be avoidance (when asked to wait his turn).

STUDENT'S STRENGTHS Hint* describe the student's strengths which may aid in behavioral intervention

Do's….eager to learn, cooperates with others, curious, will work for attention, improving social skills, attempts 8 of 10 times, curious, can attend

when entertained, works for reward, empathizes with peers, transitions without difficulty when prompted twice, eager to please adults, attends school regularly, likes bright colors, likes to please adults, etc.

SUMMARY OF PREVIOUS INTERVENTIONS ATTEMPTED Hint* describe any environmental changes made, evaluations, conducted, replacement behaviors taught (or attempted), teacher proximity, satiation, removal from classroom, etc. Policy: note all non-restrictive and restrictive interventions used Do's…….Barbara Ann was provided 10 minutes of play time at the beginning of her day to allow for easier transition to the classroom. After

one week until the intervention was no longer effective; Katie was taught to raise one finger to indicate when she needed time to calm down by counting in her head but after three days began using the time to draw attention to herself; Tom was asked to complete half the task on five occasions but he refused, etc

COMPLETE PAGE 2 PRIOR TO THESE SECTIONS: DATA COLLECTION PROCEDURES AND METHODS FOR MONITORING INTERVENTIONS

Hint* how will you collect and measure this information? Set a time for the team to review the data collected and criteria to determine success. See ISRC Review Page 7 for Supports and Positive Behavioral Interventions.. Do's…All teachers used charting procedures and will continue to chart; Teacher Aide charted during morning classes when the behavior occurs.

She will chart again in two weeks; John’s pushing behaviors will decrease by 50% during an eight week period when compared with Prior behavior.; The teacher measures how far John is able to enter the classroom and charts the results four times a day. The results are reviewed weekly, etc..

PROVISIONS FOR COORDINATING WITH THE HOME Do's…..communication notebook will inform parents of homework and behavior on a daily basis; parents will be advised of behavioral concerns

as they present themselves by note transported by student in sealed envelope addressed to parents; parents will be telephoned by the teacher or principal when needed, etc.

Don'ts....I'll call the parents if there is a problem; I see the parents at open house; parents live next door to teacher; parent assistance hasn't worked since the parents don't care, none needed, etc.

ISBE 37-44

1. Operational definition of the behavior.

Hint* include a description of the behavior, as well as the frequency, latency, duration, and magnitude of the behavior. See ISRC Page 2 for an example.

2. Data collected through direct observation. Hint* See example of Data Collection (observation) sheet on ISRC Page 3.

3. Hypothesis of relationship between environment and behavior. Hint* See ISRC Page 5 “FUNCTIONAL ALTERNATIVES” and ISRC Page 6 “SUMMARY OF FUNCTIONAL BEHAVIORAL ANALYSIS”.

1. Interventions developed in response to the hypothesis. Hint* What new behaviors or skills will be taught to meet the identified function of the target behavior? Decide which POSITIVE BEHAVIORAL INTERVENTIONS (ISRC Page 7) could be used before resorting to RESTRICTIVE INTERVENTIONS (ISRC Page 7).

2. Presence of positive behavioral supports. Hint* See a list of POSITIVE SUPPORTS on ISRC Page 7.

3. Teaching of replacement behaviors. Hint* Describe the FUNCTIONAL ALTERNATIVES (behavior that could serve as a functional alternative to the target behavior). See ISRC Page 5.

FBA (Functional Behavioral Assessment) Components

BIP (Behavioral Intervention Plan) Components

The Office of Special Education Programs (OSEP) has developed the following list of KEY components:

ISRC – 7 -

TARGETED BEHAVIOR

POSITIVE BEHAVIORAL INTERVENTIONS

SUPPORTS (if needed)

RESTRICTIVE INTERVENTIONS (if needed)

(describe completely)

(examples) hitting peers with closed fist daily at lunch refusing to work for about 30 min. each morning in class absent all day about twice a week for past six weeks arguing all day with staff for about 3 min. each time she is asked to work in class can attend to task in class for about two minutes at a time before being distracted and needing redirection out of seat less than a minute about twice an hour all day in class bites peers about 6

times each day in

class when involved

in unstructured play

(examples) allow student to escape task or complete half task modeling peer involvement prompting shaping response-cost redirecting student (nonverbal)

feedback teaching alternative behaviors

reduction of homework praise appropriate behavior often display students work as example to peers planned ignoring nonverbal reprimand response-cost token economy direct instruction

practice new behaviors

teach to ask for buddy

(examples) hearing aid interpreter 1-1 aide communication notebook front row seating communication board extra time when testing adjusted curriculum transition prompts family involvement social worker visual timer move desks group projects provide choices reduce independent work for student change subjects visual labeling

(examples) detention (before/after school, weekend) exclusion from extracurricular activities food delay forced physical guidance

inhibiting device

manual restraint

negative practice

satiation

suspension (in-school)

suspension (out-of-school)

time out (isolation/quiet room)

removal from classroom HIGHLY RESTRICTIVE aversive mists, tastes denial or restriction of access to regularly used equipment/devices that facilitate the child’s educational functioning mechanical restraints (except transportation) expulsion with continuing education program

Functional Assessment of Behavior – Data Collection

Student ______________ Date Started ___________

Target Behavior: __________________ description

__________________ magnitude

__________________ duration

9 :0 0 9 :3 0 1 0 :0 0 1 0 :3 0 1 1 :0 0 1 1 :3 0 1 2 :0 0 1 2 :3 0 1 :0 0 1 :3 0 2 :0 0 2 :3 0

Mo n

Tue

Wed

Thur

Fr i

R – classroom S – seatwork staff involved ___________________ P – playground L - lecture C - cafeteria G/S- group activity (structured) antecedents _____________________ B – bus G/U – group activity (unstructured) consequences ___________________ Note* This sample provided by the Il l inois Service Resource Center.

Function of Behavior: (pick only one)

Attention- wanting others to look at him/her

Escape – in response to being asked to do something or

when in an uncomfortable situation Tangible – wanting to obtain and hold something

Sensory – wanting to taste, smell, or hear something

To determine FUNCTIONAL ALTERNATIVES for the BEHAVIORAL INTERVENTION PLAN (next page), the educat ional team should identify the function of the behavior through completing a Functional Behavioral Assessment (FBA). After the function is determined (e.g. , escape), the educational team should se lect a positive behavioral intervention (see suggest ions on page ISRC-5) to assist the student’s need (e.g . , cut workload in half). You typical ly can’t move immediate ly from the target behavior to the desired behavior. First , you teach the student a more appropriate way of obtaining the function of the behavior. Second, you may need to implement positive behavioral supports through multiple steps before the target (i .e . , unwanted) behavior is established (e .g. , expect student to complete 80% of the task, la ter expect student to complete 100% of task without complaint).

Break the Punitive Cycle! Most BIPs are punitive. While punitive BIPs are not prohibited by IDEA,

positive BIPs are mandated by it . Too often, punitive actions (e.g. , suspension, principal ' s office) lead to the student getting exactly what he/she wants. The Behavioral Intervention Plan you

write should include positive behaviora l interventions, before resort ing to restrict ive interventions, such as those l isted on page 7.

Consequences Consequences Consequences Consequences – what the student derives from the behavior,

not the punishment that occurred Example: Escaping the task is the consequence, not being sent to the office. Example: Gaining teacher attention through bothering other students is the consequence, not having their name written on the board.

ISRC Staff

Cheri Sinnott Director Jacki Marcus School Psychologist/ Deaf Educator Dr. Steve Vaupel Behavioral/Psychological

Consultant Jeri Reed Deaf/Special Needs

Educator Mike Teplitsky Information Specialist Ann Sego Administrative Assistant

ISRC Welcomes Two New Team Members

The Il l inois Service Resource Center team has two new members: Jeri Reed, Deaf/Special Needs Educator and Mike Teplitsky, Information Special ist. Jeri who holds a Masters Degree in LD/BD, has 17 years experience working with children who are deaf and have additional disabi l it ies at the Il l inois School for the Deaf. Mike has a strong background in a variety of software programs, networking, and computer diagnosis . Both Jeri and Mike bring strong skil l sets to the ISRC and are valuable additions to the team.

A Note from the Director: (continued)

Keeping in mind that behavior chal lenges are opportunities to teach new skil ls, the focus of the BIP is to teach the student new ways to meet the need or function identif ied in the FBA.

Thank you to Dr. Steve Vaupel , the primary contributor to this newsletter. It was his vision to provide the f ield with an easy to fol low guide for completing Behavioral Intervention plans.

With a belief in access, acceptance and growth, Cheri L Sinnott, Director