The ABCs of FBAs and BIPs Training

Transcription

1 The ABCs of FBAs and BIPs Training Tawanna Robertson Behavior Specialist Greer Powell Behavior Specialist Tawanda Jenkins-Brown Behavior Specialist

2 Training Goals By the end of this training you will be able to: Identify when to conduct an FBA Where to locate the steps of an FBA Identify observable and measurable behaviors Collect & Analyze Indirect Data: FAST Form, FAI, PBQ Collect & Analyze Direct Data: ABC, Interval, Time Sampling, Duration, etc. Write a hypothesis of a behavior that predicts the function Create a function based Behavior Intervention Plan Choose interventions based on the function of the behavior Create behavior goals which are relevant and measurable

3 Where to access information? The latest and greatest FBA/BIP information can be found at: This website includes all the forms required in order to complete an FBA and BIP.

4 Functional Behavior Assessments

5 What is an FBA? Functional Behavior Assessment An FBA is designed to evaluate the possible causes or functions of a student s challenging behavior. The data from this assessment allows the IEP Team to make data-based decisions and recommendations which coincide with the actual function of the student s behavior.

6 When should you conduct an FBA? Students who are currently classified as special education and may demonstrate the following: Behave in ways that interfere with their education or with the education of others. Exhibit aggressive, destructive, noncompliant, self-injurious, or dangerous behaviors. At the onset of the behavior rather than waiting until the student is removed from the setting in which the problem behavior occurred. When a student is in need of a more restrictive placement because of behavioral concerns, i.e. Regional Program Placement. To create a behavior intervention plan (BIP) or revise a BIP.

7 Activity: Review. We Conduct an FBA When students who are currently classified as special education and may demonstrate the following: 1. Behaving in ways that i with their e or with the e of o. 2. Exhibiting ag, de, non-c, self-i, or da behaviors. 4. When a student is in n d of a more res placement because of be l concerns- i.e. R P. 5. To c a b i p (BIP) or re e a BIP. 3. At the o of the behavior rather than w g until the student is rem d from the se g in which the problem behavior occurred. IDEA 2004

8 Steps for Conducting an FBA 1. Obtain consent 2. Student Information 3. Indirect Assessments/Data 4. Direct Data 5. Reinforcement Assessment 6. Evaluate Data/ Function Hypothesis 7. Complete FBA form

9 1. Obtain Consent An FBA is considered an evaluation. Consent must be obtained by parent/guardian. Complete this information Parental Consent for Evaluation You have 60 days to complete the FBA, it must be filed no later than the 60 th day of consent.

10 2. Student Information Demographic and geographic information Name, Student ID, Grade, Age, Address, Phone number, Qualifying disability, Teacher, Parents Utilize IEP-ONLINE, INFINITE CAMPUS

11 3. Indirect Data Data obtained from second hand sources; does not include observation of student behavior Required: Teacher Interview Form (3 adults) FAST (3 adults and parent) PBQ (all adults) Parent Report (guardian) Provided in FBA/BIP Packet

12 Challenging behavior described? Challenging behavior must be framed in concrete and observable terms in order to have a clear definition and allow everyone to be on the same page when they are collecting data related to challenging behavior.

13 Activity: How do you measure these behaviors? Sleeping? Nervous? Angry? Sad?

14 Example Vs. Non-Example Head banging Being physically aggressive Being truant Biting Crying Defying authority Destroying property Pushing, pulling others Running away Threatening others Throwing things Inappropriate sexual behavior Failing to complete assignments Failure to follow directions Failure to remain seated Fighting Yelling Cursing Talking out of turn Use of inappropriate language

15 Reframe behavior discussions Instead of stating State this instead. John is John is lazy lazy Rephrase. John completes 1 out of every 5 assignments

16 Reframe behavior discussions Instead of stating this State this instead Kelly is rude Rephrase Kelly makes comments to peers, such as You re stupid

17 Activity: Collect Student Information & Indirect Data View Video/Groups Super Nanny Complete Student Background, Teacher Interview, FAST, PBQ, and Parent Interview

18 4. Direct Data Data obtained from first hand observation. Requires observing student behavior Required: 10 days of total data- For example- 5 days of ABC data and 5-10 days of other data method (Frequency, Latency, Interval, Severity and Duration).

19 Activity: Collect Direct Data Billy Madison View Video of SUPER NANNY, BILLY MADISON, AND TANTRUM BABY Complete VARIOUS DIRECT DATA SHEETS (ABC, FREQUENCY, DURATION, ETC.)

20 ABC Example Billy Madison

21 Activity: What type of data?

22 5. Preference/Reinforcement Assessments Information on social, tangible, or physical items that motivate behavior Preference, Quality, Forced Choice

23 6. Evaluate Data/ Hypothesize Function Data-informed theory on what is motivating and/or maintaining student behavior The hypothesized function of The Baby s tantrum behavior is to gain his parents attention

24 6. Evaluate Data/ Hypothesize Function What patterns of antecedent events and/or consequences are connected to the student s challenging behavior? What is the student gaining or avoiding? What are the antecedent events that elicit the behavior and what are the consequences that reinforce the behavior (A-B-C s)? Do skills and/or performance deficits contribute to the challenging behavior?

25 Functions of Behavior Obtain Avoid / Escape Objects Activities Attention Sensory Objects Activities Attention Sensory Diagram in Packet 25

26 Hypothesis Statement for FBA Page 28 of Packet When the following antecedent happens: The student engages in the following behavior: With the consequence occurring: In order to achieve the following purpose: Teacher provides student directives or student is given an academic work assignment Student will lay head on desk, rip paper, hit the teacher and/or run out of the classroom. Student does not complete work and the teacher tries to redirect behavior. To escape academic work demands.

27 Activity: Analyze Function of Behavior View Video- BILLY MADISON/NANNY Review ABC data to hypothesize function Billy Madison NANNY Nanny-Kitchen

28 ABC Example Billy Madison

29 7. Complete FBA Form. Formalize your compiled FBA data into a form that parents and teachers can review

30 Behavior Intervention Plan

31 What is a BIP? Behavior Intervention Plan A Behavior Intervention Plan (BIP) takes the observations made in a Functional Behavioral Assessment (FBA) and turns them into a concrete plan of action for managing a student's behavior.

32 Steps for Creating a BIP 1. Develop Functional Based Behavior Interventions Antecedent Strategies Replacement Behavior/Teaching Strategies Consequence Strategies 2. Complete BIP Supplement and BIP Goals in IEP Online 3. Train staff & progress monitor

33 1. Function Based Interventions Antecedent Strategies Replacement Behaviors Consequence Strategies Prevention strategies; interventions put in place prior to behavior occurring A positive, desirable behavior that serves the same function as the target behavior. Response strategies; Interventions put in place to insure inappropriate behaviors are not reinforced by subsequent responses to behavior Behavior Strategies Folder: Antecedent Strategies Behavior Interventions Consequence Strategies Function Based Interventions & Strategies

34 2. Complete BIP Supplement & BIP Goals Plan out your Behavior Interventions into a document that parents and teachers can review 1. Log into IEPONLINE 2. BIP Supplement 3. Edit

35 2. Complete BIP Supplement & BIP Goals Your BIP goal is based on the direct baseline data you collected during your FBA. How do I create a BIP Goal? Your measurable goal can include: 1) Long term goal (1 yr) 2) Short term objective (10 consecutive days) 3) Short term objective (30 consecutive days)

36 Goal & Objective Examples: By October 2, 2014, when Megan s parents are providing directives/corrective feedback to Megan, Megan will utilize replacement behavior strategies (learning to wait, accepting no, saying Ok, etc.) as measured and evidenced by the objectives below: When Megan s parents are providing directives/corrective feedback to Megan, Megan will utilize replacement behavior strategies (learning to wait, accepting no, saying Ok, etc.) in 2 out of 5 trials per day for 5 consecutive days. When Megan s parents are providing directives/corrective feedback with Megan, Megan will utilize replacement behavior strategies (learning to wait, accepting no, saying Ok, etc.) in 4 out of 5 trials per day for 20 consecutive days.

37 Goal & Objective Examples: By October 2, 2014, when peers are interacting with Megan, Megan will utilize replacement behavior strategies (using her words instead of being physically aggressive, learning to wait her turn, accepting no, saying Ok, etc) as measured and evidenced by the objectives below: When peers are interacting with Megan, Megan will utilize replacement behavior strategies (using her words instead of being physically aggressive, learning to wait her turn, accepting no, saying Ok, etc) in 2 out of 5 trials per day for 5 consecutive days. When peers are interacting with Megan, Megan will utilize replacement behavior strategies (using her words instead of being physically aggressive, learning to wait her turn, accepting no, saying Ok, etc) in 4 out of 5 trials per day for 20 consecutive days.

38 3. Train Staff and Progress Monitor Once you have completed your FBA and BIP process you will need to train staff members on the strategies that were developed for the student. All staff members need to be on the same page in order to reinforce replacement behavior and for behavior to change! Collect data in order to progress monitor student s growth within their BIP/BIP Goals. Refer to pages in packet

39 Activity: Share out BIP intervention View Video- INTERVENTIONS TEAMS WILL SHARE OUT WHAT INTERVENTIONS THEY PLAN TO PUT IN PLACE FOR THE STUDENT

40 QUESTIONS? Please provide us with suggestions for future trainings.