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    6105 FB and BIP Process

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    Tammie Zentgraf
    The Functional Behavioral Assessment (FBA) and Behavior Improvement Plan (BIP) work together to address problem behaviors in special needs students. The FBA identifies the underlying causes and functions of behaviors, such as seeking attention or avoiding tasks. This is important because punishing behaviors does not change their root cause. The BIP then develops interventions targeting the specific causes and functions identified in the FBA, such as self-monitoring, modifications to academic work, and replacement behaviors. Examples of strategies that may be included in a BIP are using fidget toys to replace self-injurious behaviors, developing scripts to get attention appropriately, and monitoring sheets to improve focus and on-task behavior. When done well, an FBA

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    6105 FB and BIP Process

    Uploaded by

    Tammie Zentgraf
    64 views4 pages
    The Functional Behavioral Assessment (FBA) and Behavior Improvement Plan (BIP) work together to address problem behaviors in special needs students. The FBA identifies the underlying causes and functions of behaviors, such as seeking attention or avoiding tasks. This is important because punishing behaviors does not change their root cause. The BIP then develops interventions targeting the specific causes and functions identified in the FBA, such as self-monitoring, modifications to academic work, and replacement behaviors. Examples of strategies that may be included in a BIP are using fidget toys to replace self-injurious behaviors, developing scripts to get attention appropriately, and monitoring sheets to improve focus and on-task behavior. When done well, an FBA

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    Functional Behavior Plan and Behavioral Improvement Plan

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    The Functional Behavioral Assessment (FBA) and Behavior Improvement Plan (BIP) work together to address problem behaviors in special needs students. The FBA identifies the underlying causes and functions of behaviors, such as seeking attention or avoiding tasks. This is important because punishing behaviors does not change their root cause. The BIP then develops interventions targeting the specific causes and functions identified in the FBA, such as self-monitoring, modifications to academic work, and replacement behaviors. Examples of strategies that may be included in a BIP are using fidget toys to replace self-injurious behaviors, developing scripts to get attention appropriately, and monitoring sheets to improve focus and on-task behavior. When done well, an FBA

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    64 views4 pages

    6105 FB and BIP Process

    Uploaded by

    Tammie Zentgraf
    The Functional Behavioral Assessment (FBA) and Behavior Improvement Plan (BIP) work together to address problem behaviors in special needs students. The FBA identifies the underlying causes and functions of behaviors, such as seeking attention or avoiding tasks. This is important because punishing behaviors does not change their root cause. The BIP then develops interventions targeting the specific causes and functions identified in the FBA, such as self-monitoring, modifications to academic work, and replacement behaviors. Examples of strategies that may be included in a BIP are using fidget toys to replace self-injurious behaviors, developing scripts to get attention appropriately, and monitoring sheets to improve focus and on-task behavior. When done well, an FBA

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    610 #5 FBA/BIP Process

    Tammie Zentgraf

    The Functional Behavioral Assessment (FBA) and Behavior Improvement Plan (BIP) are

    integral pieces of helping a special needs student develop skills to be successful. While the

    topography of a behavior may look similar for multiple students, the antecedent may be

    completely different. This is why punishment may not decrease the behavior as it does not

    address the cause of the behavior. The BIP utilizes the FBA findings to develop a plan

    addressing the problem behavior by working through the foundational cause, identifying what

    payoff the student is receiving through that behavior.

    In helping any student demonstrating an unacceptable or detrimental behavior, determining the

    origins and triggers for the behavior is essential. The below description of finding the antecedent

    is found on http://cecp.air.org/fba/problembehavior/necessary.htm

    Functional behavioral assessment is an approach that incorporates a variety of techniques

    and strategies to diagnose the causes and to identify likely interventions intended to address

    problem behaviors. In other words, functional behavioral assessment looks beyond the

    overt topography of the behavior, and focuses, instead, upon identifying biological, social,

    affective, and environmental factors that initiate, sustain, or end the behavior in question.

    This approach is important because it leads the observer beyond the "symptom" (the

    behavior) to the students underlying motivation to escape, "avoid," or "get" something

    (which is, to the functional analyst, the root of all behavior). Research and experience has
    demonstrated that behavior intervention plans stemming from the knowledge of why a

    student misbehaves (i.e., based on a functional behavioral assessment) are extremely useful

    in addressing a wide range of problems.

    One student may be needing attention and gets it by acting out, another student may also be

    needing attention but seeks it by getting good grades. They both have the same need but

    seek it in different ways. Once a determination of both what the student is seeking and

    what causes the behavior, then a plan can be sculpted with a specific students needs and

    desired outcomes in mind. There are different interventions that can bring positive

    behavioral changes while helping the student get their needs met in more positive and

    socially acceptable ways. For example, if attention is what a student is seeking, help them

    self monitor for that feeling to arise and provide alternatives to getting that pay off. The

    student can have practiced phrases they can say to their peers or teachers as appropriate that

    can help them meet that need for attention but in a positive way.

    If the acting out behavior is due to a student feeling overwhelmed by the academic rigor of

    work, then working with their teacher to make sure appropriate modifications and

    accommodations are being made so the student can be making academic progress without

    constant frustration. This positive adjustment can lead to better effort, academic growth

    and appropriate classroom behavior.


    Another example that could be part of a BIP is using a replacement behavior such as when

    a student uses self-injurious behavior out of boredom or the inability to keep still. Finding

    a safe, non-harmful behavior to meet the need to fidget and expend some physical energy

    to replace the inappropriate or self-injurious behavior will benefit the student. Using a

    stress or squeeze ball provides a chance to utilize that energy that they need to expend but

    causes them no harm and is not disruptive to classmates.

    When done well, a self-monitoring chart can be another positive intervention to help a

    student identify and change behaviors. The key to success in this process is for the student

    to be clear what triggers their behavior, what their new choices are and what their benefit

    will be to implementing these better choices. For example, if the student is given a

    tracking sheet to increase focused reading time, staying on task and eliminating disruptive

    behaviors, the student may have a timer with them that softly chimes at their designated

    monitoring time. The student records what they were doing at that moment, reads their

    choices and indicates how they will proceed. Helping the student have a plan to get

    themselves back on track empowers students to be key in their own progress.

    These above listed strategies are just a few examples of what may be part of a BIP written

    after an FBA has been completed. Helping students monitor and be aware of appropriate

    choices is a way to bring positive, measurable results to behavioral changes. When the

    behaviors change, this can open up the social acceptance of a student among their peers as

    well. It is a strategy designed to be a win for all parties involved.

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