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    Fba - Bip 610 #5

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    Emily Klemme
    Functional Behavioral Assessments (FBA) are used to understand the causes and contexts of problematic student behaviors. An FBA involves defining the behavior, developing a hypothesis for its purpose, and collecting data on the behavior across settings over time. This informs the creation of a Behavior Intervention Plan (BIP) to decrease negative behaviors and increase positive ones. A BIP provides structure, consequences, and teaches replacement behaviors and emotion regulation. It is implemented and adjusted as needed with progress monitoring until behavioral goals are met.

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    Fba - Bip 610 #5

    Uploaded by

    Emily Klemme
    87 views3 pages
    Functional Behavioral Assessments (FBA) are used to understand the causes and contexts of problematic student behaviors. An FBA involves defining the behavior, developing a hypothesis for its purpose, and collecting data on the behavior across settings over time. This informs the creation of a Behavior Intervention Plan (BIP) to decrease negative behaviors and increase positive ones. A BIP provides structure, consequences, and teaches replacement behaviors and emotion regulation. It is implemented and adjusted as needed with progress monitoring until behavioral goals are met.

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    610 #5

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    FBA_BIP 610 #5

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    Functional Behavioral Assessments (FBA) are used to understand the causes and contexts of problematic student behaviors. An FBA involves defining the behavior, developing a hypothesis for its purpose, and collecting data on the behavior across settings over time. This informs the creation of a Behavior Intervention Plan (BIP) to decrease negative behaviors and increase positive ones. A BIP provides structure, consequences, and teaches replacement behaviors and emotion regulation. It is implemented and adjusted as needed with progress monitoring until behavioral goals are met.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    87 views3 pages

    Fba - Bip 610 #5

    Uploaded by

    Emily Klemme
    Functional Behavioral Assessments (FBA) are used to understand the causes and contexts of problematic student behaviors. An FBA involves defining the behavior, developing a hypothesis for its purpose, and collecting data on the behavior across settings over time. This informs the creation of a Behavior Intervention Plan (BIP) to decrease negative behaviors and increase positive ones. A BIP provides structure, consequences, and teaches replacement behaviors and emotion regulation. It is implemented and adjusted as needed with progress monitoring until behavioral goals are met.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    KLEMME |1

    Emily Klemme
    Instructor: Al Lindau
    Norda 10Sped
    610 #5
    September 20, 2015

    Functional Behavioral Assessment/Behavior Intervention Plan


    Functional Behavioral Assessments (FBA) are designed to gather necessary data needed

    in order to build effective behavioral intervention plans (BIP) on a particular student. The FBA

    documents the behavior from beginning to end, often looking past the behavior and focusing on

    the social, cognitive and environmental factors.

    Defining and targeting the behavior is the first step. Once the behavior is fully

    understood, a hypothesis is then developed to identify the purpose. Over a number of weeks, data

    is collected on the child. The data gathered can be an indirect or direct collection. Indirect data

    can include interviews with teachers, parents, and others who work with the child. It can also

    include discipline records, rating scales and work samples of the child. Direct data can include a

    systematic or a non-systematic approach. Event recording, time on task study and duration date

    recording can be facilitated. Notes can also be taken while observing the child directly. One must

    gather evidence from three sources that suggest the same function of the behavior. It is best to

    observe the child in different settings to determine whether the child is the problem or the

    environment is the problem. The misbehavior could stem from a challenging task or attempting

    to escape an unpleasant situation. A child might simply be hungry or tired and the behavior is

    their form of communication or attention.

    Once all the data is collected, the Behavior Intervention Plan is developed. This

    document lays out how the IEP will work to address the difficult behaviors. It is designed to

    decrease the negative behavior and increase the desired acceptable behavior for that particular
    KLEMME |2

    child. The structure for the BIP must be proactive and effective. If problems occur, plans must be

    in place to address them. Monitoring progress is key and documentation must be taken during

    implementation. The steps taken to increase the positive behavior and decrease the undesired

    behaviors are teaching and modeling alternative or replacement behaviors, providing

    consequences for the inappropriate behaviors and altering the negative events or environmental

    conditions that will ultimately prevent the misbehavior from occurring. Students are also taught

    to recognize their emotions and identify a caring adult that they can spend time with at school.

    This may involve taking breaks with this individual during the day. When developing

    intervention support strategies for the BIP, it is not effective to change several unwanted

    behaviors at one time. It is best to prioritize the top one to three unwanted behaviors.

    Students that have a BIP often are involved in a check-in/check-out system. The student

    is required to meet with an individual (usually a special education teacher or another individual

    on the IEP team). This involves a point sheet that is created to hold the child accountable for

    their behavior throughout the day. The check-in/check-out system allows for more frequent

    feedback with the child and establishes a reward system for positive behavior. All faculty and

    staff are involved in monitoring and evaluating the student during the day.

    Schools that focus on these positive behavior strategies use a systems approach known as

    PBIS (Positive Behavioral Interventions and Supports). Tier 1 is designed for all students in all

    settings. School-wide expectations are taught, consequences are established and positive

    reinforcement systems are set up for all students to motivate and acknowledge appropriate

    behavior. Tier 2 targets students that need additional support. Tier 3 supports individual students

    that are considered high-intensity and are assessment-based. Students with a FBA/BIP fall under
    KLEMME |3

    this Tier 3 support system and continue the interventions until he/she continuously meets goals

    and moves back to Tier 1 or 2 support.

    The IEP team has the ability to change or modify the BIP anytime throughout the year.

    When a child is re-evaluated, it is possible that the situation has changed and the intervention

    support strategies are no longer needed, the child has reached his/her behavioral goals or the

    strategies in place are currently not effective. If the childs behavioral goals are being met,

    guidelines must be established for the student to move back to Tier 2. The intervention process

    continues until the problem or inappropriate behaviors are resolved.

    An FBA is a research-based best practice assessment that allows educators to fully

    understand why inappropriate behaviors occur. Behavior Intervention Plans are developed for

    these students to teach appropriate behaviors and give students the skills to handle their emotions

    without acting out. These interventions lead to success in the classroom and teaches students

    how to make responsible and positive decisions.

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