F-BIT for Problem Solving

F-BIT for Problem Solving

Function – Based
Information Tool
(F-BIT) / Student:
Staff Person:
Date:
Positive Qualities: Reflecting on the student’s positive qualities can be very helpful for selecting intervention strategies. Review the list below and select all of the positive qualities that reflect this student’s personality and style.
Attentive to social cues / Engaged learner
Conveys thoughts well / Organized
Sociable / Hard worker
Liked by peers, has friends / Arrives on time
Kind/Considerate / Comes to class/school prepared
Empathetic / Regularly attends school/class
Self-reflective / Self starter / self-directed
Positive attitude/outlook / Willing to help others
Self-confident / Cooperative
Good sense of humor / Flexible/Easygoing
Honest / Interested/motivated to learn
Leader / Persistent disposition
Planful, problem solver / Accepts responsibility for actions
Fashionable / Creative, artistic or musical
Other: / Other:
Works / Not Sure / Strategies that Work: Check all instructional strategies and conditions the student typically responds positively.
Structured tasks/ activities
Clearly defined expectations (e.g., rubric or group norms)
Providing reminders of expected behavior immediately before starting a routine
Familiar structured routines
Check-ins (e.g., mid project check in) and reminders
Giving the student ‘chunks’ of a project or assignment at a time
Helping the student to task analyze projects or test preparation into ‘chunks’ of information or steps
Having written directions
Familiar tasks (e.g., skills required, the type of task, etc.)
Tasks or activities that involve artistic expression of concepts
Tasks or activities that use technology
Activities that involve movement or interaction with materials
Study guides, content outlines, vocabulary sheets, etc.
Graphic organizers
Giving the student frequent positive attention or support
Working independently
Partner or group work
Using incentives (e.g., school-wide tickets)
Incorporating personal interests into work routines
Other:
Behavior Definition: List discrete actions that describe what the student says and does that is a problem. Tip: use verbs instead of adjectives describing behaviors in their smallest possible action.
Precursor signals that something is wrong:
Initial occurrences look like:
Peak occurrences look like:
Review the list of Problematic Antecedent Triggers. Put an ‘X’ next to the items that are typically associated with the behaviors you identified as consistently a problem (i.e., the student is more likely to engage in behavior if this condition is present. If you are not sure, over the next couple of days take notice of the conditions present just before the behavior occurs and then come back to fill out this form. Use the Intervention Planner for strategies suggestions (see the page numbers to locate strategies). / Find Strategies pages…
Following Transitions & Routines / 4-8
… entering or existing class/area (e.g., locating seat, engaging in a ‘do now’
activity, etc.) / 5-6
… it is time to end a preferred activity
… it is time to transition between activities
… transitioning between locations (e.g., hallway)
… it’s time to follow class routines (e.g., put bag under desk)
…there is a change in routine or personnel (e.g., substitute) / 7
… there is unstructured time or delays in routines / 8
Participating in Instruction & Work Routine / 9-20
… whole group instruction is happening (listening, waiting turn, note taking) / 10-11
… it is time to startworking(e.g., independent task, test, quiz, etc.) / 12-13
… doing work that is challenging for the student (e.g., above reading or math
level, missing background knowledge, etc.) / 14-15
… sustained effort or attention is needed (e.g., working for
15 minutes) / 16
… it is time to do reading related tasks / 17-18
… it is time to do math related tasks / 19-20
Planning & Organizing / 21-27
… the student doesn’t have / can’t find the needed materials / 22-23
… the student is faced with a problem or dilemma (e.g., does not know what to or
how to generate a plan) / 24
… the student has to manage tasks or self direct their performance or work / 25-27
Problematic Antecedent Triggers con’t / Strategies pages…
Handling Prompts & Redirection / 27-33
… directed to start working / 28-33
… asked to cooperate with a corrective request (e.g., “Put your bag under the desk.”
“put personal or banned items away”; “address a dress code violation”)
… told no to request (e.g., going to the bathroom)
… their performance or behavior is critiqued
… asked to explain a behavior choice they made (e.g., “Why are you late?” “Why
did you do that?” “Where is your homework”?)
…the student is asked to submit homework or other projects
Social Relations & Emotional Coping Difficulties / 34-39
… the student is excluded from a group of students / 35-36
… the student wants to socialize with a preferred peer(s)
… working with a partner or in a cooperative group
… the student has to share or compromise
… the situation is socially (e.g., mild teasing)or emotionally stressful (e.g.,
something has happened at home, fight with friend, etc.) / 37-39
… another student/adult says something they don’t like
…there is pressure to perform or respond (e.g., test, called on in group)
…other:
…other:
Consequences: Review the list of typical consequences / responses to behavior. For each response strategy that you use, Indicate in the right hand columns the type of outcome you think the student experiences (i.e., escape, attention, social control) as a result of the response / consequence.
Refer to the Redirection Protocol in the Intervention Planner for suggestions (see pages 33-38).
Checkif applicable
X / In response to behavior do you….
…give a non verbal cue (e.g., look at student)
…provide a verbal redirection (e.g., “It is time to start work”)
…provide a reprimand (e.g., “This is not appropriate in class”)
…use humor to defuse the situation
…ignore (or try to ignore) what the student did
…provide a reminder of what is and isn’t appropriate in class (e.g., “When you come into class
you need to take your hat off”)
…move or re-assign seat
…let the student have what they are asking for or do what they want
…help the student to get on task (e.g., by providing assistance with the assignment)
… remove or replace the task with something different
…have the student take a break
…give the student a pass to guidance or CST
…deduct points from an assignment
…take away recess, other free time, or a privilege
…student-teacher conference to discuss the issue
…call the student’s parents
…send the student to an administrator
…assign a detention
Other:
In response to behavior do other students….
…laugh or “egg” on the student
…not react to the behavior
…ignore student
…offer assistance, encouragement or support
…tattle/obtain teacher attention to intervene
…show camaraderie or solidarity
Other (describe):
Function: In light of your reflections about conditions most typically associated with behavior occurrences (antecedent triggers and consequences) what do you think the student is trying to achieve by acting out (i.e., the function of behavior)? Select those items that most consistently reflect your understanding of why the behavior is occurring.
X / The student is engaging in behavior to escape or delay the situation because the student…
… gets overwhelmed in the situation and doesn’t know how to get out of it
…gets frustrated when work is difficult or challenging
…may be embarrassed that they cannot do the work
…doesn’t know how to do the activities / assignments
…has difficulty getting started with tasks
…may be socially uncomfortable
…other:
X / The student is engaging in behavior to gain attention because the student…
…is in need of developing friends
…is going through a difficult time (e.g., illness in the family)
…appears disenfranchised from the peer group
…may lack self confidence and is looking to others to validate their sense of social status
…seems to need a lot of adult attention and interaction
…is trying to access adult assistance for academics or other reasons
…other:
X / The student is engaging in behavior to gain social control because the student may…
… be trying to save face in front of peers
…want more predictability or sense of control over the situation
…be trying to establish their social status or social importance
…be trying to compensate for feeling disliked or disenfranchised from adults at school
…perceive the behaviors being displayed are a means to gain respect
…does not want to make a change in routine or activity (e.g., transition from gym to math)
…other:

NJ PBSIS (2014). NJPBSIS is sponsored by New Jersey Department of Education, Office of Special Education Programs in collaboration with The Boggs Center,Rutgers Robert Wood Johnson Medical School. NJ PBSIS is funded by I.D.E.A., Part B.