Name of Intervention:
Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP)
Description:
The FBA is a problem-solving process for any general or special education student with persistent, severe, or complex behavior challenges. This problem-solving process involves identifying clear, predictive relationships between events in a person’s environment and occurrences of an observable target behavior.
A BIP is a plan that is based on the results of a functional behavioral assessment (FBA) and, at a minimum, includes a description of the problem behavior, global and specific hypotheses as to why the problem behavior occurs and intervention strategies that include positive behavioral supports and services to address the behavior.
Purpose:
· The PROCESS of gathering information/data about a student’s behavior
· Identify What, when, where, who, how, why of the behavior
· To determine the “FUNCTION” of the behavior
· Preparation for the development of an effective Behavior Intervention Plan
· based on a replacement behavior
FBA/BIP are for the following:
· for early or rapid intervention before behavior problems become extreme or chronic
· when a more comprehensive problem-solving method is needed to design an effective intervention. (e.g., a point system intervention was selected via a less comprehensive problem-solving process and was not effective)
· for ANY student, Regular Education or Special Education Student:
· when the student’s team is concerned about disruptive or dangerous behavior, or
· when the student’s team is considering movement to a more restrictive setting, or
· who needs needing intensive, individualized (Tier 3) behavioral intervention to be successful in the current educational setting, or
· who is being considered for an evaluation to determine eligibility for E/BD services
· in extraordinary circumstances at the start of RTI process (prior to Tier 3) for behavior problems that are severe (high intensity, frequency, duration, risk)· For a special education student:
· when a disciplinary action is being considered that would result in a change of placement:
· Removed for more than 10 school days (e.g., via ISS, OSS, or Bus suspension)
· when a change of placement is being considered and it is determined that the student’s behavior infraction was a manifestation of the current disabili
· for a 504 student who is not succeeding with current accommodations and modifications in the current educational setting due to persistent, problematic behaviors /
Grade Level:
All Levels
Level of Implementation:
Individual
Procedure:
Step 1: Establish a team and get to know the student's strengths
Step 2: Identify the target behavior. Prioritize: You can’t address ALL behavior
Step 3: Collect information/data on student and behavior.
Step 4: Develop hypothesis of the function of the behavior
Step 5: Design Behavior Intervention Plan
Step 6: Implement, monitor, evaluate outcomes and refine plan.
Research or Evidence Base:
Dunlap, G., Iovannone, R., Wilson, K., Strain, P., & Kincaid, D. (2010). Prevent-Teach-Reinforce: A standardized model of school-based behavioral intervention. Journal of Positive Behavior Interventions, 12, 9-22
Iovannone, R., Greenbaum, P., Wei, W., Kincaid, D., Dunlap, G., & Strain, P. (2009). Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders, 17, 213-225.
Scott, T. M., & Kamps, D. (2007). The future of functional behavior assessment in public schools: Balancing Necessity and Sufficiency. Behavioral Disorders, 32(3), 146-157.
Scott, T. M., & Caron, D. (2006). Functional Behavior Assessment at the School-Wide Level: Determining Predictability and Function of Typical Problem Behaviors. Preventing School Failure 50(1), 13-20.
Scott, T. M., Liaupsin, C., & Nelson, C. M. (2005). Team-based Functional Assessment and Intervention Planning: A Simplified Teaming Process. Longmont, CO: Sopris West.
Reed, H., Thomas, E., Sprague, J., & Horner, R. (1997). The Student Guided Functional Assessment Interview: An Analysis of Student and Teacher Agreement. Journal of Behavioral Education, 7 (1).
Scott, T. & Eber, L. (2003) Functional assessment and wraparound as systemic school processes: primary, secondary, and tertiary systems examples. Journal of Positive Behavior Interventions, Summer 2003 v5 i3 p131(13) .
Scott, T., & Nelson, C.M. (1999, May). Functional Behavioral Assessment: Implications for Training and Staff Development. Behavioral Disorders, 24 (3).
Scott, T.M., Nelson, C. M., & Zabala, J. (2003). Functional behavior assessment training in public schools: Facilitating systemic change. Journal of Positive Behavior Interventions, 5 (4), 216-225.
Schill, M., Kratochwill, T., & Elliot, S. (1998). Functional Assessment in Behavioral Consultation: A Treatment Utility Study.. School Psychology Quarterly, 13 (2)
Steege, M., & Northup, J. (1998). Functional Analysis of Problem Behavior: A Practical Approach for School Psychologists. Proven Practice, 1 (1).
Sugai, G., Horner, R.H., Dunlap, G., Hieneman, M., Lewis, T.J., et al. (2000). Applying positive behavioral supports and functional behavioral assessment in schools. Journal of Positive Behavior Intervention, 2 (3).
Sugai, G., Horner, R. H., & Sprague, J. (1999). Functional assessment-based behavior support planning: Research-to-practice-to-research. Behavioral Disorders, 24, 223-227.
Scout, J., & Carr, E. (1992, July). Severe Problem Behaviors Related to Social Interaction.
Progress Monitoring Tool(s):
Methods for Conducting FBA
Indirect Methods:
• MAS - Motivational Assessment Scale
• FAST- Functional Analysis Screening Tool
• PBQ- Problem Behavior Questionnaire
Direct Methods:
• A-B-C Analysis (Behavior Incident Logs)
• Scatter plot
• Interval or time sampling
http://behaviordoctor.org/material-download/
Monitor Progress for BIP intervention:
Frequency Charts
Point Sheets
Resource and Additional Support:
PBISWorld.com is a comprehensive and easy to use tier 1 through tier 3 PBIS (positive interventions and supports) tool and resource that includes data tracking.
http://www.pbisworld.com
PENT: The Positive Environments, Network of Trainers is a California Positive Behavior Initiative designed to provide information and resources for educators striving to achieve high educational outcomes through the use of proactive positive strategies. Evidence-based positive practices and helpful information is disseminated statewide through this website.
All material can be reproduced for non-commercial purpose for staff training.
http://www.pent.ca.gov/
PBS, Functional Behavioral Assessment, BIP Development, and Manifestation Determination The OSEP PBIS Technical Assistance Center: Rob Horner, George Sugai, and Tim Lewis
www.pbis.org/common/.../hornerbipdevelopment022007.ppt
U.S. Department of Education, Office of Special Education Programs’ (OSEP’s) IDEA website
http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C7%2C