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FBA/BIP Strategies IASSW 2014

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Jolly Martinez

on 22 September 2016

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Transcript of FBA/BIP Strategies IASSW 2014

FBA/BIP Strategies IASSW 2014
Student Strengths
Setting Events

Desired Behavior (LG)

Problem/Target Behavior
Replacement Behavior (SG)
Current Consequences
Maintaining Consequence


Intermediate GOALS
Antecedent Strategies
Teaching/Instructional Strategies
Consequence Strategies
Setting Event Strategies
Think (academic, behavioral, personality, and hobbies)
Negative behaviors can also be strengths.
Example: Fred disrupts class by making others laugh can be viewed as Fred having a sense of humor.

You have to see the behavior, a person who doesn't know the child should be able to walk in and SEE it .
It has to be measured.
You are working on a single behavior, not everything at once.
Focus on Descriptive Behavior
Things that occur outside the target routine, that have an effect on the problem behavior.
The behavior you would expect a student to have in the classroom.
What rewards do students get for performing the desired behavior?

Paws/punch cards
grade level rewards
Special long term reward for meeting desired behavior.
Positive notes or phone calls home.

Learn the key components of identifying the target behavior, antecedents, setting events, function and replacement behaviors.
Implement plans with fidelity and integrity
Work with other professionals in your field to share experiences (good and bad).
Improve your current practices.
Provide you with tools that can help when explaining areas of the plan to staff.

Definition: The behavior replacing the target/problem behavior that is more acceptable than the target/problem behavior and serves the same function.
1. It serves the same function as the problem behavior.
2. It is easy to do for the teacher and student.
3. It is socially appropriate.
4. Replacement behavior is a skill, not an absence of behavior.
5. Needs to be reinforced.
1). Eliminate identified setting events
2.) Build a neutralizing routine to reduce the effects of a setting event.
1.) Eliminate and modify the identified triggers.
2.) Pre-correction (prompting the replacement/desired behavior before the problem behavior occurs). Try to be specific about when.
1.) Maximizing reinforcement for replacement/desired behaviors.
2.) Minimizing reinforcement for problem behavior. This is referred to as extinction.
Reinforcements must be immediate, consistent, and regular.
The target behavior must not pay off for the student.
Replacement behavior must compete with the problem behavior.
The event that precedes another event setting the stage for a particular response.
Definition of Behavior : Actions or events that can be observed, measured, and repeated.
Ways to get it: Office discipline referrals ( ODR's, nurses visits, Behavior cards, incident sheets, observations, )
Common Mistakes
Teachers are measuring multiple behaviors that are not related.
Extra things are listed under the target behavior.
Frequency, duration, or intensity are not listed anywhere in the plan.
Behaviors listed are too general, not specific
Observations are interpretive versus descriptive
What these presentation objectives are not?

A singular way to conduct Functional Behavioral Assessments and Behavior Intervention Plans.
To turn you into an expert in the next 3 hours.
Solely PBIS connected.
Practice [2] With a partner, describe whether or not the following are behaviors. If it is not a behavior explain why not.
Remember: a behavior is (1) an action or event (2) it can be observed, (3) measured, and (4) repeated.
1.) A cup of coffee.
2.) Walking in the hall.
3.) Losing weight.
4.) A student day dreams.
Practice [3]
Decide what would be considered a descriptive observation and an interpretive observation of this child's behavior.
Staff has reported that James is physically and verbally aggressive towards them. According to a classroom observation, when given a redirection, James became extremely angry, and then threw books on the floor. He continued his aggression by saying "I hate you!" to the teacher and furiously pushed the teacher to the ground. Mrs. Allen, James Kindergarten teacher stated his aggressive behavior makes her upset and she can't take it anymore. She also reported James has a difficult home life.
Things to consider:
Frequency: How often does it occur?
Duration : How long does it last?
Intensity/Force : How severe is it?
*** Define all scoring and definitions of behavior on the tracking sheet. A substitute should be able to pick up the teachers tracking sheet and rate the behavior .
Practice [4]
1.) Exercise
2.) Clean your house
3.) Speeding in a Car

What is/are the function(s) of the following behaviors you exhibit?
Positive Reinforcement
Negative Reinforcement
Definition: You get something and the behavior that helped you get it increases.
Definition: Something you presumably did not like or want to do is avoided or taken away and the behavior that helped you avoid or escape the situation increases.
When given a redirection, James threw books on the floor
Said "I hate you!" to the teacher.
Pushed the teacher to the ground.
James is physically and verbally aggressive towards them
James became extremely angry
He continued his aggression
Furiously pushed
* You may categorize the behavior by starting with "Physical Aggression" or "Off Task" but it must be accompanied by actual specific behaviors that have been observed.
In some cases, students must go through multiple replacement behaviors to achieve the desired behavior.
Practice [6].
Given the following target behaviors and desired behaviors. Give 2 replacement behaviors to build to the desired behavior.
Target behavior
1.) Off task behavior: drawing, talking to peers, excessive pencil sharpening.
[function = negative task]

2.) Disruptive behavior: blurting out inappropriate comments, talking to peers during independent math assignments.
[function = positive peer attn]
Desired behavior
1.) Independent reading for 45 minutes.

2.) Participating on topic in class. Completing independent math assignments on their own without talking to others.
Why the student performs the behavior.
1.) Joe avoids independent math assignments.
2.) Jamie makes the class laugh
3.) Kyle gets to see Mr. Brooks.
4.) Paula does not have to work in group.
5.) Ryan escapes the loud noise in the lunch room.

common examples: living schedule, missed medication, peer conflicts, parent visits, visitations, ect.
This is commonly confused with the setting of the problem behavior. Some FBA forms do not include this or count it with antecedents.
Practice [7]. Create a strategy to eliminate or
neutralize the following setting events.

1.) A student diagnosed with ADHD does not always take his medication in the morning due to his mother's hectic schedule. When he does not take his medication, his "off-task behaviors" increase during independent reading.
2.) Brian has a BIP for being off task during Math. Every other Thursday after school, Brian visits his dad in jail. According to the data, Brian is more off-task than usual on Fridays following visits to his dad. During a student interview, Brian stated he thinks about his dad in class following visits.
3.) Jose has a BIP for participating in class. On Wednesday night he stays with his dad. His dad does not sign his reading log and does not participate in his education. When Jose does not turn in his reading log, he starts the day embarrassed and shuts down. He participates less on days he doesn't have his homework completed.
Think of things that trigger the problem behavior.
If it is listed in the setting events above (in the FBA), there needs to be a strategy to address it.
These are the skills and routines that need to be taught to the student.
1.) Be specific in the skills or interventions put in place for the students.(i.e. instead of social skills say emotional management, coping skills, friendship skills.)
2.) Any new routines added into class need to be taught to the student. Example: If a student sets a clock and takes a quick sensory break, how to set the clock, when to go, and how to use the tools (will also need to be taught).
3.) Identify who will teach the person the new skill or routine.

Practice [9] Please list 3 teaching/instructional strategies with the information given about Cedric. Remember to state who does what.
Cedric is a 3rd grade student with a behavior plan addressing aggressive behavior. Specifically, when he becomes upset he throws books, yells, growls, and threatens staff and students. The team decided his replacement behavior would be to request a break when upset. When he requests a break, a bean bag chair will be set up in the back of the room with deescalation tools. During the student interview, when ask about how to calm down, he stated " I usually just play video games at home."
If it is listed in the antecedents above (in the FBA), there needs to be a strategy to address it.
Examples: Independent reading, hallway, recess, when reprimanded in front of the whole class, loud noises, etc.
Practice [8]. List strategies to address the identified triggers to the target behavior. Remember you can use (1) Pre-corrections [individual or whole class] or (2) eliminate the trigger.
Diego likes to be disruptive, during whole class instruction. When he is being disruptive, he blurts out inappropriate answers, and he talks with his classmates. The results of the FBA concluded that his behavior is maintained by peer attention. According to his referrals records, he gets more Office Discipline Referrals during Math class than any other class. During his student interview, when asked about his favorite class, he stated "I like math class the best. I get to sit by my friend Kyle."
PBIS refers to this as gain or obtain.

Positive does not necessarily mean good.

PBIS refers to this as avoid or escape.

Does a verbal reprimand count as negative reinforcement?

If a teacher gives praise, but it has no effect on the student, does it count as positive reinforcement?
Tangibles or Activity
Sensory Stimulation
Does their behavior get a reaction out of other students in the class?
Does the student sit by friends during the target routine?
Is there an adult they get to see every time they get into trouble (administrator, counselor, or social worker)?
Things to consider:
What activities or items occur due to the students behavior?
Is there a concentrated time or activity the student exhibits the target behavior?
Things to note about functions of behavior.
They can be found through observation, by looking at
Office Discipline Referrals, by teacher interviews, and student interviews.
A person's behavior can have more than one function.

The function helps us understand the behavior and helps determine what are/aren't appropriate strategies to use.
The most common antecedent is (1) academic task, (2) environmental arrangements (3) social factors, (4) psychological factors.
Example of Positive Reinforcement
In the classroom, Peter argues with the teacher and peers laugh.

Example of Negative Reinforcement
On the playground, Rene argues with peers and then doesn't have to interact with them.

Examples of positive reinforcement:
During free play, Mica hits peers and takes their toys.

Example of negative reinforcement:
After being dismissed for the bus, Darren stops to talk with peers and staff to avoid riding the bus.
Can you guess the following functions?
1.) During classroom group discussions, Amy complains of illnesses and the teacher stops asking her questions.

2.) During Math, Bill destroys materials so the teacher will send him to the corner chair, where it is quieter.

3.) In the lunchroom, Abby curses at peers and they give her part of her lunch.

4.) During circle time, Terrance pushes his peers, they turn to him, and he talks with them.

5.) During writing, Kyle rips his paper because he likes the sound of ripping paper.

6.) In social studies class, Ryan argues with the teacher until she lets him out of work.

Example of positive reinforcement
During transitions between classes, Marcus leaves campus to smoke a cigarette and is tardy to classes.

Example of negative reinforcement
In the lunchroom, Todd leaves before being dismissed to escape from the noise.

Observational Data
Behavioral Allocation: The more time a student is engaged in one activity the less time they can be engaged in another.
Implementing BIP with Integrity.
1.) Have a baseline for behavior for your plan.
2.) Set a goal for the change in replacement behavior or the use of desired behavior.
3.) Identify who is going to do what and verify they person has done it.
4.) Schedule and have follow up meetings.
Remember your ABC's
Antecedent, behavior, consequence

Practice [1]
With a partner think of ways the following perceived weaknesses can be described as strengths.
1.) James can be stubborn.
2.) Ryan can be too loud.
3.) Sandra talks to several student during reading.
Sometimes, answers can be easily obtained from a student interview.
How you the typical students in the class perform the task during the target routine.

Long term goal of the student.
What sensory (think of your senses) input is the student gaining or avoiding due to their behavior?
Practice [5]

Find a replacement behavior for the following target behaviors.

1.) During difficult in-class word problems in Math, Walter hides his paper, doodles on the paper, and talks to neighbors. His behavior is maintained by avoiding the work. According to his math scores, he is well below grade level.

2.) During Math and Science, Clyde blurts out answers before he is called on. When he is correct, the teacher praises him for getting the answer right and reminds him to wait to be called on. His behavior is maintained by adult attention.
& If all else fails, feel free to administer the BIP SLAP
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