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THE FBA PROCESS: BEFORE THE BIP
1
FAST
ABC Checklist
Data is collected via
- Direct measures (observation/data collection)
- Indirect measures (rating scales/interviews).
DELAWARE
PBQ
The FBA Process: Before the BIP
Not just any student can get a BIP
The FBA that leads to the BIP
In order for a student to receive a BIP (Behavioral Intervention Plan), an FBA must first:
- be administered along with data collection to determine IF a student qualifies for a BIP.
- must also be an existing ESE (Exceptional Student Education) student, or
- the parent has signed an Open Consent for an evaluation/reevaluation because their student has a suspected disability and are seeking possible ESE services and behavior support.
The results of an FBA are used to hypothesize a “function” (determine why) a problem behavior is occurring. The team can identify alternative “replacement” behaviors that can serve the same function, or meet the same need, without interfering with learning.
The information gathered is then used to develop a Behavior Intervention Plan (BIP).
FBAs help us:
1. Identify replacement behaviors for the disruptive ones.
2. Understand the “why” behind student misbehavior.
3. Learn the purpose of the misbehavior, whether it's to meet a student's need or cause a desired outcome, e.g., what the student gains, controls or avoids.
4. When and where the behavior occurs.
5. What activities are most or least likely to cause the behavior?
6. What happens immediately before/after the behavior occurs?
7. Student history and information, strengths and weaknesses.
The Focus of the FBA
The focus of the FBA is on behaviors that occur within the school environment versus those that occur at home or in the community.
FBAs should identify both positive and negative behaviors to get a clear picture of the whole child.
What is an FBA?
A Functional Behavior Assessment (FBA) is a systematic process used to collect information about a problem behavior and determine its function.
A Functional Behavior Assessment should accomplish four main objectives:
1) Clearly define the problem behavior(s) the child is exhibiting in the classroom.
2) Utilize data to examine the behaviors.
3) Outline hypotheses/theory as to why the behavior(s) occur.
4) Provide strategies and recommended actions to reduce or replace the interfering behaviors.