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Transcript of FBA/BIP's
When A FBA/BIP is Needed FBA/BIP and You FBA/BIP's are created when there appears to be a pattern of negative behavior and the student is not responding to general classroom interventions (tier I and II interventions)
Social Worker (case manager for FBA/BIP)*
General Education Teacher*
Special Education Teacher*
SPED Administrator/Assistant Principal
Teaching Assistant (as appropriate)
* required Potential Team Members
First Meeting(30 min) Guidelines for FBA Meetings: The FBA/BIP is a legal document and must be followed
BIP’s are working documents and may be changed at any time to address a student’s behavioral concerns.
The student’s case manager should be updating you as changes occur.
Functional Behavior Assessments & Behavior Intervention Plans: What You Need to Know FBA's & BIP's are Tier 3 Interventions 1. Team members form a consensus defining the target behavior(s)
2. There can not be more than 2 target behaviors
3. Definition must include the behavior(s) frequency, intensity, and duration
4. Roles are assigned for data collection (see handout)
5. A date and time is set for reviewing the collected data and writing the FBA Second Meeting (60-90 min) 1. Team members report information from observations (everyone should have an opportunity to report to increase buy-in)
2. The team writes the FBA which may cause a slight change to the original target behavior(s)
3. The team formulates the hypothesis regarding the function of the behavior(s)
4. The team writes the BIP, if it is determined that one is needed, and develops additional interventions
A FBA/BIP can be created for:
A student with or without an IEP
A student following a major behavioral incident (i.e., Emergency BIP) BIP's must be implemented for a minimum of
before interventions can be deemed successful or
an ED eligibility can be considered. Change Blindness Data should be collected on a ongoing basis and reviewed approximately every 6 weeks to determine if BIP is effective
BIP progress reports should be sent out on a regular basis
BIP is an open document and can be altered as needed
Guidelines for BIP Management
An Experiment on Behavior Checks and Balances for Administrators Look for these components when reviewing a FAB/BIP Strengths: Time should be spent here to give a full picture of the student
Target Behavior: Can the definition pass the 'stranger test'
Antecedents: What happens before the target behavior
Consequences: What happens after, not just the punishment
Function: What is the student getting from the target behavior
Desired Behavior: What do you want them to do
Fidelity to the interventions, are they being implemented
Do the target behaviors match an IEP goal
Target Behavior Components Operational definition, what does it look like to everybody (video tape/stranger test)
How often does it happen
How long does it last for
The intensity of the behavior (i.e. how bad does it get) Make sure the target behavior has these components Underneath It All Mental Health
Medication and/or Counseling Needs
Poor Social Skills/Problem Solving Skills
Things to Remember Stop, do not attempt to “talk over” the inappropriate student behavior
Provide safe distance by maintain privacy and respect
Don’t get drawn into content
Use modulated voice and pace
Describe behavior (inappropriate & appropriate)
Pause to allow student response
Reinforce approximations of desired behaviors
“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized”