Assessment and Intervention

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Assessment and Intervention Strategies for
Behaviors Part 1 Functional Behavioral
Assessment (FBA) Behavioral Intervention Plan
(BIP) Development January 2008
Bette Greer Betsy Stanwood
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What Should We All Know About Behavior?

• There is a significant learned component in
  most forms of challenging behavior and what has
  been learned may be unlearned.

• Challenging behavior almost always means
  something.

• Understanding the behavior helps us to change it.

Challenging behavior and autism Making
Sense-making progress Philip Whitaker
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Why? When? Would a School Team Consider Starting
the FBA/BIP Process?

• Required
• To access certain system supports (i.e. Lake
  Forest Academy)
• To seek entitlement for special education
  services
• To meet IDEA process requirements (i.e.
  Manifestation Determination, Change in Services,
  Functional Behavioral Assessments, and Behavioral
  Intervention Plans)
• Recommended
• To assess address significant behavior problems
  in a school setting
• Student not motivated to participate in school
  activities
• Student does not complete tasks
• Student has poor peer relationships
• Student has poor self esteem
• Student has heightened levels of anxiety
• Student does not comply to adult requests

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Functional Behavioral Assessment (FBA)
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What is a Functional Behavioral Assessment?
A method of identifying the social,
affective, and environmental factors that
reliably predict and maintain behaviors that
interfere with learning.
Its purpose is to determine a target behavior
that will be the focus of intervention on a
Behavioral Intervention Plan.
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Steps in the FBA Process
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1. Collect Data
FREQUENCY DATA SHEET
Student ______________ Teacher
_________________
Behavior of Concern Exhibited
Location/Activity
Presence of Others, Peers, Adult(Specify)
Adult Response/ Action
Other Factors
 
 
 
EXAMPLES -After fire drill -Day after return from
holiday -No medications 
6/14/04
EXAMPLES -Students (all class) -TA (CM) -T (BS)
EXAMPLES -Refuses to work -Talks out -Out of seat
1030 to 1225
TA walks to student prompts verbally Get Busy
Regular class/ Math lesson
NHCS PBS 3 Tool
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2. Analyze Data

• Identify antecedent or factors noted prior to
  the behavior
• Summarize behavior, noting level of intensity
  and specific patterns, using information from
  Frequency Data Sheet (NHCS PBS 3)
• Identify consequences or events that follow the
  behavior
• Define the target behavior (NHCS PBS 4)

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Considerations when Analyzing the Data

• Are there patterns?
• Are there specific locations,times, subjects or
  people? (Triggers)
• Are there physical signals of impending problems?
• Are there home concerns? Divorce? Death? Illness?
  Transition?
• How often do the behaviors occur? (frequency)
• How long do behaviors last? (duration)
• How severe or damaging are the behaviors?
  (intensity)
• Can the student continue with their school day
  when behavioral episode is over?

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Consider that a Target Behavior is . . .

• a specific behavior that needs to be replaced

OR

• a cluster or combination
• of behaviors that are
• related to one another
• and are a part of the
• target behavior

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3. Identify Function
Target Behavior
Attention?
Power?

Escape/Avoidance?
Self Stimulation
Self Stimulation?
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Identifying Functions
The function and purpose of the behavior can be

• To tell us that they want more of something
• pleasant Power and Control or Attention
  

• To tell us that they want to get away from
• something that they consider unpleasant
• Escape and Avoidance

• To obtain something pleasant at a sensory level
  Self-Stimulation

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Functions of Behavior
Target Behavior
Pos Reinf
Neg Reinf
Escape/ Avoidance
Self Stimulation
Attention
Power

• For
• Control
• Intimidation
• Vengeance

• From
• Peers
• Staff
• Preferred
• Adult

• Of
• Person
• Activity
• Classroom

• To reduce
• Anxiety
• Fear

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So, It Is Important To
Determine the REAL function of the behavior and
the REAL message being
communicated.
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Once you establish the function of a behavior,
you need to determine how the ADULT might be
contributing to the problem.
Just how does she think I contribute to THEIR
behavior?
Do you mean that I have to change so the student
will change?
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Do you contribute?
Are you guilty of saying any of these?
I tried that visual stuff and she still wont do
her work!
She just sits there and waits for me to tell her
what to do. I wrote it on the board"
He knows what he is doing and he is just being
manipulative.
He understands, I had him repeat my directions.
He understands, he did the work yesterday.
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4. Develop the Hypothesis
A hypothesis statement summarizes the teams
analysis of the behavior. It is a statement of
what the student is doing and why the student
is doing it as framed in the FBA tool.
When Johnnie is in small group instruction
and/or gym and does not get his way he typically
responds by shoving and/or using threatening
language to gain attention.
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Other Considerations Related to the FBA Process

• Use the alternate autism FBA when students have a
  diagnosis of autism/autism spectrum disorder
• Use the alternate autism FBA when students
• demonstrate social and communication deficits
• demonstrate a strong visual learning channel
• demonstrate sensory integration deficits

Functional Behavioral Assessment for Students
with Autism
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FBA Pitfalls

• Failure to use FBA process proactively
• Failure to collect data efficiently
• Failure to summarize data for analysis
• Failure to analyze data efficiently
• Failure to see or look for patterns
• Failure to utilize the process to identify the
  function of the behavior

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Accessing the Tools

• All tools related to the FBA/BIP process can be
  located on line on the NHCS website. Go to
  Special Education and Related Services
  department. Find in either Required or
  Optional Tools
• Frequency Data Sheet (PBS 3)
• Analysis of Data (PBS 4)
• FBA/BIP
• Autism FBA

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The FBA Process
Collect Data
Analyze Data
Identify Function
Develop Hypothesis
Develop Hypothesis
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Behavioral Intervention Plan (BIP)
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What is a Behavioral Intervention Plan?
A plan generated by a team based on the
information gathered from a FBA. This tool is a
lesson plan for teaching replacement behaviors.

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Recipe for a Successful Behavioral
Intervention Plan
REWARDS
CONSEQUENCES
TEACHING PLAN
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2 Part Focus of a BIP
Replacement /Desired Behavior
Rewards
Proactive Focus Teaching Plan
Documentation
Consequences
Reactive Focus Crisis Plan
Must be specific in describing the behaviors. Can
everyone see them?
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BIP Instructional Considerations
I want Joe to follow directions in class.
How?
Who?
Documentation?
Consequences?
When?
Rewards?
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Replacement/Desired Behaviors
I want Joe to follow directions for task
completion in class.
Complete entire task
Complete ½ sheet
Complete 1 problem
Work with peer
Progressive Steps must be taught to
reach desired behaviors.
Request help from teacher
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Behavior Management and Reinforcement
ALL students need strong reinforcement to change
their behavior. Reinforcement is equally as
important to get them to comply to your request
when they perceive the task too difficult or
repetitive.
IN OTHER WORDS, They have to decide if it is
worth doing X to get Y.
Just because an adult tells them to do something
or threatens to drop their boat isnt going to
alter the behavior if there isnt a strong
reinforcer.
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Avoid These Pitfalls When Using Reinforcement
Dont forget to teach the behavior you are trying
to reinforce, you will need to provide
instruction and reinforce close approximations of
the goal behavior. Be sure to tell the student
what they CAN DO to earn a reinforcer NOT what
they cant do.
Make sure you are reinforcing what you truly want
to reinforce. For example, make sure that the
bulk of the attention paid to children is for
desired behaviors rather than undesired
behaviors.
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Keys for Effective Rewards and Consequences

• Get information regarding the students interests
  and motivators
• Get students buy in regarding rewards system
  give at least 5 reward choices
• Make sure your consequence doesnt really reward
  the student
• Utilize a variety of consequences that offer a
  more positive outcome such as restitution

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BIP Pitfalls

• Failure to use the tools to guide the decision
  making
• Failure to include a teaching plan
• Failure to identify reinforcers that are
  effective with the child (inconvenient for
  adults)
• Failure to review the BIP

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Additional Pitfalls Dont Get Caught
Failing to . . .

• Evaluate the plans effectiveness
• after collecting data

• Agree on the number of weeks to
• implement the plan

• Schedule a date to review and revise the plan
  

• Explain all aspects of BIP to student and
• team members

- Document BIP as an accommodation on
page 4 of the IEP (if the student has an IEP)
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The BIP Process
Organize and Summarize
Analyze
Intervention and Evaluation
   
   
   
 
 
 
   
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ActivityA Case Study of Sponge Bob
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Case Study 1 Sponge Bob

• Repeating kindergartner
• Diagnosis of ADHD Inconsistently taking Ritalin
• Becomes agitated when presented with an academic
  task, usually math
• Becomes agitated when work is marked incorrect
• Refuses to comply when redirected to correct his
  work
• Further redirection increases his level of
  agitation, possibly to the point of outward
  aggressive behavior (such as, crumpling paper,
  throwing items, destroying property) OR presents
  non-compliant, shut-down behavior, refusing to
  follow directions
• Following the shut-down behavior, student may
  exhibit aggressive behavior towards peers (such
  as, kicking or shoving a student)

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Case Study 1 Sponge Bob

• When debriefing with the student he will refuse
  to accept ownership for his behavior and will
  blame peers as having prompted the behavior
  (i.e., perceived students making fun of him,
  staring at him, talking about him)
• Analysis of observational data indicates behavior
  occurs typically during math or in the afternoon
  as well as when items have been taken from the
  student
• Interventions to date have included bouncing to
  the IBS class - 3 episodes lasting approximately
  1.5 hours
• Parent input indicates aggressive episodes have
  increased at home even with medication
• Students strengths include articulating his
  feelings, complying when given one on one
  support. He also has artistic abilities.

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FBA Information

• Activity 1 In teams, complete FBA
• Activity 1(a) In teams, complete FBA hypothesis
  statement.
• Presenter will direct which activity
• DISCUSSION AND SHARE

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Sponge Bob FBA Hypothesis

• When Bob is given an assignment (most often
  with math) and is asked to make corrections or
  complete an assignment he typically responds by
  refusing to complete task or shuts down to gain
  escape and avoidance of the task.

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BIP Development

• Activity 2 In teams, brainstorm a list
• of appropriate replacement/desired behaviors for
  Sponge Bob.
• Activity 3 In teams, brainstorm a list of
  possible rewards for Sponge Bob.
• DISCUSSION AND SHARE
• In Session 2 we will work with Teaching
  Strategies - The How!

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New Hanover County Schools
Behavioral
Intervention Plan (BIP)
Teaching Plan Sponge Bob
Reinforcers are carefully tailored to the
childs strengths and interests. This is an
important factor in developing successful BIPs.
The one size fits all approach to reinforcers is
not nearly as effective as the individualized
approach. Bateman Golly
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BIP Crisis Plan (Mild, Moderate, Severe)

• Activity 4 In teams, brainstorm descriptions of
  MILD, MODERATE, AND SEVERE behaviors for Sponge
  Bob.
• DISCUSSION AND SHARE
• In Session 2 we will work with Teaching
  Strategies - The How!

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New Hanover County Schools Behavioral
Intervention Plan (BIP)
Crisis Plan Sponge Bob
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ActivityA Case Study of Wile E. Coyote
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Case Study 2 Wile E. Coyote

• 5th Grader
• Diagnosis of ADHD and Bi Polar
• Takes medication routinely
• Becomes agitated when asked to transition from
  preferred activity
• Has poor self-esteem and thinks he must know
  all the answers
• Often will not attempt a task he is unsure of or
• will begin as if he knows what he is doing and
  puts any answer to fill in the blanks
• Will not ask for help

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Case Study 2 Wile E. Coyote

• Analysis of observational data indicates behavior
  occurs typically when new skills are introduced
• Interventions to date have included prior notice
  of instructional topics for pre-teaching at home
• Parent input indicates frustration at home when
  he cannot grasp concepts or indicate when he
  doesnt know or comprehend info
• Students strengths include vocabulary and
  significant factual/rote information

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FBA Information

• Activity 1 In teams, complete AU-FBA
• Activity 1(a) In teams, complete FBA hypothesis
  statement.
• Presenter will direct which activity
• DISCUSSION AND SHARE

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Wile E. Coyote FBA Hypothesis

• When Wile is in an educational setting and is
  asked to transition when he isnt finished he
  typically responds by presenting verbal refusal
  or destroying materials to gain escape and
  avoidance of the adult request.

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BIP Development

• Activity 2 In teams, brainstorm a list
• of appropriate replacement/desired behaviors for
  Wile E. Coyote.
• Activity 3 In teams, brainstorm a list of
  possible rewards for Wile E. Coyote.
• DISCUSSION AND SHARE
• In Session 2 we will work with Teaching
  Strategies - The How!

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New Hanover County Schools
Behavioral
Intervention Plan (BIP)
Teaching Plan Wile E. Coyote
Reinforcers are carefully tailored to the
childs strengths and interests. This is an
important factor in developing successful BIPs.
The one size fits all approach to reinforcers is
not nearly as effective as the individualized
approach. Bateman Golly
50
BIP Crisis Plan (Mild, Moderate, Severe)

• Activity 4 In teams, brainstorm descriptions of
  MILD, MODERATE, AND SEVERE behaviors for Wile E.
  Coyote.
• DISCUSSION AND SHARE
• In Session 2 we will work with Teaching
  Strategies - The How!

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New Hanover County Schools Behavioral
Intervention Plan (BIP)
Crisis Plan Wile E. Coyote
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Resources

• NHCS Positive Behavioral Supports Training
  Modules
• NHCS Student Support Intervention System Manual
• Why Johnny Doesnt Behave by Barbara Bateman
  Annemieke Golly
• Web Resources
• http//dpi.wi.gov/sped/ebdbluepri.html
• http//www.interventioncentral.com/
• http//www.pbis.org/main.htm