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Aligning FBAs/BIPs with the IEP 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 ctserc.org.

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Presentation on theme: "Aligning FBAs/BIPs with the IEP 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 ctserc.org."— Presentation transcript:

1 Aligning FBAs/BIPs with the IEP 25 Industrial Park Road, Middletown, CT · (860) ctserc.org

2 Outcomes Use the Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) to determine the specially designed instruction for students with behavior needs Determine the specially designed instruction that provides access to general education setting demands or curriculum standards

3 Essential Questions How does an FBA/BIP inform an IEP? What is the distinction between specially designed instruction and general education curriculum?

4 Traditional Approach to Managing Challenging Behaviors Challenging behavior Perception of noncompliance Look to “Control “or “Punish” Design/apply manipulative interventions to have power over student Maintain/increase challenging behaviors Student’s needs remain unaddressed (Knoster and Lapos, 1993)

5 Effective Behavior Support Challenging behavior Perception of unmet needs Look to understand needs and develop hypothesis Design/deliver prevention/ intervention strategies based on hypothesis Reductions in challenging behaviors by learning alternative skills Meet needs in a more socially acceptable manner Personal growth improves self control Improved Quality of Life (Knoster and Lapos, 1993)

6 Behaviors Exist in Context Behaviors are context related Challenging behaviors result from unmet needs Effective supports come from an understanding of why a behavior occurs

7 What is the Function of Behavior? Avoidance – What is avoided with the behavior? Gains – What is gained or achieved with the behavior?

8 Make a Statement About the Behavior Three parts include: When {antecedent/trigger} occurs, The {student(s)} do/does {behavior of concern}, In order to {perceived function}. Pennsylvania Department of Education, Initial Line of Inquiry

9 Hypothesis Statement: When Steven is working or playing in a small group of his peers and there is conflict, he kicks, hits, yells or cries, in order to escape from his peers.

10 Impact Statement Hypothesis Statement When Steven is working or playing in a small group of his peers and there is conflict, he kicks, hits, yells or cries, in order to escape from his peers. Impact Statement Steven’s difficulty in resolving conflicts and need to escape from his peers prevents him from participating in small group work and being able to focus on the learning in all subject areas.

11 Is There Really a Gap?? Behavior expectations for age appropriate peers: Use basic strategies to be able compromise with peers Use basic skills to resolve conflicts with peers Go to adults for assistance when unable to resolve conflicts (sometimes crying) Current behaviors exhibited: Kicks, hits, or shouts when disagrees with peers Walks out of the room during small group activities Cries to an adult when other students do not do what he asks Function of behavior: To avoid peers due to lack of skills/strategies to compromise or resolve conflict.

12  Demands/ Skills Years in School  The Behavior Gaps KU-CRL Missing Skills & Strategies Present Level of Performance Expected Performance

13 Three Components to Consider… Prevent Environment Instruction & Curriculum Social/ Interpersonal Teach Strategies Skills & Concepts Replacement/ Alternative Behaviors Respond Reinforcement Cueing & Feedback Management (Ayres & Hedeen, 2003)

14 Prevent Does the plan address… How the concern can be prevented? – Fits with the function of the behavior E.g. Providing breaks from peers (peer avoidance) – Provides for an unmet need E.g. Sitting 1 to 1 with an adult (coping ad de- escalation) – Changes context/triggers/antecedents E.g. Teacher check-in 5 minutes into a group activity E.g. A choice of working independently

15 What Do We Change? Context of learning What we teach Outcomes of Learning How we teach S tudent(s) I nstruction E nvironment C urriculum Adapted from Heartland Area Education Agency

16 Prevent Does the plan address… How the concern can be prevented? – Changes in environment/organization Space Transitions Clear expectations – Changes in instructional delivery Instructional level Student interest/choice Grouping – Changes in social/interpersonal connections Peers Adult-student relationship Providing attention

17 Teach Does the plan address… What the student needs to learn? – Missing skills and strategies E.g. Compromise – Alternative/replacement behaviors E.g. Counting to 10

18 Competing Behavior Pathway Desired Behavior Maintaining Consequences Setting Event Triggering Antecedent Behavior of Concern Maintaining Consequences Function Alternative Behavior O’Neill et al., 1997

19 Teach Does the plan address… What the student needs to learn? – Strategies Problem-solving and decision-making Study skills Coping Compensation Self-awareness Self-management – Skills Able to do Specific applications – Concepts Need to know Abstract ideas

20 Respond Does the plan address… How to respond to student actions? – Avoids feeding the function of the behavior E.g. removal from peers – Provides the “real” reinforcer/consequence E.g. time away from peers/ 1:1 adult time-positive E.g. need to speak to peer after a conflict – Provides instruction E.g. “what strategy can you use right now?” – Manages (vs. changes) E.g. brief removal only for de-escalation (with a script)

21 Respond Does the plan address… How to respond to student actions? – Reinforcement To increase the likelihood of it occurring again To move from short term to long term memory (practice) To create automaticity – Cueing and Feedback To provide prompts for recall To provide guided practice To provide specific information on what is done well and what needs to change To increase the number of responses to support automaticity – Management To decrease the likelihood of it occurring again To redirect an incorrect or inappropriate action To address safety and disruptions to learning

22 Three Components to Consider… Prevent Environment Space for breaks Group near door Instruction & Curriculum Connect to S.S. expectation Social/ Interpersonal Teacher check in after 5 mins Teach Strategies Asking for adult help Recording conflicting ideas Skills & Concepts Compromise, negotiation Replacement/ Alternative Behaviors Counting to 10 Respond Reinforcement 2 min break from peers Cueing & Feedback “Which strategy will you try (adult or recording ideas)?” Management Removal with de- escalation (script) Resolve conflict directly with peer with adult support (script) (Ayres & Hedeen, 2003)


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