 A FBA is a structured system used to analyze behavior.  It’s a collaborative problem solving process used to understand why a student engages in problem behavior and how that behavior can be changed.

 Both laws require FBA and BIP for Special Education Students when: › A disciplinary action will result in a change of placement › As an effective way to address behavior problems › Manifestation Determination (when a student has been removed from school for 10 or more days)

 When a student exhibits a serious or undesirable behavior  When the behavior impedes the student’s learning or other’s learning  When a student is referred due to behavioral concerns  When a student has been suspended 10 more days (consecutively or has had a series of removals that constitutes a pattern)  When considering a change of placement  When there is a need for a manifestation determination

 Insight into WHY a student engages in the impeding behavior  An awareness of WHEN the student is likely to engage in that behavior and when it is NOT likely to occur  Alternatives to the behavior

1) IEP team conducts an IEP review meeting to identify problem behavior(s) 2) Request parent consent for an FBA o Permission must be sent within 10 school days of meeting o Prior Written Notice (PWN) must also be sent with permission 3) Once permission is received, distribute FBA documentation logs to all teachers o You have only 60 days to hold an IEP meeting upon receipt of parent permission 4) Collect the data for at least 2 weeks and then analyze the data 5) Complete an FBA Data Analysis Report 6) Use the obtained information from the FBA Data Analysis Report to develop a Behavior Intervention Plan (BIP)

 A written, purposeful and individualized plan based upon a student’s functional behavioral assessment.  The BIP describes the positive behavior interventions, strategies, and supports required to implement the student’s IEP goals and objectives in the areas of social, emotional, and/or behavioral development.

 The BIP may include, but is not limited to: › Environmental modifications that reduce the likelihood of problem behaviors › Guidance, structured opportunities and/or instruction in the use of the new skills as a replacement for problem behaviors › Consequences to promote positive changes and diminish problem behaviors › A crisis management plan (if necessary) › Procedures for monitoring, evaluating and reassessing the plan as necessary.

1) Create a Behavior Intervention Plan (BIP) using data from FBA 2) Schedule and hold IEP meeting to review BIP 3) Implement the BIP 4) Collect data to determine the results 5) Determine revisions to plan (if needed) 6) Implement revised plan (if needed)

 Check box number 4 in Part IV indicating that the student’s behavior impedes his or her learning or the learning of others  Include narrative description of FBA results in the present level (Part VII of IEP)  Write a behavior goal (Part VIII of IEP)  Include the BIP in Part A of Services Page (Part IX of IEP)

 The BIP must be reviewed during the annual IEP and can be terminated or updated depending on the child’s behavior and needs.  Forms will be available online.  Don’t forget the FUN in fun ctional behavior assessment!

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