Functional Behavioral Assessment & Behavior Intervention Plan

Tiered Approach to Providing Positive Behavior Support Similar to RtI model Tier 1 (80-85% students) – All Students are provided effective, evidence-based classroom management Tier 2 (10-15% students) – More intensive behavioral supports are provided for students who continue to struggle Tier 3 (1-5% students) – Interventions are intensive, individualized interventions to help students learn and maintain appropriate behaviors in school

Tier One: Classroom Management Set up classroom environment effectively – Responsible for mapping out area whether teacher, consultant, or co-teacher – Different spaces have different functions – Remember traffic pattern Where will students be walking?

Tier One: Classroom Management Helpful Tips – Remove distractions Spare pencils, scratch paper, etc. – Minimize transition time between areas – Create ample room for students to work – Make sure whole room is visible from any point

Tier One: Classroom Management Develop Clear Rules, Expectations, and Procedures – Rules: explicit instructions about how to behave in classroom – Expectations: implicit assumptions about what your students will do – Procedures: coordinated ways that your class will accomplish these tasks

Tier One: Classroom Management Rules – Focus on 3-5 rules that are general and age- appropriate that tell students what to do – Post the rules – Teach students what these rules mean – Reinforce the rules Reward positive behavior Bad behavior – Use surface responding techniques first – Use punitive consequences as seldom as possible

Tier One: Classroom Management Expectations – Your expectations of your students matter! – Praise Contingent praise – Effective praise depends on performance of behavior or skill Specific praise – Specifies what the child did well Focus on choices – Focus on choices that child has control over, NOT personality attributes

Tier One: Classroom Management Procedures – Routines – Save time – Devote more energy to academics – Must be taught and repeatedly practiced

Tier One: Classroom Management Positive and Caring Classroom Community – Created by: Strong relationships with students; personal interest as people Being consistent Cooperation, not competition – Foster sense of shared purpose Teach communication and cooperation skills – Teach students to actively listen, criticize constructively, and to resolve conflicts

Tier One: Classroom Management Engaging instruction – Creates frequent opportunities for success – Moves quickly – Uses interesting and varied materials

Tier One: Classroom Management Whole Class and Mixed Responding Techniques – Engage multiple students simultaneously – Allows you to quickly determine who understands concept, and who needs more instruction Can then adjust – Examples: Choral responding Thumbs up/down Signaling Response cards

Tier Two: Small Group Academic and Behavioral Interventions Common interventions – Re-teaching the rules and expectations Re-teach in small group setting – Social skills instruction – Check-in/check-out systems Specific staff member holds students responsible for behavior on daily or weekly basis

Tier Two: Small Group Academic and Behavioral Interventions Principles of Effective Rewards – Recognize appropriate behavior – Have several reward choices Selected by student; student will not tire of same prize – Rewards should be small enough to motivate Delivered immediately after desired behavior Faded when no longer necessary

Tier Two: Small Group Academic and Behavioral Interventions Monitor effectiveness of intervention – Collect data on behavior – Check to see if intervention is being implemented accurately If not, assess and remedy situation

Tier Three: Individualized Intervention May be needed if student does not respond to Tier 2 interventions Or, behavior is severe enough to cause safety concerns

Tier Three: Individualized Intervention Functional Behavior Assessment – Define the problem behavior Must be identified clearly – Determine the function, or purpose, of that behavior Interviews with teachers, parents, the student, etc. can be helpful Review of student’s records can help to isolate when the problem began

Tier Three: Individualized Intervention Developing a Function-Based Intervention – Choose an appropriate replacement behavior – Select an intervention strategy Can the student perform the replacement behavior? Is the setting in which the behavior occurs run effectively?

Tier Three: Individualized Intervention Common Evidence-Based Interventions – Teach the student to do the replacement behavior CBI strategy Direct instruction – Alter the antecedent conditions or the consequences of the behavior Antecedent-focused interventions- changes conditions that lead to behavior Consequence-focused interventions – Eliminate reinforcement – Provide extra reinforcement for new behavior

Tier Three: Individualized Intervention Restraints – Never physically intervene unless trained to do so – Used only to ensure safety – NOT intended to enforce compliance, to punish students, or even to protect school property

For additional information, the information in this power point came from: Billingsley, B. S., Brownell, M. T., Israel, M., & Kamman, M. L. (2013). A Survival Guide for New Special Educators, San Franciso, CA. Jossey-Bass. /productCd ,descCd- release_text.html