FBA Refresher Workshop Kalman Greenberg& Kim Fogo-Toussaint District 75 Counseling Office

Best Practices & Procedures

Reviewing New Forms Reviewing the new indirect forms (e.g., FACTS-Part A, FACTS-Part-B,FACTS for Students, FBA Parent/Guardian Interview, & Reinforcers for FBA). Direct forms (e.g., data collection and data analysis summary).

Target Behavior Define and operationalize the target behavior. Delineate intensities Define intensity levelsExample of intensity levels 1. Only impacts the student 2. Impacts others in the immediate area 3. Impacts everyone in class 4. Impacts other classroom or common areas 5. Impacts entire school or seriously dangerous or violent behavior.

Indirect & Direct Sources Write in the names of forms Include a sentence describing where indirect and direct documents will be stored in the school.

Global/Broad Influences (Setting Events) Summarize Indirect data sources Global/broad influencing factors that relate to target behavior o Cognitive level o Social o Sensory o Affective o Classification o Skills o Health/medical o Daily routines o Relationships o Recent and ongoing events in the student’s life

Skill/Performance Deficits Related to Problem Behavior Indirect Sources What’s the difference? Why is this important?

How did we do developing our narrow hypothesis? Setting Events (Conditions that increase likelihood of behavior) Antecedent (What occurs before?) Target Problem Behavior (Observable/ measurable) Maintaining Consequence/ Function (What happens after? What does student get and/or avoid?)

Statement of Functional Hypothesis When (antecedent),(student’s name) will (target behavior) within (latency – this might not be necessary [n/a]) at an approximate rate/duration of (baseline) in order to (consequence & function). This behavior is most likely to occur when (possible setting events).

Data Collection & Analysis Frequency, duration, intensity, and/or latency of behavior across activities, settings, people, and times of day. Useful new Forms o A-B-C Chart All-in-One Version 1 o A-B-C Chart All-in-One Version 2 o Duration Recording Form o Latency Recording Form o Frequency Chart including intensity and duration o Baseline Data Summary of Frequency, Intensity, Duration, and/or Latency (for data analysis)

Replacement Behavior Goal Template Annual GoalCriteriaMethodSchedule

Brainstorming Intervention Strategies Setting Event Strategies Antecedent Strategies Behavior Teaching Strategies Consequence Strategies How will you neutralize or prevent setting events? How will you change the environment to reduce triggers for problem behavior and increase success of new behavior? Replacement Behaviors: How will you teach new behaviors? Response after new behavior occur (increase reinforcer): Response after problem behavior occur (reduce reinforcer):

Implementation of the BIP Implement the BIP following the IEP meeting on an agreed upon implementation date. The student is made aware of the plan and if possible is allowed input into the plan A finalized plan is put into action by all adults Once the plan is begun, collect data again for the review meeting 2 weeks after implementation.

Monitoring a BIP BIPs are designed to be fluid, ever-changing documents The team should meet at minimum every ten weeks to review data and discuss progress or lack of progress Edits and tweaks are always allowed, but should be based on the data collected and again need to be agreed upon by the team Decisions about success or failure of the plan should be based entirely on data collected and not on personal feelings o Comparisons to the baseline level of the behaviors should always be made to determine effectiveness o Visual displays of data (graphs) can provide a way to easily to interpret success or lack thereof Your ability to see progress is only as good as the data you collect o Be consistent in your collection of data and make sure everyone sticks to the same definition of the behavior o Use the same data collection tools so that comparisons can be made

Final Notes on the FBA and BIP The FBA and BIP are not separate from a student’s IEP The FBA, BIP, and IEP must all be aligned o That is, the same information must be present across these three documents Much like the results of any intellectual or academic assessments are reported in the present levels of performance on a student’s IEP, the results of a FBA must be reported o Include description of target behavior and statement of baseline performance The BIP should be described under management needs just as any other intervention would be indicated Counseling goals (if the student receives counseling) should reflect the target behavior identified in the FBA, reiterated on the PLOP, and targeted on the BIP. o Very often counseling takes the form of teaching adaptive/alternative skills.