1. FBA and BIP for Educators
Niki Kendall, Delaware PBS Project
2/28/2019
Narrative: Welcome to the module covering Functional Behavior Assessment (FBA) and Behavior Intervention Plans (BIP) for Educators. Thank you to our main authors and presenters, Niki Roberts and Angela Harris, from the Delaware Positive Behavior Support Project (DE-PBS).

2. DE-PBS Project is an on going collaboration between the Delaware Department of Education and the UD Center for Disabilities Studies
Narrative: The Delaware PBS project is an ongoing collaboration between the Delaware Department of Education and the UD Center for Disabilities Studies.

3. Acknowledgements Dr. Rose Iovannone and FLPBiS Northeast PBIS
Midwest PBIS Network
Portland State University:
Narrative: We would like to thank the individuals and groups on the slide for their contributions to this presentation.

4. Resources Schoology Delawarepbs.org Access Code: F5SJ3-75K3X Pbis.org
Narrative: There are several resources for FBAs and BIPs as well as Tier 3 in general available for your use. See the Delaware PBS website, the Delaware PBS Tier 3 Tools Schoology page, and the PBIS.org Tier 3 supports webpage for more information.
Pbis.org

5. Questions are Awesome!
Connect with us on
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6. Who Is Here?

7. Your Interests…

8. Objectives Session 1: Understand the ABCs of behavior
Identify the steps for conducting an FBA
Use indirect FBA assessments to develop a hypothesis for a target student
Session 2:
Understand the critical components of function based BIPs
Design a BIP for a target student (based on FBA)
Consider when to complete an FBA/BIP (and the role of the problem solving team in the process)
Narrative: There are several objectives to this module presentation. First and foremost is to understand the ABCs, or basics of behavior. Next is to recognize the role of function based thinking across all tiers of support – that is, Tier 1, 2, and 3. Then, we will discuss the steps for conducting an FBA and understand the critical components of function based BIPs. Finally, participants will be able to identify who needs an FBA and BIP and the role of the problem solving team, including the educator, in the process.

9. Please answer the following:
When thinking about the FBA and BIP process I feel:
Narrative: before we begin, take a moment to think about your experiences as a parent, educator or facilitator involved in the FBA and BIP process. How do you feel? In our experiences, the FBA-BIP process can feel overwhelming, obsolete or frustrating. We hope the information presented here, will help to alleviate some of this frustration by demystifying the process.

10. Assessing predictable relationships between the environment and behavior
Define the problem behavior
Review existing data
Interview relevant stakeholders (teacher, student, family)
Predict when/where behavior problems will occur
Determine why problem behaviors occur
The FBA is just the information we need in order to build an effective intervention plan
What is an FBA?
Narrative: The FBA is an assessment process. It involves gathering multiple sources of information to make “educated” predictions about how, when, where and why behaviors will occur. In doing so, we can develop the most appropriate plan for our students. From now on, if someone asks you, “what is an FBA”? You can tell them: the FBA is just the information we need in order to build an effective intervention plan!

11. What do we mean by “function”?
Narrative: take a moment to jot down your definition of “function” or what is meant by “function of behavior?”
USE numbered heads!

12. Just using the term “function” may be less effective than saying…
“how behavior meets a student’s needs” or “how behavior helps the student communicate” or “why they’d want to do it” or “purpose” or “what’s in it for them?” others?
Narrative: how was your definition similar or different that the phrases above? When we talk about function, we are really asking: “why did the behavior occur” or “what is the purpose of the behavior”. Challenging behaviors can almost always be thought of as a form of communication: a request or a demand. The student demonstrates a behavior which acts on the social environment. I may put my head down on my desk during a difficult task because my teacher will help me or make inappropriate comments to classmates because I want to socialize but don’t know how. Each of these behaviors result in an environmental change that either increases the likelihood the behavior will occur again or decreases the likelihood the behavior will happen again. More on consequences later!

13. Functions of Behavior
Narrative: Here is a visual of the most commonly cited functions of behavior. Behavior is displayed in order to get something such as stimulation, social interaction or activities/tangibles. OR Behavior is displayed in order to escape or avoid something such as stimulation, social interaction or activities/tangibles.

14. Examples of function in schools…
To obtain: I shout out because it takes the attention off the task and onto me I disagree with the teacher to get access to an activity or prevent a transition
I wander because I am bored and I can stimulate myself somewhere else
Escape: I will take a walk around the room because someone will tell me to get to work and help me I ask to go to the nurse because I can get a break from class
Narrative: Understanding function is the critical first step in designing a behavior intervention plan. Here are some common examples of function in school settings. Can you think of others? Remember, the two functions listed in behavioral theory literature are to get or obtain and to escape or avoid.

15. Understand the ABC’s of Behavior
Narrative: a Functional Behavior Assessment or FBA is built upon fundamental principles of behavior that explain how the environment influences behavior. This section will help you understand these principles and how the development of an FBA give us information about how, when and why challenging behaviors occur. Once identified, these factors help us decide how to prevent challenging behaviors for individual students and how to teach and reinforce more acceptable behaviors.

16. The A-B-Cs of Understanding Behavior
A= Antecedent. Find out the events that occur right before the behavior. When and Where? B= Behavior. Find out What is the observable problem behavior? C= Consequence. Find out what happens after the behavior occurs? WHY?
Narrative: Realistically, teachers and parents are using behavior principles to make guesses about why challenging behaviors occur all the time. In other words, they are thinking about function. Take for example, a kindergarten teacher who chooses to read a popular book after recess before beginning her math lesson. Why do you think she made this decision? Although there may be a variety of reasons, one might be that her students were disruptive coming in from recess. She guessed they wanted to delay or escape the transition from recess to math. In this example, she guessed the function of their behavior was escape!
But, how do we figure out the function? We do so, by understanding the building blocks of behavior; called the ABCs (or antecedent, behavior and consequence). The antecedent sets the behavior in motion. It helps us answer the questions: when and where does the behavior occur. The behavior is what we see. And the consequence occurs after the behavior. It helps us discover function and answer the question – why.

17. Building Blocks of Behavior
Setting Event
Antecedent
Behavior
Consequence
Antecedent or event that temporarily alters the value of the consequence.
A “stimulus that precedes a behavior.”
An ”observable and measurable act of an individual (also called a response).”
A “stimulus change that occurs contingent on a behavior.”
Narrative: here are the textbook definitions of the ABCs of behavior. More on setting events later. Let’s review these in everyday language.
Click: during the FBA process, the team will begin by defining the challenging behavior.
Click: we then ask, “what happened right before the behavior occurred?” this is oftentimes called a trigger or the antecedent.
Click: finally, we are concerned with what occurred in the environment immediately after the behavior. This is called a consequence.
What occurs right before the behavior?
What is the observable and measurable behavior?
What occurs right after the behavior?
Guiding Questions
(Alberto & Troutman, 2006)

18. Say it together… OBSERVABLE AND MEASURABLE
Antecedents are typically observable and measurable stimuli that precede a behavior
Behaviors are typically observable and measurable acts
Consequences are typically observable and measurable stimuli that contingently follow a behavior
So, the key questions to ask are:
Can you see (or sense) it?
Can you measure it?
Narrative: throughout the problem solving process it is essential that teams carefully define each of the building blocks of behavior: antecedents, behaviors and consequences. Without observable and measurable definitions, it is difficult to ensure everyone is on the same page. This may lead to problems with data collection, coming to a consensus on the hypothesis statement and ultimately how well interventions are implemented. The key questions to ask are: can you see it? Can you measure it?

19. Antecedents: Questions to Answer
Where, when and with whom is the problem behavior more likely?
Narrative: let’s take a closer look at antecedents. Antecedents set the behavior in motion. Remember they are observable and measurable. Questions to ask include: where is the behavior most likely to occur? When is the behavior most likely to occur? And finally, with whom is the behavior most likely to occur? Some examples are presented on the next slide. It might be helpful to take a moment and write down a few of your own examples. Remember, antecedents must be observable and measurable.

20. Common Antecedents:
Routines/activities (e.g. transitions, recess, independent work, bathroom, discussions etc.) Circumstances (e.g. reprimanded or corrected, task is too difficult, end of preferred activity, specific adults or peers)
Narrative: here are some common examples of antecedents. Routines and activities may help us discover where the problem behavior is most likely to occur while circumstances help us discover when and with whom the problem behavior is most likely to occur.

21. Consequences: Questions to Answer
What do others (adults, peers) most often do or say immediately after the behavior occurs (e.g. what interventions have been attempted)?
Narrative: let’s take a closer look at consequences. Consequences occur after the behavior and make the behavior more or less likely to occur in the future. Remember they are observable and measurable. Questions to ask include: what do others most often do or say after the behavior occurs? Let’s take a closer look at the types of consequences that may occur following a behavior.

22. Reinforcement and Punishment
Give (+)
Take (-)
Action
Effect
Positive
Negative
Inc. ( )*
Reinforcement
Reinforcement
Narrative: consequences take the form of reinforcement (which increases the likelihood of future behavior) and punishment (which decreases the likelihood of future behavior). Each can take the form of positive or negative depending on whether the environment is adding or removing some type of stimulus. This can be confusing, let’s look at each one individually.
Click: Positive reinforcement implies you are adding a stimulus to the environment and the effect is to increase the likelihood of future behavior. For example, praising a student (who enjoys adult attention) for demonstrating prosocial behavior will likely increase that behavior in the future.
Click: Positive punishment on the other hand implies your are adding a stimulus to the environment but the effect is to decrease the likelihood of future behavior. For example, correcting a student who makes a behavior error by asking them to move their clip down on a behavior chart, is positive punishment if it decreases that behavior in the future.
Click: Negative reinforcement results when something is removed from the environment which increases the likelihood of future behavior. An example would be: removing
Positive
Negative
Dec. ( )*
Punishment
Punishment
* Future probability of behavior

23. Another look at function
Pos Reinf
Neg Reinf
I take away the difficult task when you are non-compliant = escape the task
I help you with your assignment when you are non-compliant = get attention

24. What type of consequence?
Provide specific praise to a student who enjoys attention following a behavior
Assign a quiz at the end of every week; for students who turn in their homework, the quiz is cancelled
Provide specific and immediate feedback following unwanted behavior
Ask a student to stay in from recess to finish a homework assignment

25. Pop Quiz!
True or False?
Rewards are brides that inhibit/damage intrinsic motivation
Punishment teaches students what they shouldn’t do & motivates them to do the expected behavior
Bribes are delivered BEFORE a behavior & promote inappropriate or unacceptable behavior Reinforcement = consequence (and follows a behavior, making it more or less likely to occur in the future).
Intrinsic motivation is an internal state that is measured by indirect observable indicators = we measure the prosocial skills that we can observe and measure.

26. Setting Events: Questions to Answer
Are there specific circumstances unrelated to the school setting (or happen outside of the immediate routine) that occur some days but not on other days that may make problem behavior more likely or worse?

27. Focus on Setting Events
Antecedent
Behavior
Consequence
Antecedent condition or event that temporarily alters the value of the consequence.
Can occur at the same time and/or same place as the Cue
Setting events may be environmental, physiological, or social
Setting events help explain variations in behavior
You may be sick or tired in school when given a task, which may decrease the value of typical reinforcers for task completion (and increase value of nap)
Can occur earlier and/or in a different location from the Cue
If you fight with a family member before school, it may decrease the value of adult attention for appropriate social skills (and increase value of escape)

28. Common Setting Events:
Lack of sleep or food
Illness
Having a fight on the way to school
Bad grade on a test / reprimands
Forgetting to take medication
Substitute teacher / changes in routine
Lack of rapport with staff
History of bad grades in a subject area
Non-examples:
Diagnosis of autism or ADHD
“Bad” home life
* Note: Setting Events can be difficult to identify, are often unknown.
Highlight lack of rapport  student does not have positive relationship with staff giving the task demand, it makes the task demand MORE aversive and the extent to which negative behavior results in escape will make it more likely to occur. 28 28

29. “Adam”
When Adam is told that he must wait for a favorite activity, he screams, hits, kicks, head-butts, and destroys property. After this behavior, staff immediately allow him to do his favorite activity. In the future, Adam continues to scream, hit, etc., whenever he is told to wait.

30. Breakdown of Example: Adam
Antecedent:
Behavior(s):
Consequence:
Action(+ or -):
Effect( or ):
So it is:
When Adam is told to wait
he screams, kicks, head-butts, and destroys property
Adam’s staff allow him to access his favorite activity
Adam’s staff…give him access to the activity
In the future, Adam continues to “tantrum””
Positive reinforcement

31. Bus Duty
When the teacher is given an extra bus duty on a rainy day, he complains loudly to the principal. The principal covers the bus duty. In the future the teacher is more likely to complain loudly when asked to do an extra duty.

32. Breakdown of Example: Bus Duty
Antecedent:
Behavior(s):
Consequence:
Action(+ or -):
Effect( or ):
So it is:
The teacher is given an extra bus duty
He complains loudly to the principal
The principal takes the bus duty away
The principal…takes the duty away
In the future, the teacher continues to complain
Negative reinforcement

33. “Adam” Get/Obtain Activity
When Adam is told that he must wait for a favorite activity, he screams, hits, kicks, head-butts, and destroys property. After this behavior, staff immediately allow him to do his favorite activity. In the future, Adam continues to scream, hit, etc., whenever he is told to wait.
Get/Obtain Activity
Assuming this is a consistent pattern…
What is the function of Adam’s behavior?

34. Escape/Avoid Activity
Bus Duty
When the teacher is presented with bus duty, he complains loudly. In the past, the principal gets frustrated and takes the duty away. In the future, the teacher continues to complain whenever he is presented with a duty.
Escape/Avoid Activity
Assuming this is a consistent pattern…
What is the function of the teacher’s behavior?

35. Identify the steps for conducting an FBA
Narrative: Now that we’ve discussed the ABC’s of behavior and the role of function-based thinking, let’s identify the steps for conducting an FBA.

36. The FBA-BIP Across the Tiers
The bottom line:
While we understand the need for “formal” FBA-BIP
Understanding the ABCs of behavior is an important tool across all three tiers!
Function-based problem solving is a continuum.
Teachers can use function-based problem solving in the classroom
Teams can modify Tier 2 interventions based on function
Teams can develop simple to complex BIPs based on function

37. Across all Tiers of Support the ABCs of Behavior Helps us…
Take a best guess about function & choose strategies that are function based to prevent problem behavior and increase positive behaviors!

38. Problem solve using functional thinking at Tier 1…
What is the problem? gather and analyze information; define behavior of concern; do you need any additional information? Why is it happening? Think about antecedents and function What can you do? What do you want the students to do instead? How will you prevent problem behavior? When will you implement the strategies? How will you know if it’s working?
Review the data and answer the questions using your functional thinking
4th grade class
29 students
15 discipline referrals (in the classroom)
Referrals received in October and November
Referrals for disruptive and disrespectful behavior
9/15 referrals occurred between 1:00-3:00 pm
At your table, answer the questions by thinking functional about behavior. Remember, function helps us to answer “why” the behaviors are occurring.
Should we do a classroom problem solving sheet of some kind?

39. Tier II Interventions Based on Function
A formal process is in place to select Tier II interventions that:
Match student need and behavioral function
Example (CICO):
Research study found that for students with attention-maintained behavior, participating in the Check-In/Check-Out intervention was associated with improvements in ratings of problem behavior, prosocial behavior, and office discipline referrals.
*For students with escape-maintained behavior, no effects or improvements were found.
Narrative: A formal process, such as through a problem solving team or Tier 2 team, should be in place to select Tier 2 interventions that match student need AND behavioral function to help ensure that the intervention will be effective. For example, a research study found that for students with attention-maintained behavior, participating in the Check-In/Check-Out intervention was associated with improvements in ratings of problem behavior, prosocial behavior, and office discipline referrals. But, for students with escape-maintained behavior, no effects or improvements were found. The Check-In/Check-Out intervention consists of students checking in with an adult daily at the start of school to retrieve a goal sheet and encouragement. Teachers provide feedback on the sheet throughout the day, and then students check out at the end of the day with an adult. The student takes the sheet home to be signed, returning it the following morning at check in. You can see why this intervention is effective for students with attention-maintained behavior and not for those with escape-maintained behavior. This example further illustrates the importance of matching Tier 2 interventions to behavioral function.

40. Critical Features of the FBA
Assessment Includes:
Define the problem behavior(s)
Review existing data
Baseline data collected for problem behavior(s)
Interview relevant stakeholders (e.g. student, family, teachers)
Develop a summary statement with possible function
Conduct observation to confirm
Narrative: An FBA includes several types of information. One type is student and family input, such as student strengths and preferences for support options (for example – what supports might work best with the student). Other essential information includes relevant medical, behavioral (such as attendance and discipline data), mental health strengths and needs, and academic data. Current Tier 1 and Tier 2 supports and relevant academic and behavioral interventions are also critical parts of the FBA.

41. The FBA Process is always the same but becomes more complex as the student’s needs increase
More data gathered (including observations of behavior)
Larger problem solving team
More life domains considered
Complexity of FBA
Intensity of Behavior(s)
Less data gathered
Small problem solving team
Fewer settings considered

42. Tier 3 Continuum of Supports
Wrap-Around
Long-standing, extremely intense behaviors, mental health concerns, complex life events
Multiple services, agencies or institutions
Person-Centered-Planning
Comprehensive FBA – (Prevent Teach Reinforce)
More intensive FBA/BIP process
Multiple meetings (2-4) or one long meeting (>2 hours)
Additional data collection (e.g. behavioral observations)
Best for chronic, durable, intense behaviors
Efficient FBA
FBA/BIP developed in one meeting (~60 minutes)
Indirect data collection (e.g. interviews, record review)
Best for high frequency/low intensity behaviors
Noncompliance, minor disruptions
Wraparound based (Person-centered plans, functional analysis, multiple expertise)
Comprehensive FBA and BIP
Efficient FBA and BIP
Narrative: The FBA/BIP process represents a continuum from (efficient FBA/BIP) to most complex (wrap around supports). As you move up the continuum, the resources required and student needs intensify. More on this later… for now, it is important to remember that not all FBA’s will or should look exactly the same. Remember, the FBA is an assessment and requires the gathering of student data from (sometimes) multiple sources to understand student behavior. That being said, the process will look differently depending on the nature of the student’s behavior. Sometimes, you may use data that already exists such as interviews or school discipline data and other times you may need to also collect additional data such as student observations.

43. Efficient or Comprehensive?

44. Define Behavior to Decrease and Increase

45. Definitions of behaviors need to be:
OBSERVABLE: the behavior is an action that can be seen
MEASURABLE: The behavior can be counted or timed
Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts
Basic fba

46. Observable/Measurable Definition Non-observable/measurable Definition
Talks when teacher is lecturing, calling out in a loud voice, singing
Disruptive behaviors
Draws pictures during group work time
Off-task behaviors
Throwing objects, Kicking over chairs
Angry, Hostile Behaviors
Calls peers names
Inappropriate language
Tapping/ drumming on desk, looking around the classroom
Attention problems
Refusal to do work, failure to follow directions
Non-compliance
Yells “No” or “You can’t make me” when given direction
Defiance
Basic fba

47. Defining Behavior: Tip #1: Ask yourself, “What does the behavior look like?”
Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom.
Basic fba

48. Tip #2 Provide Examples and Non-examples of the problem behavior
Examples of Talking Out:
Answering a question directed to another student by the teacher.
Talking when the teacher is giving directions
Talking to peers during independent work time
Non-examples of Talking Out:
Answering a question that the teacher directed to the child
Yelling to another student during recess
Talking with a peer during group work
Basic fba

49. Are these observable, & measurable?
Gets out of desk and hits other students
Has separation anxiety (from parent)
Spacey
Reads 120 wpm
Says she hears voices
Emotionally disturbed
Doesn’t like classmates
Basic fba

50. Not Sure What Behavior to Target?

51. Practice

52. Review Existing Data

53. Regularly Collected Data Sources Other Helpful Data Sources
What information do you already collect that can be compiled to begin forming a picture of the student?
Regularly Collected Data
Other Helpful Information
Data Considerations:
What information do you already collect that can be compiled to begin forming a picture of the student?
What do you see in the existing student data that can begin forming a picture of the student?
Regularly Collected Data Sources
Other Helpful Data Sources
Office discipline referrals
Classroom discipline data ISS/OSS
Attendance/Tardy
Grades
Assessment Performance (CBM, STAR, DIBELS etc.)
IEP Data (IEP Plus, Student Record)
Nurse visits
Counselor visits
Current or previous classroom supports for student behavior or academic performance
Current or previous participation in behavior or academic interventions

54. What do you see in the existing student data that can help begin forming a picture of the student?
Curriculum
Behavioral
Attendance
Wellness
Student
Grades <60
Grades <C
Referrals
ISS/
OSS
Tier 2 Intervention
BIP
Un ABS
Ex ABS
Tar
Nurse Visits
Counselor Visits
John Doe 3 5 1 6 2 11
Weighted
0.5
0.2
1.8
0.4
1.1
Totals
Academic:
11.5
Behavioral:
 13.2
Attendance:
 6.1
Wellness:
Total Score:
36.8

55. Collect Baseline Data on Problem Behavior
The key is to begin collecting data to determine the severity and establish baseline for change

56. Components of IBRST Scale—5 point foundation Key—Vital for teacher
Can be flexible and add or subtract Likert scale points
Can be creative and use columns/rows for different time periods/people, etc.
Key—Vital for teacher
Definition of behavior
Directions—over what time period of day will they be rating the behavior? What do each of the anchor points represent as perceptual estimates?
Practice
After setting up, ask teacher to rate student’s behavior from earlier in the day or previous day
Adjust if necessary
Explain where they can find IBRST information in binder (tab 1)

57. DATA: What to use when?
Frequency Recording – recording the number of times a behavior occurs
Interval Recording – recording of whether a behavior occurs during intervals of specified time period
Time Sampling – recording of whether a behavior occurs at the end of an interval during a specified time period
Duration Recording – recording the length of time a behavior occurs
Latency Recording – recording the amount of time it takes for a student to begin the targeted behavior.

62. Practice!
Using your operational definition of your practice case, set up the IBRST scale for data collection

63. Electronic Resources Available:

64. Interview Stakeholders

65. It’s all about the conversation…
Students
Family
Teachers
Go to the source!
Can help you put the information you already have into perspective.
Listen for clues.
Get on the same page with the family.
Understand how school and home may look similar/different.
Understand the goals families have, and what supports and strengths they can bring to the table.
Clarify information about what, where, when, with whom, how often, etc. about the unexpected behavior.
Get information about how the student’s day goes – what types of activities are associated with expected behavior.

66. ANALYZE the Nature of the Behavior– Questions to keep in mind
When is the behavior more likely to occur?
Consider time of day, day of week
Where is the target behavior more likely to occur?
Consider location, subject, activity
What is happening before the behavior occurs? (Antecedents)
How often is the behavior occurring? (Behavior)
What is happening after the behavior occurs? (Consequence)
Add some additional questions to ensure all areas covered. Perhaps a sample interview?

67. Electronic Resources Available:

68. Develop a Summary Statement with Possible Function

69. What started the behavior in motion?
 Antecedent 
This is known as the Antecedent.
Riffel, 2017

70. Defined behavior in measurable and observable terms
Antecedent
Behavior
This is known as the Behavior.
Riffel, 2017

71. We then determine what is reinforcing the behavior.
Antecedent
Behavior
Consequence
This is known as the Consequence.
Riffel, 2017

72. And what the student is gaining or escaping.
Antecedent
Behavior
Consequence
This is known as the Function.
Riffel, 2017

73. As needed…consider what makes the behavior more likely
Setting Event
 Antecedent
Behavior
Consequence
This is known as the Setting Event
Riffel, 2017

74. Once we have all this- we have the summary statement
Setting Event
(more likely when)
Antecedent
(when)
Behavior
(The student)
Consequence (and as a result)
On days Scout’s mother visits the school for lunch
When there is a transition
Scout has a disruptive outburst
His teacher holds his hand
Function to: get adult attention
Riffel, 2017

75. Practice!

76. See the behavior during specified routines; update information based on observations
Observations may or may not occur depending on whether or not the hypothesis is confirmed by the team

77. ABC Observation Collection Tool

78. Electronic Resources: https://drive. google
Electronic Resources: or

79. Final Thoughts… When to use the FBA process?
What is Prevent-Teach-Reinforce?
How do we know if our FBAs cover all the components?
And also take a break

80. When should an FBA be developed?
When the current intervention used is not effective or improving and become a disruption to the academic environment for the student and those in the classroom and been through other tiers of support.
IDEA requires an FBA whenever a child with a disability has his or her current placement changed for disciplinary reasons.
During the manifestation process, if needed.
Both students in general education and special education benefit from the FBA/BIP process!
-Family and Advocates Partnership for Education (FAPE)

81. Tier 3 Continuum of Supports
Wrap-Around
Long-standing, extremely intense behaviors, mental health concerns, complex life events
Multiple services, agencies or institutions
Person-Centered-Planning
Comprehensive FBA – (Prevent Teach Reinforce)
More intensive FBA/BIP process
Multiple meetings (2-4) or one long meeting (>2 hours)
Additional data collection (e.g. behavioral observations)
Best for chronic, durable, intense behaviors
Efficient FBA
FBA/BIP developed in one meeting (~60 minutes)
Indirect data collection (e.g. interviews, record review)
Best for high frequency/low intensity behaviors
Noncompliance, minor disruptions
Wraparound based (Person-centered plans, functional analysis, multiple expertise)
Comprehensive FBA and BIP
Efficient FBA and BIP
Narrative: The FBA/BIP process represents a continuum from (efficient FBA/BIP) to most complex (wrap around supports). As you move up the continuum, the resources required and student needs intensify. More on this later… for now, it is important to remember that not all FBA’s will or should look exactly the same. Remember, the FBA is an assessment and requires the gathering of student data from (sometimes) multiple sources to understand student behavior. That being said, the process will look differently depending on the nature of the student’s behavior. Sometimes, you may use data that already exists such as interviews or school discipline data and other times you may need to also collect additional data such as student observations.

82. What Makes PTR Different Than Typical School-Based FBA/BIPs?
Often more invested in completing forms than engaging in a problem-solving process
Often expert driven with no consensus building processes
Progress monitoring data system not described or not feasible for teacher daily use
Behavior interventions often not aligned with hypothesis
Behavior interventions listed with no task analysis or detail on how they will be implemented
Teacher input on how behavior interventions will be implemented in his/her classroom not considered
Lack of active coaching for teacher to implement the interventions with fidelity
Lack of fidelity plan
Lack of progress monitoring and data-based decision making plan
Four-step problem-solving process
Collaborative with consensual steps built into process
Daily progress monitoring system takes teacher seconds to complete
Facilitator of PTR ensures alignment of behavior interventions with hypothesis
Each behavior intervention described in procedural detail
Teacher input drives how intervention will be implemented in the classroom
Teacher coaching support included in the process
Method for measuring fidelity embedded in process
Structured progress monitoring and data-based decision-making process embedded in process
NIKI

83. How do we know if our FBAs cover all the components?
The Technical Adequacy Tool for Evaluation (TATE)
Modified Version in Your Folder
Original Can be Found Here:

84. Questions?