1. Group #2 Takoa, Carly, Mariah, Madison, Gretchen, Christina, Camelia, Marisa

2. Developing a Functional Behavioral Assessment and Behavioral Intervention Plan A Sequential Approach

3. Legal Requirements Individuals with Disabilities Education Act (IDEA)  1997 Amendments  Requires Functional Behavioral Assessments  Requires Behavioral Intervention Plan Changes to policy concerning Special Education  1999 Final Regulations School district personnel formal requirements  Strategies for students with disabilities with significant behavior problems

4. Legal Requirements Continued… Must be conducted when a student:  Has a disability  Demonstrate Severe Behavior difficulties  Peers are at risk Requirement applies when:  Serious disciplinary action  Before or no more than 10 days Plan already in effect:  Review plan  Modify it  Respond to behavior

5. What is Functional Behavioral Assessment (FBA)? Process for collecting information:  Determine why problem behavior occurs  Basis for development of BIP Process which looks at behavior:  What Behavior accomplishes for the individual child  Not the effects of the behavior on others. Assumes:  Child attempts to adapt to specific situation Conducting an FBA:  Gather information about the child’s behavior  Useful function’s for the child

6. FBA aims to: Define behavior in specific, objective, and measurable terms. Determine what aspects of the environment or situation elicit the behavior Identify what consequences maintain the behavior.

7. Addressing the Underlying Motivation Beyond Discipline  The need to address the roots of misbehavior Intrinsic motivation Strong motivational dispositions Related Patterns of misbehavior Misbehavior  often reactive  stemming from avoidance motivation  protective reactions.

8. Motivation continued… Avoid situations where student can’t cope effectively Protect themselves Misbehavior reflects efforts to cope and defend against aversive experiences.

9. Intrinsic Motivational Theory Corrective intervention  Steps are designed to reduce reactance  enhance positive motivation  Participation in an Intervention Intervention  Identify and follow through Alternatives  Producing greater feelings of self-determination  Competence  relatedness

10. Skit Welcome to Mrs. Lovelace’s 3 rd grade class! First week of school…

11. Please get into groups of 3. Fill out the worksheet within your group Discuss the Student’s behavior and possible disorder. What are some possible disorders and reasons why?

12. Any new suggestions on how to create a better functioning classroom?

13. Legal Case: Dallas ISD 2003 School district failed to demonstrate student’s behavior problems Before alternative Educational Program Failure:  School didn’t prove behavior problems were not caused by disability Placement was inappropriate Failed to provide FAPE  Free Appropriate Public Education (FAPE) Disciplinary action must be voided

14. Considerations when developing FBA and BIP Skill Deficits vs. Performance Deficits Implementing Interventions Student Supports of BIP  Including parents, guardians, family Reinforcement of Appropriate Student Behavior

15. References Buck, G. (2000). Developing Behavioral Intervention Plans: A Sequential Approach. In LD Online. Retrieved November 14, 2011, from http://www.ldonline.org/article/6031/ Philpot, D. (2002). Texas Case Law. In Attorney at Law. Retrieved November 12, 2011, from http://www.dphilpotlaw.com/html/texas_case_la w.html Malott, R. W, Whaley, D. L., & Malott, M. E. (1997). Elementary principles of behavior (3rd ed.). Upper Saddle River, NU: Prentice Hall.

16. CECP. Functional Behvior Assessment (2004). In Center for Effective Collaboration and Practice. Retrieved November 15, 2011, from http://cecpair.org/fba/ http://cecpair.org/fba/ Yell, M. L. (2000). The law and students with behavior disorders. In P. Gunther (Ed.), Effective practices for teachers of children with social/ emotional behavior disorders. Manuscript submitted for publication.