1. Functional Behavior Analysisand Behavior Intervention Plans Kent Intermediate School District November 16, 2009

2. FBA-BIP team representatives Eric VanTreese; psychologist Kent City Public schools Megan Roon; Social Worker Thornapple Kellogg Public schools Steve Hamilton; Social worker KentISD

3. The Direction for the Day • To review our present knowledge base • To discuss the purpose of FBA/BIP • To review the structure of the new template • To review the example and go forward

4. The FBA/BIP Process • Embedded in IDEA 1997, part of seclusion and restraint policy, a major component in positive behavior support • Is research based • Reduces the need for suspensions and expulsions • Is a proactive approach to challenging behaviors • Is a preventive and early intervention strategy

5. What is a legally sufficient FBA/BIP? • General paper review is not enough • Must show understanding of the causes of behavior • Observations must be done in the student’s normal setting • Must reflect professional standards • Should include: • Frequency, duration, intensity, antecedents, location, consequences and function of the target behavior, listing of alternative behaviors that serve the same function, reinforcers that strengthen the target behavior, specific conditions for teaching new behavior, recommended environmental modifications

6. When and for Which Children do we do a FBA/BIP? • As part of an initial assessment or re-evaluation • In response to chronic disciplinary incidents • When needing to determine a child’s educational needs • To support teaching needed behavioral skill sets beyond the IEP goals

7. Who Conducts the FBA/BIP • School psychologist/teacher consultant • School social worker/counselor/PT-OT-ST • Special/general education teacher • Administrator • Parent • A team-based, collaborative approach

8. The Functional Behavior Analysis • Is rooted in Applied Behavior Analysis research • Identifies the underlying causes of behavior • Enables the team to develop proactive approaches • Addresses the behaviors that interfere with instruction and learning

9. The Behavior Intervention Plan • A design of effective approaches that will reduce impeding behaviors and/or teach new skills and develop supports to help the child maintain the resulting positive change in behavior. • Must include positive change strategies. • Emphasizes positive skill building rather than consequences or behavior suppression. • Must be based on data, individualized to the child, consistently implemented and its effects monitored. • Must reflect our “best efforts”

10. References • Functional Assessment- Joseph C Witt PhD. • Classroom Behavior Report Card Resource Book- Jim Wright • Suspending Disbelief- Bazelon Law Center • Guidelines for Behavior Intervention-Wayne RESA