FBA and BIP Effective Behavior Plans for Students

1. FBA and BIP Effective Behavior Plans for Students Created by: Amelia Owen Jacquelynn McDonough-Dority Patti Wilson David Martin Department of Exceptional Children's Services

2. Let’s look at the WIKI http://FBA/-behaviorsupport.wikispaces.com

3. Norms Ask questions – please  Minimize side bar conversations Cell phones on vibrate, computers closed

5. Today Participants Will… Review the basic components of the FBA/BIP Discover Collaborative Problem Solving Learn to recognize linkages between function – strategy – reinforcement Review examples/non-examples Practice writing components of an FBA/BIP Explore the WIKI page

6. Collaborative Problem Solving • Paradigm shift • Kids do well if they can • Check your lenses • Plan B • A Non-example http://www.livesinthebalance.org/solving-problems-collaboratively • Work of Dr. Ross Greene

7. New Example

8. New Example

9. Strengths What does the student do well? Student’s strengths, gifts, & talents. What are there interests? What do they like to help others?

10. Strengths – Our Example This is how we would identify the strengths of our example student.

11. Let’ Practice See the Document Camera

12. Strengths - Activity Now, take your example and review the identified strengths. Make modifications at this point. Please be prepared to report out.

13. INAPPROPRIATE BEHAVIOR Observable, measurable terms

14. Defining Inappropriate Behavior This is how we defined the disruptive behavior in our example.

15. Let’ Practice See the Document Camera

16. Inappropirate Behavior - Activity Now, take your example and review the identified inappropriate behavior. Make modifications at this point. Please be prepared to report out.

17. Inappropriate Behavior - Activity • Everyone gets a chance to write a target behavior! Make the following into measureable and observable “target” behaviors • Noncompliance • Task Refusal • Aggressive • Difficult to Manage • Seeks Power / Control • Disrespectful • Disruptive

18. Why Isn’t it working? FAILURE TO ADEQUATELY DEFINE INNAPROPRIATE BEHAVIOR?

19. Antecedent Triggers What are the Environmental triggers?

20. Identifying Antecedent Triggers This is how we defined the Antecedent Triggers in our Example.

21. Let’ Practice See the Document Camera

22. Antecedent Triggers – Activity • Now, take your example and review the identified antecedent triggers. Make modifications at this point. • Please be prepared to report out.

23. Response of Others to Inappropriate Behavior What is the immediate impact on the environment when the behavior occurs?

24. Response of Others The events or interactions that occur immediately or shortly after the behavior or as a result of the behavior What does adult typically say/do when the behavior occurs? What do peers typically say/do... How is classroom activity impacted? What is student’s reaction?

25. Response of Others • Why is this section important? • We need to reframe – think about what we as adults can control • We need to focus on the environment – this is not about student behavior, but about how the environment sets the stage for the presence/absence of behavior • Focus on intended and unintended consequences – we need to find the payoff

26. Response of Others This is how we described the Response of Others to in the environment.

27. Let’ Practice See the Document Camera

28. Response of Others – Activity Now, take your example and review what you have identified as the response of others (Environmental Impact). Make modifications at this point. Please be prepared to report out.

29. Function What is the payoff? Why does this work for the student? What reinforces the behavior?

30. Function This is how we identified Function.

31. Let’ Practice See the Document Camera

32. Function - Activity Now, take your example and review what you have identified as Function. Make modifications at this point. Please be prepared to report out.

33. Why Isn’t it working? • Is function misidentified?

34. Inappropriate Behavior Why do we need data on the inappropriate behavior? The initial data gives us the baseline to compare with data Collected after interventions have been implemented. Without this data, we won’t know if our interventions have the intended impact.

35. Data on Inappropriate Behavior

36. Data on Inappropriate Behavior

37. Data Sources

38. The Behavior Intervention Plan Prevention Strategies Replacement Behavior Teaching strategies

39. Prevention Strategies How will the environment be modified?

40. Prevention Strategies These are our prevention strategies for Timmy Madd.

41. Let’ Practice See the Document Camera

42. Prevention Strategies - Activity Now, take your example and review what you have listed as Prevention Strategies. Make modifications at this point. Please be prepared to report out.

43. Teaching Strategies Based on the Function, What will we teach?

44. Teaching Activities • These are our • Teaching • Strategies for • Timmy Madd.

45. Let’ Practice See the Document Camera

46. Teaching Strategies - Activity • Now, take your example and review what you have listed as Prevention Strategies. Make modifications at this point. • Please be prepared to report out.

47. Reinforcement Strategies What does the student like? What will they work for?

48. Reinforcement Strategies • These are our • Reinforcement • Strategies for • Timmy Madd.

49. Let’ Practice See the Document Camera

50. Reinforcement Strategies - Activity • Now, take your example and review what you have listed as Reinforcement Strategies. Make modifications at this point. • Please be prepared to report out.