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Connect with Midwest

Visit our website: www.midwestpbis.org
Apply for Recognition!
Follow us on Facebook and Twitter
Add your name/email to our coaches corner mailing list
Take the Tiered Fidelity Inventory (TFI) and the Self Assessment Survey (SAS) once a year on www.pbisapps.org
Apply for Recognition! www.midwestpbis.org

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FBA-BIP Training�Coaching Capacity��1 Day Training�� Midwest PBIS Network

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FBA-BIP Coaching Capacity�Objectives

Be able to :

Identify specific steps necessary to build capacity so that all staff can understand their role within the function-based problem solving process:

Understand the ABCs of behavior
Be able to clearly define problem behaviors

Observable and measurable!

Participate in data gathering activities (FACTS, progress data, observations)
Participate in brainstorming for function-based strategies as part of a BIP team

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FBA-BIP Coaching Capacity�Objectives Cont.

Be able to help others:

Identify when an FBA-BIP is necessary
Identify the essential systems needed for an effective FBA-BIP process
Identify the steps for conducting an effective FBA, including data to determine maintaining function of behavior
Identify the critical components of function-based BIPs
Develop evaluation plans that are efficient and effective

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Agenda

Grounding ourselves in the �Triangle

Where are we?
Who is FBA-BIP for?
Review & Practice�

FBA-BIP- Competing Behavior Pathway

Review & Practice�

Data

FACTS
Other data-gathering tools
Review & Practice �

Fidelity considerations for FBA-BIP

Evaluation Plans & Rubric
Tracking Tool
Review & Practice

DO FOR

DO WITH�CHEER ON!

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Professional Development

ACTION PLANNING: �Applying the core content to your school

How will you bring what you have learned back to you school?

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Complete Your Action Plan

WHAT NEEDS TO BE COMPLETED?	RESOURCES NEEDED?	WHO?	WHEN?
A.
B.
C.

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Who is in the Room?

Social Workers
Psychologists
Student Services (OT, PT, Speech, etc.)
School Counselors/Guidance Counselors
Administrator
Special Education Teacher
General Education Teacher
Teacher Assistant
Other?

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“Give me Five!”

Multi-tiered System of �Supports (MTSS)�
Level of comfort / experience �with FBA-BIP�
Level of comfort coaching FBA-BIP�
Whether or not you are planning to go back and be a coach of FBA-BIP

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Acknowledgements

Kathleen Strickland-Cohen

Texas Christian University

Sheldon Loman & Chris Borgemeier

Portland State University

Terry Scott

University of Louisville

Rob Horner & Jeff Sprague

University of Oregon

New materials from:

Loman, Strickland-Cohen, Borgmeier, & Horner, 2013

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Why we need Strong Systems �to support FBA-BIP

Based on Research and Practical Experience…

By the time many youth access FBA-BIP intervention, youth are already at high-risk of placement change.

FBA-BIP are successful with students in general and special education alike.

We must be able to use function-based process in all settings!

FBA-BIPs are often found in the “file” and not seen as a living document to be used by teachers and support staff.

Many behavior supports are reactive and focus only on rewarding or punishing youth, omitting supports that make appropriate behavior more likely.

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Understanding Behavior�…and being the leaders of �helping others do the same

https://www.youtube.com/watch?v=SByymar3bds

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FBA / BIP

Where does it fit into the Triangle?

Who might need FBA-BIP?

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Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems

Perception Tools: �Home, School, Community Tool,�Education Tool

Check-in/ Check-out (CICO)

Brief Functional Behavior Assessment/

Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound / RENEW

ODRs, Credits,� Attendance, �Grades�Time Out of Class, � DIBELS, etc.

Daily Progress � Report (DPR) � (Behavior and � Academic Goals)

Competing Behavior � Pathway, Functional � Assessment Interview, � Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

A Multi-Tiered System of Support for Behavior

Tier 2/�Secondary

Tier 3/

Tertiary

Intervention

Assessment

CICO Modified

Classroom Management

Mentoring

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Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

MULTI-TIERED SYSTEM �OF SUPPORTS FOR BEHAVIOR

Students
Staff
Parents
Families

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Brief to Complex�The FBA-BIP Process as a Continuum

The FBA-BIP process is the exact same whether the behaviors are mild or intense, whether the student has an IEP or not, etc. As the needs of the student increase, the intensity of the process increases, the data gathered increases, and individualization increases.

BRIEF

COMPLEX

Less intense behavior
Lower level needs of students
Less data gathered
Fewer settings the behavior is occurring in
BIP developed by a standing team
Less individualization

More intense behavior(s)
Higher level needs of students
More data gathered
More life domains being impacted
BIP developed by a unique team
More individualization

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Building Capacity for Function-Based Thinking in a District�Example

FBA-BIP training for all clinicians and Administrators�
An FBA-BIP leadership team comprised of leaders who have the skills and ability necessary

Leadership team will help edit plans and provide feedback as teams are working to fluency�

An overview of FBA-BIP developed for staff

Leadership team delivers to all staff in the district
All staff clearly understand what their role might be in FBA-BIP process�

Start to explore function-based thinking at the lower tiers. Bringing FBT into the classroom

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What if ALL teachers clearly understood function of behavior?

What kind of classrooms would we have?
Would it impact the requests for assistance?
What kind of success rate would you have for plans that are developed?
Would less students ultimately need to move through the triangle?

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Function-based thinking Starts in the Classroom�Making Function-Based Thinking- Universal

We build capacity for FBA-BIP by:

Creating a system of PD and coaching all teachers in the basics of Function Based problem solving
Using Function as a regular part of problem solving at Tier 1 team meetings and beyond
Making function an ongoing part of every behavior conversation
Training staff to think of replacement behaviors and function-based strategies in the classroom

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Using Function-Based Thinking (FBT) to Move Through the Triangle�CONSIDER

At Tier 1:

Teachers use FBT, concepts, and skills in the classroom for quick problem solving
Teams us FBT as a regular part of problem solving�

At Tier 2:

Teachers use FBT to identify which interventions match youth need at the basic/foundational Tier 2 level (reverse request forms)
Facilitators use FBT to gather current data and create “brief” FBAs
Standing teams use FBT to identify strategies in school that will help create effective BIPs�

At Tier 3:

Unique teams use FBT to collect data and create “complex” FBAs
Unique teams use function-based thinking to identify strategies in multiple life domains (home, school, and community) that will help �create effective BIPs

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Supporting

Staff Behavior

Supporting

Decision

Making

Supporting

Student Behavior

Positive

Behavior

Support

SYSTEMS

PRACTICES

DATA

OUTCOMES

Social Competence &

Academic Achievement

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm

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3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Complex

FBA/BIP

Brief Function-Based Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP�RENEW

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall intervention effectiveness

Universal�Team

Universal Support

Mentoring

Modified�CICO

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Teaming at Tier 2

Secondary Systems Planning Team

Uses process data from CICO, S/AIG, Simple Individualized Secondary & Brief FBA-BIP supports to:

determine overall intervention effectiveness for each,
improve integrity, fidelity, procedures etc. for each,
create interventions that are missing from continuum

Secondary Problem Solving Team

Develops plans for one student at a time
Every school has this type of meeting
Teachers and family are part of student’s team

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Activity: �Reflecting on Current �Practices…

Think of the team or meeting you have when you discuss individual youth (FBA-BIP).

Take a guess at how many youth you action planned around this school year?

Take a guess at how many youth got an intervention that met their needs. How many youth stayed in current environment or went to a less restrictive environment.

What percent effectiveness does your �problem solving team yield?

What if everyone was using FBT?

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1. Define the Problem Behavior

2. Conduct assessment for behavior support planning

a. Functional Behavioral Assessment

• Defining behavior in observable & measureable terms

• Ask staff, student and family about where, when, & why behavior occurs

• See the behavior during specified routines

• Hypothesize a final summary of where, when, & why behavior occurs

3. Design an individualized behavior intervention plan (BIP)

• Ensure technical adequacy

• Ensure contextual fit

4. Ensure Fidelity of Implementation

5. Monitor Plan Impact on Student Behavior

Adapt BIP and implementation as needed based on on-going monitoring

The FBA to BIP Process

Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

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The FBA-BIP Work Flow

1) Secondary Systems Team identifies youth needing FBA-BIP level of support. Referral to individual Problem-Solving Team meeting.

2) FBA-BIP facilitator (i.e. social worker, counselor, psychologist) takes lead in organizing data and using tools to conduct the FBA.

3) FBA-BIP facilitator generates FBA summary based on data to share with Problem-Solving Team.

4) Problem-Solving Team develops BIP (with stakeholders).

5) Follow-up meeting scheduled (in 4-6 weeks) for all stakeholders to review progress of BIP.

6) Weekly data monitored by FBA-BIP Facilitator.

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FBA-BIP Facilitator

Illustrates FBA to the rest of the team through the Competing Behavior Pathway

Facilitates data gathering to develop the competing behavior pathway
Conducts/ facilitates any interviews or observations
Summarizes the hypothesized function

Leads the team in creating a BIP

Ensures all stakeholders give input
Keeps team focused on the hypothesized function
Ensures the identified function-based strategies are a good fit for the classroom / implementation setting
Ensures all stakeholders agree with aspects of the plan that require their action.

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FBA-BIP Team Members

You need to train and support team members to:

Come to consensus on hypothesized function
Ask questions for clarification
Using data available, problem solve unclear components of the hypothesis statement
Brainstorm additional sources of data that may clarify the process�

Work with FBA/BIP Facilitator in creating the BIP

Contribute as an ‘implementer’
Provide feedback on feasibility of the proposed function-based strategies
Support the collection of progress monitoring data

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Why Do we Conduct FBAs?

Reduce maladaptive behaviors by increasing positive behaviors.
Effective in general and special education settings.
Required by law for students with IEPs hat are facing placement change and / or have behavior goals in their IEPs.
Aligned with SB 100 requirements to problem solve around behaviors instead of just punishing students.
Research indicates clearly that an effective behavior intervention plan is tied to function.

http://www.pbis.org/research/tier3supports

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Identifying Who Needs a FBA-BIP

Any student not responding adequately to CICO, SAIG and/or Mentoring etc.
Adult perceives youth as in urgent need (lower-level support not seen as adequate)
Data identifies student as in need (# of ODRs, suspensions, absences, etc..).
Student comes into the district with function-based or behavioral needs indicated in their records�

ALL students in both general and special education are eligible for the FBA-BIP process and supports!

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How Will You?

How do you begin to “push” Function Based thinking down into the classroom?

Do For?
Do With?
Cheer on?�

Take 5 minutes to talk to your team / shoulder partner�
Be prepared to share

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THE COMPETING BEHAVIOR PATHWAY

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Student Strengths

Desired Behavior

Current Consequence

Setting Event

Trigger/Antecedent

Problem Behavior(s)

Maintaining Consequence

Function

Replacement Behavior

Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

FBA/BIP Competing Behavior Pathway

6

7

8

4

2

3

5

9

1

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Student Strengths

Desired Behavior

Typical Consequence

Setting Event

Trigger/Antecedent

Problem Behavior(s)

Maintaining Consequence / Function

Replacement Behavior

Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

FBA/BIP Competing Behavior Pathway

5

6

3

1

2

4

7

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Competing Behavior Pathway to BIP

M. K. Strickland-Cohen (2011) ECS, University of Oregon

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Behavior Intervention Plan�Identify Behavior Support Strategies

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COMMON PLACES WE GET STUCK

Tips
Common Pitfalls

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Activity

Please identify the most common errors you see in the FBA-BIP process at your school�
Talk with your team�
Be prepared to share

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Common Places We Get Stuck

The Problem Behavior and Antecedent have to be clearly operationalized

Observable and measurable

We have to identify the routine in which the behavior occurs

Behavior is contextual
FACTS can help with identifying the routine

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Common Places We Get Stuck

Setting event (slow trigger) vs. Antecedent/Trigger (fast trigger).

Setting event is only relevant if we can count it, and we determine it predictably makes the behavior more likely to happen when the antecedent is present
We don’t always know setting event and that is okay
Setting event becomes more pressing when faced with very intense or aggressive behaviors

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Common Places We Get Stuck

The Desired Behavior is the way we expect the typical same aged peer to respond - it is NOT the replacement behavior!�
Current consequence is typically short term/immediate. It is what happens in the environment after the typical same aged peer does the desired behavior. (This will theoretically be used a long-term goal for the youth in question).

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Moving from Replacement to Desired Behaviors

The replacement behavior is a skill, or set of skills we are going to teach the student instead of what he/she is currently doing

Teacher should understand we may have MANY replacement behaviors- they are equivalent to baby steps

Shaping= teaching successive approximations.

Getting closer and closer to the desired behavior!

For example:

When we teach children to write letters we start with tracing and gradually move to writing without tracing.

That means we may have many replacement behaviors listed on a BIP!

We need to monitor progress for all of them as we shape the behavior!

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Replacement Behavior: Ask for Break from Difficult Double Digit Tasks

Desired Behavior: Complete Multi-Digit Math Problems independently

Antecedent:

Task too difficult

Asked to do multi-digit multiplication or division math worksheets

Function:

Escape Difficult Math Tasks

Natural Consequence:

Success on problems, more math tasks

Approximation Step #1: Ask for break using only 3 break tokens per period

Approximation Step #3: Ask for teacher help

Dexter

Approximation Step #2:

With permission student can cross off 60% of difficult items

Successive Approximations

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Common Places We Get Stuck

If you are struggling to figure out the function

Take a best guess
Put strategies in place
If they are working- you figured it out!
If they are not the function is wrong, you may need more data!

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Functions that Behavior serves

Pos Reinf

Neg Reinf

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Function is the KEY to success!

If we have the wrong function, we will have an ineffective plan�
If we have more than one function, our plan won’t be focused or as effective�
If we hypothesize the wrong function, we can always try again

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Student Strengths

Desired Behavior

Current Consequence

Setting Event

Trigger/Antecedent

Problem Behavior(s)

Function

Replacement Behavior

Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

FBA-BIP Competing Behavior Pathway

5

6

8

1

2

4

7

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Common Places We Get Stuck

There has to be a strategy in the BIP boxes for EACH of the items in the boxes of the FBA�
The strategies in the BIP are things that the adults will do, not the student.

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Common Places We Get Stuck

Consequence just means “thing that happens after”

It is the observable, measurable thing that happens immediately following a problem behavior

We always need to include 2 kinds of consequence strategies:

Make the replacement behavior MORE likely and
Make the problem behavior LESS likely

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When choosing strategies…�consider Function

Function-Based Strategies

Directly address the function of the problem behavior and are expected to improve behavior

Neutral Strategies

Unrelated to function of the problem behavior;
might be a good behavior management strategy, but may or may not be effective in improving behavior for this particular student’s behavioral need

Contraindicated Strategies

Provides access to maintaining consequence following problem behavior and is likely to make the problem worse

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Function is our “Umbrella”

FUNCTION

Sent out of class

Walks around the room and does not complete task

Puts head down on table

Teacher sits next to student

Peers laugh

Goes to office and talks to security guard

ESCAPE

ATTENTION

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How Will You:

Which component in the

competing behavior pathway

is going to be the biggest challenge for your teams?�

What strategies will you use to �help support facilitators around �the concepts of the information needed to be gathered in that box?�
What kinds of tricks / tools might you to guide your facilitators to dig deeper?

DO FOR

DO WITH�CHEER ON!

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Student Strengths

Desired Behavior

Typical Consequence

Setting Event

Trigger/Antecedent

Problem Behavior(s)

Maintaining Consequence / Function

Replacement Behavior

Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

FBA/BIP Competing Behavior Pathway

5

6

3

1

2

4

7

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FBA PRACTICE

For you…
And for THEM…

DO FOR

BIP Number 3

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How Will You?

Assess the technical adequacy of the FBA-BIPS developed by your teams?

Do For?
Do With?
Cheer on?

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DATA

FACTS
Other Tools

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Big Picture for Data

As problem behaviors become more complex you may need to collect more data , in more locations or life domains (home, school, community).

Consider your capacity to do this:

Who can help?
Ho can you “piggyback” onto other data collection in process, for example CICO data, classroom data, etc.

What systems does your school already have in place to assist in data collection on individual students?

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Complex v Brief, Continuum

Remember, the concepts and strategies are the same:

Function-based problem solving in the classroom all the way to FBA-BIPs across multiple life domains.

As the behaviors are more complex/more intense or function is unclear we may:

ADD data
More frequent, more specific, observations, additional interviews with student, family, etc.

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Tools that may be helpful

Brief FBA-BIP- Keep it simple!

FACTS interview
Student Directed Interview
ABC Chart
Assessing Activity Routines
ISSET FBA Checklist

Complex FBA-BIP- Keep adding data sources!

Family Directed Interview
Setting Event Checklist
Forced Choice Reinforcement Menu
Problem Behavior Questionnaire
Scatterplot
Wraparound Tools

Name: From: ___/___/___ to ___/___/___
BEHAVIOR:
TIME	M	T	W	Th	F	M	T	W	Th	F	M	T	W	Th	F	M	T	W	Th	F
7:30-8:00
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
12:00-12:30
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00

Name: From: ___/___/___ to ___/___/___
BEHAVIOR:
TIME	M	T	W	Th	F	M	T	W	Th	F	M	T	W	Th	F	M	T	W	Th	F
7:30-8:00
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
12:00-12:30
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00

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Functional Analysis

Functional Analysis allows us to change ONE condition at a time to determine the maintaining function if it is unknown
EXAMPLE:

A behavior is maintained by attention but team is unsure if it is adult or peer,
Modify the environment to add/ remove each source of attention in turn
Record ABCs and see which source of attention predictably follows the behavior

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Functional Analysis

Planful, controlled analysis of the conditions that maintain the behavior
Don’t try this alone if it increases the danger / aggression a student may experience.
Email jessica.swainbradway@midwestpbis.org if you have questions about the analysis process

Excellent researchers in this field: Carr, Iwata, Horner

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EVALUATION

Student Outcome Data
Fidelity Data
Process Data

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Data-Based Decision-Making

Student outcome data is used:

To identify youth in need of support and to identify appropriate intervention
For on-going progress-monitoring of response to intervention
To exit or transition youth off of interventions

Intervention integrity or process data is used:

To monitor the effectiveness of the intervention itself
To make decisions regarding the continuum/menu of interventions/supports

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Data-Based Decision Rules for “Responding” or “Successful”

Data guidelines for establishing success make data-management more consistent and efficient
We can modify and / or use the the same decision rules that apply for lower levels of intervention

Reduction in problem behavior and increase in pro-social behavior
EX in CICO: increase in CICO points to 80% average and no ODRs for 4 days.
EX in FBA-BIP: decrease in tantrums to 2 per week, and increase in use of “break” card to 2 per week.

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These are just examples….

Individualized Plans calls for developing Individualized Data Monitoring protocols
You can modify the CICO card to best fit the data the BIP team determines will best monitor progress of student
Focus on tracking data for the identified Replacement or Desired Behavior as this is the ultimate goal

Your ODRs will help you progress monitor the “naughty” behaviors

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Evaluation Planning

The team leader will ensure that the BSP includes an evaluation plan with:

A short-term goal that is reasonable based on current performance

Focused on increasing alternative behavior and decreasing problem behavior

A long-term goal focused on increasing desired behavior
Specific activities/procedures that will be used to evaluate progress
A specific date when the team will next meet to review progress

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Evaluation Plan

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BIP Review Meeting

Ensure that the team reviews each component of the plan to assess:

Implementation Plan
Evaluation Plan

Note any modifications that will need to be made to the plan, based on the data presented at the meeting

Determine the date of the next review meeting

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What last questions do you have?

How else can we assist you?�
Don’t forget to use www.midwestpbis.org for anything you need�
Another resource for useful materials:https://sites.google.com/a/pdx.edu/functionbasedthinking/home/fba-bsp-instructions-and-forms

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Please Contact Us!

www.midwestpbis.org

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Connect with Midwest

Visit our website: www.midwestpbis.org
Follow us on Facebook and Twitter
Add your name/email to our coaches corner mailing list
Take the Tiered Fidelity Inventory (TFI) and the Self Assessment Survey (SAS) once a year on www.pbisapps.org

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End of Day

Thank you for being here!

Thanks for your commitment to this work!

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