FBA/BIP Training�Behavior Intervention Planning�Day 2����� Midwest PBIS Network�February, 2019

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We can’t assume anything�About Student Behaviors OR Adult Behaviors

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CREATING A BIP FROM THE FBA

• How is it connected to the FBA
• What are the different strategies involved
• Who should do what in connection to the plan

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Success, teacher acknowledgment

Function:

Escape academic tasks and

Access peer and adult attention

Complete writing task

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Disrespect and Disruption

Raise hand & ask for break

Asked to complete Independent writing tasks

Breaks from school (weekends, illness, holidays)

Routine: Language Arts

Name two problems with this competing behavior pathway.

Review

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Competing Behavior Pathway to BIP

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

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Identifying Behavior Support Strategies

• Draw or display columns to write suggested preventive, teaching, and consequence strategies

• Ask team members a series of questions to recruit ideas for potential strategies

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• Ensure that all team members have an opportunity to participate

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Behavior Intervention Plan�Identify Behavior Support Strategies

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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
• Contraindicated Strategies
• provides access to maintaining consequence following problem behavior and is likely to make the problem worse

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Setting Event Strategies

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

These strategies are designed to:

• Eliminate identified setting events

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Or

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• Build in a neutralizing routine to defuse the effects of a setting event

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Real Life Scenarios

• Take time in groups of 2-3 to identify setting events that you explored yesterday�
• Together think of examples of function-based strategies to eliminate or neutralize the setting event or antecedent for a function of:
• Adult attention
• Work avoidance

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Real Life �Scenarios

• Look at the FBA that you completed yesterday on your loved one.�
• Create some strategies to eliminate or neutralize the setting event(s) based on the function that you identified.

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Example: Eliminating Setting Events

• When asked to write in his daily journal in first period, Sam is most likely to engage in escape maintained problem behavior on days that he forgets to take his medication before school.

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• Sam’s team members (including his parents) have decided that Sam will go to the school nurse’s office each morning to take his medication.

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*By ensuring that Sam takes his medication, the team will be eliminating the setting event.

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

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Example: Neutralizing Routines

• When asked to complete academic tasks Ramona is more likely to engage in adult attention maintained problem behavior on days when she has a Conflict at Home before school.

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• Ramona’s team has decided to:
• Build in a morning “check-in” on these days, during which Ramona spends 5-10 minutes talking with a preferred adult before going to class.

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• The purpose of this routine is to help neutralize the effects of having the conflict at home.

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

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Function-Based Support

Setting Event

Trigger

Problem

Behavior

Maintaining

Consequence

Goal: Make problem behavior irrelevant

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Antecedent Strategies

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

These strategies are designed to prevent problem behavior by:

1. Eliminating/ Modifying antecedents that “trigger” the behavior

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AND

2. Prompting Alternative/Desired behavior (pre-correction)

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Real Life Scenarios

• Take time in groups of 2-3 to identify antecedents that you explored yesterday�
• Together think of examples of function-based strategies to eliminate or neutralize the setting event or antecedent for a function of:
• Adult attention
• Work avoidance

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Real Life �Scenarios

• Look at the FBA that you completed yesterday on your loved one.�
• Create some strategies to eliminate or neutralize the antecedent(s) based on the function that you identified.

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�Antecedent/Setting Event Interventions

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1. How can the antecedent or setting events be changed so that problem behaviors can be prevented?

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• What can be added to daily routines to make desired behaviors more likely and situations more pleasant for the student?

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Using Cool Tools (Direct Instruction) as Prevention Support

• Teach new routines & physical arrangements to support student
• For example, teaching all students how to transition to class when arrive to school late.

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• Cool Tools that target thinking process, beliefs, etc..
• For example, teaching all students that we all work at different speeds and that’s ok.

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Examples of Preventive Strategies

• Modify the curriculum (interest preferences, choice, sequence).

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• Modify the demands (quantity, difficulty, input, output, groupings, alternative tasks).

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• Cool Tools for entire class/grade/school focusing on prevention.

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• Reorganize the physical & interactional setting (have supplies available, pair seats, independent seats).

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CICO as Prevention Support

• CICO involves helping student transition to school day

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• Increased adult support & monitoring, instructional prompts in the natural environment

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• Promotes all staff using similar language

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Strategies to Prevent �Problem Behavior

“When student earns a total of 100 points he will receive rewards where he can spend alone time with his mom in order to gain adult approval”

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“Token system”

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Contingencies

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“Pre-correct for blurt outs”

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“Teacher will give student an option of which academic station he wants to start out at”

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“Allow student more time to transition between activities”

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“Provide tasks nonverbally”

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“Create a laminated sub plan for each teacher to leave in sub folder”

Non-Examples

Examples

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Antecedent Interventions Directly address the identified antecedent

• When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk

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• Antecedent = Asked to read aloud in class
• Potential options that more directly address the antecedent
• Give student passage in advance to practice pre-reading
• Do not ask student to read aloud in class
• Let student read 1 sentence directions that he is familiar with, instead of entire paragraphs from the text

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• Now, why is Function important?

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

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Antecedent interventions must address the function the problem behavior serves

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• Does the Intervention address the Function of Behavior �
• Give student passage in advance to practice pre-reading
• Do not ask student to read aloud in class (or respond publicly)
• Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text

• When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk to avoid public speaking (not related to reading difficulty; related to extreme social anxiety).

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

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Identifying Antecedent Strategies

• When asked to read independently at his seat, Ronnie makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.

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• Which is the best antecedent modifying strategy?
• Provide student with an easier reading assignment
• Remind student of school rules related to respectful behavior
• Allow student to wear headphones during independent reading
• Ask student to work quietly 1:1 with a ‘reading buddy’
• Have student check in with the teacher at the beginning of class

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

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

Teaching strategies help make problem behavior inefficient by teaching:

1. Functionally-equivalent alternative behavior

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2. New desired skills/behavior

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Real Life Scenarios

• Take time in groups of 2-3 to identify replacement behaviors that you explored yesterday�
• Together think of plans for teaching the student the replacement behavior.
• Also consider if and where it might be appropriate to teach some desired behaviors.

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Real Life �Scenarios

• Look at the FBA that you completed yesterday on your loved one.�
• How will you teach your loved one the replacement behavior? Are there desired behaviors that it makes sense to teach at this time as well?

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Teaching Strategies: Alternative Behavior

Never assume that the student already “knows” how and when to use the alternative behavior

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- Develop an observable definition of the behavior

- Identify and teach examples & non-examples of HOW and WHEN to use the alternative behavior

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- Provide MULTIPLE opportunities to Review & Practice throughout the day

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

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Behavior Teaching Strategies

Non-Examples

“Parents will work with school to help change her behaviors”

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Most plans do not have a specific teaching strategy.

Examples

“Student will read a social story with the social worker to teach him replacement behavior and expectations”

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“The counselor, parent, psychologist, and assistant principal spoke to the student about behavior plan”

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“Student participates in SAIG group”

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“Social worker will go into the classroom 3 days per week during the plan or centers time and will use a teach and model approach to encourage turn taking and appropriate play”

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Example: Teaching Alternative Behavior

Ronnie makes inappropriate noises and makes faces at peers which results in access to peer attention. The team has decided to teach Ronnie to ask to work with a peer tutor.

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Ronnie will need:

1. To be explicitly taught what “asking to work with a peer” does and does not look like, and when to use this skill
2. Pre-arranged frequent opportunities to review and practice in natural contexts

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

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

Next, teach content/skills needed to support student in achieving the Desired Behavior

This may be something to focus on right away, or only after the student is consistently using the alternative behavior

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Teaching Strategies: Desired Behavior

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• Common Skill Deficits That Can Lead to Problem Behavior:
• Academic deficits
• Avoiding difficult tasks

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• Social Skills deficits
• Attention seeking
• Avoiding peer attention

• Organizational skills deficits
• Escape from academic task demands
• Avoidance of adult attention

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

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Teaching Strategies: Desired Behavior

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To teach desired skills we may need to consider:

- Additional assessment to identify specific skill deficits

- More focused instruction in class

- Appropriate instructional grouping

- Additional support and practice at home

- Special Education support for academic skill deficits

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

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Example: Teaching Desired Behavior

• When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity in order to avoid/escape the difficult task.

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• In addition to teaching her to appropriately ask her teacher for an easier task, Pam’s team has decided to:

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• Provide additional small-group instruction in multi-digit multiplication & division to help Pam learn to successfully complete math problems independently

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

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

These strategies help make problem behavior ineffective by:

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1. Reinforcing Alternative & Desired behaviors

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AND…

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2. Minimizing reinforcement for problem behavior

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Real Life Scenarios

• Take time in groups of 2-3 to review the problem behavior that was identified from yesterday.�
• Together think of examples of function-based strategies to:
• A) reinforce the student when he/she chooses the replacement behavior
• B) make it less likely that the student wants to choose the problem behavior again

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Keep function in mind

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Real Life �Scenarios

• Look at the FBA that you completed yesterday on your loved one.�
• Create some strategies to make it more likely that your loved one will want to use the replacement behavior and less likely that he/she will want to use the problem behavior.

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Keep function in mind.

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Consequences: Reinforcing the Alternative Behavior

• When the student engages in the alternative behavior, provide the student with an outcome that matches the FUNCTION of the problem behavior.

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Example:

If student raises hand and requests a break from a difficult task🡪 quickly respond, by allowing the student to take a break.

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

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Consequences: Reinforcing the Alternative Behavior

• It is extremely important that the alternative behavior is reinforced:
• Immediately
• Consistently

and…

• Regularly (MULTIPLE opportunities to practice)

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• This is necessary for the alternative behavior to successfully compete with the problem behavior.

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

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Consequences: Reinforcing Desired Behavior

• The goal is to ultimately have the student move from the alternative behavior to the desired behavior.

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• Start with reinforcing REASONABLE approximations of the desired behavior
• Considerations:
• What is the student currently doing?
• How does this compare to what we want?
• Will rewards be delivered often enough to strengthen and maintain behavior?
• Do we have a powerful reinforcer? Consider FUNCTION!

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

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What are REASONABLE Expectations?

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• If the student is currently out of seat and off task for the most of the class period and is not turning in any completed assignments.
• Probably NOT reasonable to expect:
• To earn reinforcer, student will be on task for entire class period, and complete all assignments for one week.
• More reasonable INITIAL goal:
• Student will: a) be in seat and on task for at least 20 minutes of the class period, and b) turn in assignments that are at least 30% completed for 2 consecutive days.

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

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When possible use consequences for desired behavior that match the FUNCTION of the problem behavior. �

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• If the function of behavior is to Gain Peer Attention, for being in her seat and working quietly for 30 minutes the reinforcer might be:
• 15 minutes to work with a peer buddy

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• If the function of behavior is to Avoid Difficult Tasks, for staying on task and completing over 50% of an assignment the reinforcer could be:
• a “Free Homework Pass”

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

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Reinforcing Alternative/Desired Behavior

• When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity in order to avoid/escape the difficult task. (Alt Behv: ask for easier task.)

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

Which are the best reinforcement strategies (2)?

• Student earns teacher praise for staying on task
• Student is given an easier task when asks appropriately
• Student can earn one “free homework pass” after completing �all math assignments for three weeks
• Student can earn “skip 5 problems” card for each 5 �long-division problems completed
• Student earns 5 extra recess minutes for completing all worksheet items

Reward for alternative behavior serves same function?

Reasonable expectations for desired behavior?

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Reinforcing Alternative/Desired Behavior

• During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention. (Alt Behv: ask to work with peer.)

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

Which are the best reinforcement strategies (2)?

• Student is allowed to sit by a preferred peer for 15 minutes, if �he is quiet and on task during seatwork every day for a week
• Student will receive a “free homework pass” if he has no problem behavior during independent seatwork
• When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer
• Student is allowed to work with a peer when he makes noises and faces
• Student is allowed to work with a peer when asks appropriately

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Function?

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Reasonable expectation?

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Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior

• During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention. (Alt Behv: Ask to work with teacher.)

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

Which are the best reinforcement strategies (2)?

• Student can play a game with the teacher if she works quietly (no more than 2 talk-outs) during independent reading
• Student is allowed to work with a peer when she has been quiet for 15 minutes
• Student allowed to work with teacher if asks appropriately
• Student can eat lunch with the teacher if no talk-outs for one month
• Student earns a homework pass for on-task behavior

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Consequences: �Responding to Problem Behavior

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• Responses to Problem Behavior should focus on two things:

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#1. Redirecting to the Alternative Behavior

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#2. Extinction of the Problem Behavior

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

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Responding to Problem Behavior: �Redirection

• At the earliest signs of problem behavior, quickly redirect to the alternative behavior

Example:

• During independent work, Annie often talks out to get teacher attention. If ignored, Annie will begin yelling and throwing materials.
• When Annie first starts talking out, her teacher will immediately remind her how to appropriately get adult attention and will praise Annie’s use of the alternative behavior.

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Question:

What type of reminder might Annie’s teacher use?

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

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Responding to Problem Behavior: Extinction

• Do NOT allow the problem behavior to “work” or “pay off” for the student.

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Escape/Avoid

• Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior
• But… make sure student is capable of doing work… or provide support/instruction so student can complete the work

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Attention (Adult/Peer)

• Eliminate/minimize the amount of attention for engaging in problem behavior
• Limit verbal interactions/explanations
• Create a signal to cue the student to use the alternative behavior instead
• Teach peers to ignore problem behavior/walk away

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

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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

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4

2

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9

1

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Responding to Problem Behavior:�Extinction

• Important to note that extinction should always be combined with high rates of reinforcement for appropriate behavior.

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Example:

• Darci engages in problem behavior that results in peer attention.
• Darci’s peers will receive “Duck Bucks” for ignoring her inappropriate behavior.

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• Darci will also be learning how to interact with peers appropriately and will earn time with peers for alternative/desired behavior.

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

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Identifying Consequence Strategies: Responding to Problem Behavior

When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity in order to avoid/escape the difficult task. (Alt Behv: Ask for easier task.)

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

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• Student is not allowed to participate in art project with peers
• Student stays in from recess to finish work with teacher
• Student writes an essay on what it means to be ‘respectful’
• When student begins to argue, she is quickly prompted to ask for an easier task
• Student is sent to the office for arguing with teacher

Do strategies include:

1. Redirection?

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• Extinction?

Which are the best strategies for �responding to problem behavior (2)?

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Identifying Consequence Strategies: Responding to Problem Behavior

During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention. (Alt Behv: ask for help from teacher.)

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

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• When student begins to engage in problem behavior, she receives a brief visual prompt to ask for teacher help/attention
• Peers receive “Duck Bucks” for ignoring problem behavior
• Student goes to school psychologist’s office to discuss her behavior
• Teacher minimizes attention for problem behavior
• Student stays in from recess to finish assignment with teacher

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Which are the best strategies for responding to problem behavior (2)?

Redirection?�

Extinction?

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Identifying Strategies: �Questions for the BIP Development Team

• How can we arrange the environment to prevent the problem behavior?
• How will we teach and reward the alternative behavior?
• What skills can we teach to move toward the desired behavior?
• How can we exaggerate the pay-off for approximations of the desired behavior?
• How can we minimize the “pay-off” for the problem behavior?

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• It is the team leader’s role to ensure that the behavior intervention plan contains FUNCTION-BASED strategies
• IF team members suggest a strategy that is not function-based or is contraindicated:
• Direct team members’ attention back to the competing behavior pathway
• Remind team that:

1. We DO want to reward appropriate behavior with the same or similar consequences as those currently maintaining the problem behavior

2. We DO NOT want the student to access reinforcement following problem behavior

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Selecting Function-Based Strategies

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• Once function-based strategies have been identified, the Team Leader will ask members to rate each strategy
• Do implementers have the skills needed to use this strategy?
• Do we have the resources to implement this strategy?
• Is this strategy consistent with our administrative structure?
• Is this strategy likely to be effective? Is it in the best interest of the student?
• If the answer to any of these questions is “maybe” or “no”:
• Are there ways that the strategy could be modified to make it more contextually appropriate?

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Selecting Strategies with Contextual Fit

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

Consequence/Function

Access Peer Attention

Peers laugh and talk with him, and talk about it after class

Antecedent

Asked to finish homework or write in his journal independently

Setting Event

Parent brings to school (does not interact with peers on bus)

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Alternative Behavior

Ask to work with a peer

Problem Behavior

Out of seat (walking around room), making noises, and talking to peers

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Consequence

Good grades, teacher acknowledgement

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Routine 1^st Period Writing

Desired Behavior

Complete writing assignment and turn in work

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

Consequence/Function

Student is told to go complete her work in the office

Avoids working with peers

Antecedent

Asked to complete a project with a group (2-3 peers)

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Setting Event

Student gets to school late and misses breakfast

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Alternative Behavior

Ask appropriately if she may work on the assignment alone

Problem Behavior

Whining and refusing to do work

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Consequence Success, sense of accomplishment, peer attention

Routine: Social Studies

Desired Behavior

Work with peers to complete group assignment

Alternative Behavior??

Desired Behavior??

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

Consequence/Function

Student is reprimanded and sent to hall

Avoids difficult tasks

Antecedent

Asked to complete long division problems

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Setting Event

None identified

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Alternative Behavior

Ask appropriately for a break or easier task

Problem Behavior

Verbally refuses, tears up worksheet

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Consequence Success, sense of accomplishment, improved grades

Routine: Math Class

Desired Behavior Complete assignment without problem behavior

Alternative Behavior??

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Brainstorm: �Layering Interventions for Efficiency

• What interventions do you already have in-place in your school that could be used as part of BIPs to address Setting Events – Consequence modifications?
• Ex. CICO, After-school re-teaching of expectations, Classroom Cool Tools…

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Safety Plan?

Non-example:

“If student becomes too disruptive the principal, assistant principal, psychologist, and/or social worker will be called to assist”

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“Student is removed”

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“In the event of physical aggression notify the office”

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Safety Plan Example

1. Be aware of cues that student is upset.
2. Try to calm student. Separate student from peers if possible.
3. If problem gets worse, notify school principal.
4. School counselor will cover gym teacher’s class.
5. Gym teacher will come to talk with student and escort him to gym.
6. Student takes a 10 minute time-out outside of gym.
7. Student is verbally praised for calming himself and taking time-out appropriately.
8. The gym teacher reminds student of expectations upon return.
9. The gym teacher (or other adult) escorts student back to class.

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DATA, DATA, DATA

• Student outcome data
• Process data
• Fidelity of plan 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

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• 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 “Response”

• Typically the same decision rules that apply to responding to lower levels of intervention

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• For example, goal for all kids in Secondary interventions is to earn >80% DPR points for 4-6 weeks and no further ODRs

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• Makes data-management more efficient

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Replacement Behaviors Reflected in �Daily Progress Report (DPR)

• Prompting of Replacement Behaviors

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• Facilitate transference and generalization of new skills being taught

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• To monitor progress

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• Reinforcement connected to use of new skills

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Daily Progress Report (DPR) Sample�

NAME:______________________ DATE:__________________

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Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Mark will keep hands to self

Mark will hold up a yellow card to indicate needing a break

Mark will fill out assignment notebook

“Individualized Student Card for Mark” �(FBA/BIP)

Replacement behavior

Possible behaviors taught in previous SAIG groups

“Social & Academic Instructional Groups”�(sample academic skills group)

Walk to class�Keep hands to self�

Use appropriate language�Raise hand to speak

Bring materials �Fill out assignment notebook

These are just examples….

• Individualized Plans = Individualized Data Monitoring
• Modify the DPR 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

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Other Student Outcome Data Sources

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• Classes passed, credits earned, grades
• Attendance- classes and days
• Behavior problems- (SWIS)
• Employment, internships, clubs
• Community participation
• Other activities that relate to post-school goals
• (College visits or applications, driver’s license, etc.)
• Tracking performance on assignments, quizzes, tests, homework (check in/check out)
• Behavior problems
• Employment, internships, vocational programs
• Housing, relationships at home
• What the student needs

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Team Planning Time

Tier II Workbook Activity 2.10/11 (activity 5)�Individual Plan�Data

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PROCESS DATA

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Process Data: �Fidelity of Interventions

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You can find it here

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Tier II Workbook Activity 2.12/13 (activity 3)�FBA/BIP Fidelity Plan

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FIDELITY OF PLAN DATA

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Evaluation Plan

• A formal and regular (at least twice a month) system for assessing the fidelity with which the plan of support is being implemented.

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• A formal and regular (at least twice a month) system for assessing the impact of the plan on student outcomes.

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Sample: Assessing Implementation

Behavior Support Plan Weekly Assessment

Student:_________________________ Week: ______________________

To what level did we implement the plan we proposed

Low Moderate High

1 2 3 4 5 6

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To what degree is the plan having a positive impact on the student?

Low Moderate High

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1 2 3 4 5 6

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ISIS SWIS 5.0 example

Monitoring Plan

(Student Outcome Data & Staff Fidelity- ISIS)

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ISIS SWIS 5.0 example

Monitoring Plan

(Fidelity of Plan Implementation- ISIS Data)

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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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Any Final Questions?

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

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Please Stay in Touch

• Ali Hearn, LCSW
• ali.hearn@midwestpbis.org
• www.midwestpbis.org

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If you don’t use it, you lose it!

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End of Day Two

Thank you for being here!

Thanks for your commitment to this work!

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