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	Academic	Adaptive	Challenging Behaviors	Cognitive	Communication	School Readiness
0-2			Yes
3-5	Yes		Yes		Yes	Yes
6-11	Yes	Yes	Yes	Yes	Yes	Yes
12-14			Yes		Yes
15-18			Yes	Yes
19-22			Yes

Evidence has shown that an FBA with the creation of a BIP can be used with students as young as 0-2 years of age in regards to challenging behaviors.

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Please Remember….

Behavior is COMMUNICATION

Behavior serves a FUNCTION

Obtain

Avoid

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Round Robin Share Out

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Realize that the behaviors of others are rarely planned or thought out. Most aspects of conflict spin off of other events and are not the result of cold-hearted calculation.

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Almost all behaviors are motivated by positive intention. These intentions frequently arise from people trying to take care of and protect themselves.

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The Process of Behavioral Escalation

What do we know about Behavior Escalation?

We know the course it takes
We know the behaviors that students engage in during the course
We know what the appropriate adult response should be
We know where adults typically misstep during behavior escalations

MiMTSS Technical Assistance Center

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Vicious Cycle of Reinforcing Interfering Behavior

Student misbehaves

Adult pays attention and behavior stops

Student is reinforced and soon demonstrates behavior again

Adult reprimands student and behavior stops (adult reinforced)

Student is reinforced

MiMTSS Technical Assistance Center

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Vulnerable Decision Points (VDP)

When hurried, stressed or just plain irritated, a student’s split-second responses to others might not line up with their typical behavior

Research shows that these situations, called Vulnerable Decisions (VDPs), are predictable and lead to undesired behaviors in school.

VDPs can come from the situation (e.g., in the classroom, certain task demands, peer issues) or from a students internal state (e.g., tired, hungry, preoccupied)

MiMTSS Technical Assistance Center

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A Potential Shift in Mindset

The goal should not be for children to be compliant. A more reasonable and humane goal might be cooperation.

COOPERATION: the process of working together towards the same goal

COMPLIANCE: the act of obeying an order, rule, or request

MiMTSS Technical Assistance Center

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Absence of BEHAVIOR is not the goal,

ENGAGEMENT is the goal

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FBA and BIPs for Children Under the Age of 5

Depends on the district and programs available

Home Visits: very general information, ABC data collection and plan

Support for the family through our Early On program and providers
Reach out to additional community resources such as CMH, if needed

GSRP classrooms: The Pyramid Model (EC PBIS)

Behavior Intervention Flow Chart and BIRS (Behavior Incident Reports-EC SWIS)
Prevent Teach Reinforce for Young Children (PTR-YC)

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Prevent, Teach, Reinforce for Young Children

The WHAT:

Specific model of intervention planning and implementation for young children with serious challenging behaviors.
Preschool children from 30 months old to kindergarten entry
Children with a broad range of developmental and intellectual characteristics

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PTR-YC

The WHY:

Explicit commitment that a program has to the success of all of its children, including children who have disabilities or who exhibit troubling patterns of behavior.
Sometimes it may seem easier for a program to say that children who are different belong somewhere else and to address challenges by expelling the child or asking the parents to find another setting for the child’s care and education

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Classroom Wide Practices

Challenging behaviors can be a product of the presence or absence of universal classroom supports:

Classroom Profile of Challenging Behaviors

10 question “assessment” for the team to determine if/when the challenging behavior occurs in the classroom

Classroomwide Practices Assessment

5 questions regarding the 5 universal classroom supports

Tier One Checklist

Checklist created by our Early Childhood Leadership Team- has Pyramid Model Practices and universal practices for students with special needs (CETA)

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PTR-YC

The HOW:

Step 1: Team and Goal Setting (long and short term goals) with Family

Step 2: Complete the Behavior Rating Scale and collect data

Step 3: Complete FBA Checklist for: Prevent, Teach, and Reinforce

Step 4: Pick from Menu of Strategies and summarize Behavior Intervention Plan

Step 5: Collect data with the Fidelity Checklist and use data to determine next steps

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Functional Behavior Assessment/FBA

The key to engaging a student to replace behaviors that interfere with learning with behaviors that enhance learning is to understand the behavior’s purpose, as well as the conditions under which the behavior is more likely, as well as less likely, to occur.
The systematic process of collecting and analyzing data to understand these patterns is called functional behavioral assessment (FBA).

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1.) An FBA determines what is controlling the behavior in question TRUE/FALSE

2.) An FBA can inform better behavior intervention plans TRUE/FALSE
3.) A Behavior Intervention Plan post an FBA exercise might still work even though results were not measured TRUE/FALSE
4.) Implementation fidelity can be a sizable issue when putting Behavior Intervention Plans in place TRUE/FALSE
5.) Behavior intervention plans can exist standalone minus an FBA and be effective, still TRUE/FALSE

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6.) Attention-seeking, Access to Preferred Items, Escape from Adult attention, Task Avoidance and Sensory Stimulation are examples of function of behavior TRUE/FALSE

7.) Academic and Prevention Interventions in addition to Social and Emotional Interventions can be used as part of a Behavior Intervention Plan exercise TRUE/FALSE

8.) School personnel conducting an FBA exercise may face resistance from the classroom (Teacher and IF) team when presenting results and recommending interventions TRUE/FALSE

9.) An FBA is a data-driven exercise that attempts to take the negative emotionality associated with undesired behaviors out of the student’s environment and replaces it with empathy and compassion TRUE/FALSE

10.) An FBA helps gain a better understanding of the student TRUE/FALSE

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All answers are TRUE!

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Functional Behavior Assessment/FBA

An FBA should be conducted whenever a student's behavior significantly interferes with his/her learning or the learning of others.
Positive behavioral interventions and supports (PBIS) that address the student’s behavioral needs when used with an FBA have been proven effective.

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UNIVERSAL APPLICATION across settings

Research has demonstrated important positive outcomes from the use of functional behavioral assessments across a variety of settings.

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UNIVERSAL APPLICATION across settings

Reduction of challenging behaviors and increasing desired behaviors in the general education setting has resulted from using functional behavioral assessment in the general education setting.

(Lane, Weisenbach, Little, Phillips, & Wehby, 2007; Lane, Rogers, Parks, Weisenbach, Mau, Merwin, & Bergman, 2007)

Interventions based on functional behavioral assessment conducted with English Language Learners in general education classrooms resulted in an increase in academic engagement from 69% to 94% and reduction in task-avoidance behaviors. (Preciado, Horner, & Baker, 2009)

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UNIVERSAL APPLICATION across settings

Functional behavioral assessment has been effective when used as part of Positive Behavioral Interventions and Supports (PBIS).

(Lane et al., 2007)

Research into function-based intervention has demonstrated its effectiveness with students with severe disabilities, multiple disabilities, ADHD, learning disabilities, and those with or at risk for emotional or behavioral disabilities (EBD).

(Burke, Hagan-Burke, & Sugai, 2003; Dunlap, Kern-Dunlap, Clarke, & Robbins, 1991; Ervin, DuPaul, Kern, & Friman, 1998; Hagan-Burke, Burke, & Sugai, 2007)

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The Function

The Function of a behavior is the purpose of the behavior.
�All behavior serves a purpose.

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The 2 Basic Functions of Behavior

Function of behavior to get something

Attention/Acceptance; Preferred Items; Sensory stimulation.

Function of behavior to get away from something

Tasks/Activities; Overstimulation/Other Stressful situations.

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For e.g. The Behavior is a function of/is controlled by 1) Seeking Adult Attention and Preferred Items and

2) Escaping Tasks and Activities.�

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Behavior continues because it is reinforced in some way.�
The outcome may appear to be undesirable to the observer (such as a verbal reprimand for talking in class), but the student exhibiting the behavior finds the result reinforcing because it�serves a particular function (seeking adult attention).�

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The FBA/BIP Process

Functional Behavior Assessment/FBA

Behavior Intervention Plan/ BIP

Collect

Data

Understand

Behavior

Design

Intervention

Implement

Intervention

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FBA… the when, what, where, who?

Behaviors are significant, intense, long, disruptive*

When?

Determine function of Behavior
Provide Interventional Support

What?

Where?

Who?

Teacher-Para pro Interviews

In & Outside classroom observations

Parent & Student interviews

School Psychologist
School Social Worker
Behavioral Interventionists

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The Instruments

QABF Questions About Behavior Function
PBQ Problem Behavior Question
FAST Functional Analysis Screening Tool
Open-ended interview questionnaire.

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When an FBA is legally required…

Any time a student with a disability receives a disciplinary change of

placement and the behavior is found to be a manifestation of the student's disability.

A disciplinary change of placement occurs when the student’s removal is for more than 10 consecutive school days (10 school days in a row) or when a series of removals constitutes a pattern.

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When an FBA is legally required…

An FBA must be conducted as appropriate, and behavioral interventions and supports designed to address the behavior violation so it does not recur, for any student with a disability who receives a disciplinary change of placement and the behavior was found not to be a manifestation of the student's disability.

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When an FBA is legally required…

A FBA must be conducted, and appropriate positive behavioral interventions and supports based on that FBA must be developed and included in the IEP, for any student with a disability whose IEP team determines the use of seclusion and/or restraint is reasonably anticipated.

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Behavior Intervention Plan/BIP

A BIP is an individualized plan that is created to help any student with identified behavior concerns change a behavior.

MDE OSE

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Research clearly demonstrates proactive approaches to addressing behavior are more effective than exclusionary discipline. When Congress amended the Individuals with Disabilities Education Act (IDEA) in both 1997 and 2004, positive behavioral interventions and supports were specifically identified as a way to improve outcomes for students with disabilities in 20 U.S.C. § 1400 (c)(5)(F):�

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��

(5) Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by—
(F) providing incentives for whole-school approaches, scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children.

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BIP Effectiveness

A review of research on positive behavioral interventions and supports effectiveness showed that there was over a 90% reduction in challenging behavior in over half of the studies, and the target behavior stopped completely in over 26% of the studies.

Schools that employ system-wide interventions for prevention of challenging behavior experience reductions in office discipline referrals of 20-60%.

Appropriately implemented positive behavioral interventions and supports can lead to dramatic improvements that have long-term effects on the lifestyle, functional communication skills, and challenging behavior in individuals with disabilities.

Cohn, Andrea. What is Positive Behavior Support? Retrieved April 26, 2010, from http://www.nasponline.org/resources/factsheets/pbs_fs.aspx.

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BIP Tiers and Complexity

Tier One: Proactive Supports

Tier Two: Targeted Supports

Tier Three: Intensive Supports

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BIP Tier One: Proactive Supports

Use when…

behaviors are at a low level of intensity and frequency and do not impede the learning of the student or others.
universal interventions alone are not sufficient to meet the needs of the student.

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BIP Tier Two: Targeted Supports

Use when…

behaviors tend to escalate.
classroom learning is disrupted.
academic progress is limited.
behavioral accommodations are not sufficient to meet the needs of the student.

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BIP Tier Three: Individualized Supports

Use when…

continued disciplinary actions; ISS / OSS days approaching change of placement (10 days).
behaviors pose risk to self or others.
student has disability or is being considered for a more restrictive placement (e.g. partial day, self-contained, homebound)

BIP Components in the IEP

PLAAFP: Social-Emotional/Behavioral Data
Goals
Supplemental Aids & Services
Transportation
ESY

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