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Mid-Valley Special Education Cooperative

Functional Behavioral Assessment and Behavioral Intervention Plan Guidance Document

2014

Multi-District Committee 9/4/2014

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Acknowledgments:

This document is a product of the work of a multi-district committee of dedicated staff who came together

during the 2013-2014 academic year. The intent of this committee was to provide user friendly guidance

documents that teams can use as they complete Functional Behavioral Assessment and create Behavioral

Intervention Plans. Additionally, the committee set forth to provide teams with documents to share with

teachers, paraprofessionals, administrators, and parents.

Multi-District FBA/BIP Committee Members:

Carol Drendel (D101)

Renee Christiansen (D101)

Jennifer Reinert (D101)

Megan Pecoraro (D101)

Amy Henrikson (D101)

Molly Garcia (D101)

Kristen Kauke (D301)

David Brannstrom (D301)

Anne King (D301)

Megan Filip (D302)

Karen Maladra (D303)

Erin Needam (D303)

Melissa Davis (D303)

Steve Cornwell (D303)

Cindy Slocum (D304)

Joyce Laben (Mid-Valley Special Education Cooperative)

Natalie Assell (Mid-Valley Special Education Cooperative)

With Special Thanks to our District and Cooperative Special Education Administrators for their support and

guidance throughout this project!

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Functional Behavioral Assessment

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What is a Functional Behavioral Assessment (FBA)?

A Functional Behavioral Assessment is the process that assessment teams use to generate hypothesis about the

cause/motivation of maladaptive behaviors. This information is obtained so that a behavioral intervention plan

may be developed to address and replace and/or reduce problem behavior. A functional assessment includes:

(1) a clear and objective description of the behavior; (2) description of setting events or variables that may

contribute to the behavior; (3) antecedents – what proceeds the behavior; (4) consequence – what occurs after

the behavior; (5) student strengths – what are motivators, skill strengths and interests; (6) hypothesis as to the

function or “why” the behavior is occurring; (7) acceptable alternative behaviors.

Why FBA?

In 1997 the Individuals with Disabilities Education Act (IDEA) (P.L. 105-17) was amended to include explicit

language regarding obligations for IEP teams when addressing behavioral challenges of students with

disabilities.

Team should explore the need for strategies and support systems to address any behavior that

may impede the learning of the child with the disability or the learning of his or her peers (Sec

614(d)(3)(B)(i)).

In response to disciplinary actions by school personnel, the IEP team should, within 10 days,

meet to formulate a functional behavioral assessment plan to collect data for developing a

behavior intervention plan. If a behavior intervention plan already exists, the team must review

and revise it, as necessary, to ensure that it addresses the behavior upon which disciplinary

action is predicated (Sec 615(k)(1)(B)).

In anticipation of a student suspension for 10 consecutive or cumulative days, the school team

should convene to review the infractions leading to the suspension(s). If the behavior

demonstrates a pattern, then the team must conduct a Functional Behavioral Assessment and

create an associated Behavioral Intervention Plan. Should the student already have an FBA/BIP,

the team must meet to evaluate the effectiveness of such plan and look at implementation.

Once a student has been suspended for 10 consecutive or cumulative days, team must conduct

a Manifest Determination Meeting or a Change of Placement to document how services are to

be provided during the period of suspension.

Research tells us that the development of appropriate social behavior for those students who exhibit challenging

behavior is most likely to be effective when interventions are put into place early, before patterns of behavior

are strengthened (Horner et al., 2011). Additionally, the logic behind functional behavioral assessment is that

behavior occurs within a context and serves a purpose. Students learn to behave in ways that result in a

desired outcome or fulfill a need. Behavior change can only be elicited when students recognize that a

different response can more effectively or efficiently obtain the same outcome. When we understand the

“purpose” of the problem behavior, we can more successfully intervene (Gable et al., 1998).

When should a FBA be conducted?

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FBA can be conducted for students who are not yet identified as having a disability. Informal FBA can be part of

the problem solving/RtI/MTSS process of early intervention. FBA conducted outside of an IEP require consent to

be obtained. FBA could be conducted when any of the following conditions exist:

The student presents with a high number of office referrals

The student demonstrates a pattern or series of behaviors consistently overtime

Teacher has shared data that the student demonstrates a maladaptive behavior at a rate significantly

discrepant from classroom peers that has been unresponsive to minor intervention,

The student is not demonstrating a pro-social/expected behavior at a rate commensurate with peers

despite minor intervention.

Universal screening data suggest that student is significantly at risk.

Student demonstrates a history of need for behavioral/social emotional support although it may not

meet the threshold for an identified disability.

If student is not making expected progress given academic or behavior intervention.

A formal functional analysis (including paperwork and an IEP meeting) and a corresponding behavior plan are

required for students with IEP’s under any of the following conditions:

Best practice indicates, an student with a disability label of emotional disability regardless of whether

the behavior is internalizing or externalizing.

If, on form 05 Educational Accommodations and Supports, under Consideration of Special Factors the

team determines, “yes”, behavior impedes student’s learning or that of others.

If a student with any disability label is experiencing significant behavioral problems.

If the team is considering the use of restrictive interventions with the student, including: Inhibiting

devices, negative practice, satiation, in-school suspension, out of school suspension, time out, physical

control or restraint, aversive mists/ aromatics/ tastes, mechanical restraint or expulsion. A full

description of each can be found in Appendix B.

Note: Some nonrestrictive interventions may become restrictive if frequently used or when they adversely

affect student learning or cause extreme negative student reaction. In such cases, a functional assessment and

behavior plan should be written.

Second Note: Prohibited interventions include corporal punishment, expulsion with cessation of services,

faradic skin shock (electrical shock), physical manipulation or procedures that case pain and/or tissue damage

when used as an aversive procedure.

Can restrictive interventions be used without a behavior management plan in place?

Yes, any of the procedures listed above can be used without first conducting an FBA and creating a BIP in

emergency situations. Emergency is defined as a situation in which immediate restrictive intervention is

necessary to protect the student involved, other individuals or the physical site from harm, including:

Physical injury to self or others,

Severely emotional abuse due to verbal and nonverbal threats and gestures,

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Severe property damage, or

Serious and continuous disruption of the classroom environment.

In such cases, after the incident, complete a behavioral incident report, include it in the student’s file, inform the

parents, and administration. Convene the team to consider whether or not a functional assessment is

appropriate in order to better plan for the student’s potential behavior problems.

Who completes the FBA?

The FBA is a team process that draws from the observations, knowledge, and expertise of many individuals. The

team should include general education teacher(s), administrator, case manager/special education teacher,

appropriate therapists, and school service personnel. Information should be sought from additional persons

with knowledge of the student including but not limited to – parents, private therapists, paraprofessionals, and

others who may be appropriate given the case.

Steps in Conducting a Functional Behavioral Assessment:

1. Identify student strengths –

What seems to motivate the student, what does he/she enjoy, what are they able to do independently,

what do they take pride in. Where does the problem behavior not occur? Some examples might include

able to navigate packing and unpacking routine, enjoys group work in science lab, knows all math facts,

enjoys the periodic table, able to take turns, recognizes when others are upset, etc.

2. Identify the problem behavior or behavioral cluster with baselines data:

Identify the behavior of concern and define it in observable and measurable terms. In some instances

students will demonstrate a singular problem behavior such as calling out during a whole group lesson.

Steps in Conducting a Functional Behavioral Assessment:

1. Identify student strengths.

2. Identify the Problem Behavior including collection of baseline data.

3. Collect information on behavioral triggers/antecedents.

4. Collect information on Maintaining Consequences for the specific problem behavior

5. Document the setting events relative to the problem behavior.

6. Generate a hypothesis as to the function of the problem behavior.

7. Identify the desired behavior in observable and measurable terms (what typical students do).

8. Identify reinforcers for those typically developing kids.

9. Identify the alternative acceptable behaviors.

10. Identify multiple sources of information.

11. Indicate skill deficit vs. performance deficit

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However, more frequently students will demonstrate a cluster of behavior that we as adults describe using

an overarching term such as physical aggression. A cluster behavior can be addressed in the FBA only when

the triggers and antecedents are the same for all behaviors in the cluster, and the behaviors achieve the

same function for the student. In either instance, it is important to develop a clear and concise definition of

the problem behavior that would be clear to a novel observer – “the stranger test”. Using non-specific

terms or unclear definitions creates inconsistencies in measurement and difficulties with intervention

development. In order to address baselines data, the team should collect and evaluate data that reflects the

frequency, intensity, impact that the behavior has on both the student and the learning environment. Note:

Only one behavior or behavioral cluster should be listed on each FBA competing pathway. Likewise only

one behavior or cluster should be addressing in the corresponding BIP. If the team determines that they

wish to treat two behaviors at a time, then the student should have two FBA and two BIP.

Examples of Single Target Behavior:

Examples of Cluster Behaviors:

Observable/Measurable Definition Non-observable/Measurable Definition

Use of hand/finger to pinch, grab, or push, or pull hair or other piece of staff apparel (scarf/lanyard/necklace)

Physical Aggression

Does not bring materials necessary for class – pencil, notebook paper, book; fails to follow directions to retrieve needed materials from within the classroom environment – lab packet, folder, handouts

Work Avoidance

Places head on desk, places hood on head and pulls strings closed, looks at floor, staring ahead with the absence of writing utensil moving or following on written pages.

Inattention

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A note about accuracy in observing and recording student behavior: Student behavioral data collection

is not an exact science. Our observation and recording are impacted by a number of factors, however,

accuracy of behavioral observation and recording can be increased through the following:

Clear and concise behavioral definitions

Use of trained and experienced observers

Narrowing the focus of behavioral observations – instead of narrative record of every

behavior and movement, specify 2-3 behaviors or clusters of behavior on which to

focus.

Control for observer bias – make certain that those who are collecting observational

data are doing so in an objective manner.

Specify environments for behavioral observations – maybe PE or recess are too tough to

look at negative comments toward peers, but we can more accurately assess in a

science lab.

Some teams find it helpful to schedule 10 minute intervals where various team members use a common

tool to observe student behavior over the course of multiple days and times. Other teams train

paraprofessional staff on data collection using an explicit tool. Anyone can be a data collector and

observer, it is important to give them tools and structures that support accurate data collection.

3. Collect information that contributes to teams understanding of behavioral triggers/antecedents:

Antecedents are events, routines, or other circumstances with immediately precede the target behavior

and serve to signal the problem behavior to occur. Describe what happens immediately before the

problem behavior. Examples may include: type of instruction (large group, lecture, small group), type

of expected task/response (fine motor, math word problems, lining up with appropriate space),

management plan (numbers of rules, established consequences), time of day, persons present, physical

arrangement of the room.

4. Collect information that contributes to teams understanding of maintaining consequences:

Consequences are defined within the FBA process as the events or circumstances which immediately

follow the target behavior and serve to strengthen or maintain the behavior. For example if a student

is given a math assignment and proceeds to put his/her head on the desk, then start to make loud vocal

noises and the teacher comes over and prompts the student to go take a break. The consequence for

the behaviors of head on desk/loud noises is that they are allowed to escape an activity.

Note: Consequence is different than punishment. Punishment is something done/given to the student

in an effort to decrease the behavior from occurring again in the future. Typically in the educational

setting, a punishment is adult imposed serving in a disciplinary context – student clears all books from

the shelf, staff have student clean up all books. Student kicks staff member, student is given a ½ day in

school suspension. Both those behaviors of clearing books and kicking serve a different function for the

student but also yielded a punishment.

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5. Document the setting events relative to the problem behavior.

Setting events are situations or conditions which exist that may or may not immediately precede the

target behavior. Setting events “set the occasion” or make it more likely that a target behavior will

occur. This type of background information is important to consider, but are not the hypothesis for why

the behavior is occurring. Some possibilities include:

Physiological factors (hunger, sleep, allergies, digestive factors, etc.)

Classroom or environmental factors – lighting, noise, number of directions/students, time

spent on activities.

Disability related factors – language level, anxiety, perceptions of injustice, though

processes

Past experiences with punishment, persons, environments

Familial factors

Cultural factors/community factors

6. Generate a hypothesis as to the function of the problem behavior:

This hypothesis statement should be a summary of social/environmental conditions that would predict

when the problem behavior is most likely to occur or not occur. The hypothesized function serves the

foundation for the behavioral intervention plan. Just as in science, hypothesis should be developed and

substantiated with observational data. A hypothesis statement is the “best guess” as to when, where

and why the behavior is likely to occur.

Examples:

Charles disrupts reading class by swearing at the teacher when he is asked to read aloud. He is

most likely to disrupt the class if he has not had breakfast or if there was a problem at the bus

stop.

When she does not get what she wants from her peers, Trisha calls them name and hits until

they give into her demands.

Juan verbally threatens the teacher when given a math assignment he perceives as being too

long or difficult.

Non-Examples:

Juan is non-compliant because he wants to control the situation.

Trisha calls peers names because she does not want friends.

Charles swears at the teacher because he has never been expected to behave appropriately.

Possible functions include:

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7. Definition of Desired Behavior:

Desired behavior should be defined relative to the expected behavior/behavior being demonstrated by

typically developing, same gender peers in the same environments that are not considered to be

problematic. This will serve as your statement of standard data and can be added directly to the present

levels of performance on a IEP goal developed to monitor the effectiveness of behavioral intervention.

8. Reinforcing consequences for desired behavior:

This is a statement of what typical students get for demonstrating the desired behavior. This assists

teams in building long term plans for internal motivation/natural motivators for the desired behavior.

9. Alternative Acceptable Behaviors/Skills to be taught:

This is a behavior (set of behaviors – i.e. coping strategies; calming routine, etc.) that we will either

specifically teach and/or reinforce. This alternative acceptable behavior may be aligned with a peer

standard (typical behavior) or may be a successive approximation (baby step) toward a behavioral

standard which is far from where the student is currently demonstrating performance. An alternative

behavior must be identified before the teaching and motivating (consequence) strategies can be

created. Rules of behavior change indicate that we must make that replacement behavior more

effective or efficient in obtaining the student the perceived function of the target behavior.

10. Information based on multiple sources:

Problem

Behavior

Obtain/Get

Something

Escape/

Avoid

Something

SocialTangible/

Activity

Adult

Stimulation/

Sensory

Peer

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In order to conduct a comprehensive and thorough FBA, it is important to collect and analyze a variety

of information obtained from a multitude of sources. Some sources of information might include:

a. Comprehensive review of records including medical, educational, and special education files.

b. Review of student work products – in class, homework, assessments.

c. Interview – teachers, parents, student, private providers and other staff that interact with the

student. Some suggested structured FBA interviews can be found in Appendix C.

d. Observation – systematic observation of the student in a variety of environments, engaged with

a variety of tasks/staff are important to refine the definition of the target behavior, obtain data

on target behavior, and to gather further information that will prove useful during the

development of the behavior intervention plan. Multiple methods could be used and found

helpful. A-B-C observation, scatterplots of data, or specific frequency (count) or duration data.

Observational data collection forms can be found in Appendix D.

11. Skill Deficit versus Performance Deficit:

In addition to looking at the function of the behavior, it is important to look if the target behavior stems

from a skill deficit or a performance deficit. This can be difficult, skill deficits are typically present when

you have not observed the student demonstrating a specific skill to a level that is developmentally

appropriate or independently. Performance deficits are typically present when the student can

intermittently engage in the desired behavior, but when specific conditions are present fails to do so

(i.e. if tired or hungry student struggles to control anger and frustration and may make negative

statements to peer such as “what’s your problem, jerk?”). Determining skill versus performance deficit

becomes important when developing your behavioral intervention plan.

A note about what to do with the information gathered through the FBA process: Summarization of all

information collected should take place during a team planning meeting. Parents are not required to attend this

type of meeting, as it is the team’s opportunity to plan, process, and synthesize the information that will later be

shared at an IEP meeting. If multiple behaviors were identified for observation, each behavior (or behavioral

cluster) should be looked at individually as the setting events, antecedents, maintaining consequence and

functions often times can be different. Each identified behavior or behavioral cluster should be place on its own

set of competing pathway set paperwork. Part of the team meeting should be determining who will be writing

up and summarize the information obtained through this process. Not all of the information collected through

the FBA process can be placed into the IEP paperwork, it is recommended that the team summarize all

assessment data collected through this process in the form of a team report with the final hypothesis being

shared on the IEP. Information summary forms can be found in Appendix A – “The Competing Pathway”.

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Behavioral Intervention Plan

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What is a Behavioral Intervention Plan (BIP)?

A behavioral intervention plan (BIP) is a plan for teaching, managing, reinforcing, and preventing behaviors. All

of these portions of the BIP are intended to decrease a problem behavior and teach replacement behaviors that

are more pro-social. When creating behavioral intervention plans, it is important for the team to discuss what

behaviors they want to see more of and which they desire to see less. These plans are aligned with the

Functional Analysis of Behavior and those target behaviors that keep students from performing at a level

commensurate with peer, environmental or developmental standards.

When do I have to create BIP?

A BIP should be created for any student whom an FBA has been conducted and discrepancy is noted in

functional behavioral performance for any overt (physical) or covert (anxiety, inattention, depression, self-

esteem) behavior. For students with an IEP, the BIP is part of the IEP and should be reviewed annually, with

progress updates being sent as frequently as students within general education receive progress updates.

Students who demonstrate behavioral needs but are not identified as a student eligible for special education

services and supports can also have a BIP as a part of their comprehensive intervention plan. Check with your

district for more specific guidance regarding students without and IEP and BIP.

Why do we need a BIP?

Students’ whose behavior substantially impacts their learning or the learning of others are entitled to behavioral

protections and supports through their IEP. The BIP provides a framework for staff to comprehensively support

and address student behavior.

Who creates the BIP?

Development of a BIP is a team process that draws from the knowledge and expertise of many. The team

should include general education teacher(s), administrator, case manager/special education teacher,

appropriate therapists, and school service personnel. Information should be sought from additional persons

with knowledge of the student including but not limited to – parents, private therapists, paraprofessionals, and

others who may be appropriate given the case.

Components of a Comprehensive BIP

1. Hypothesis Statement

2. Setting Event Strategies;

3. Antecedent Strategies;

4. Teaching Strategies;

5. Consequence Strategies;

6. Goal Statement

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How the FBA and BIP Align to result in behavioral change:

While drafting the BIP, the team should consider the comprehensive information obtained through the FBA to

help build a plan. When looking at the component parts of the BIP, information to support programming

decision can be obtained from multiple portions of the FBA. Below is a table that illustrates the alignment

between the information obtained through the FBA and subsequent BIP.

Behavioral Intervention Plan Functional Behavioral Assessment Acceptable Alternative/Replacement Behavior Desired behavior (peer comparison obtained for

data)

Setting Event Strategies Background; setting events

Antecedent Strategies Antecedents; setting events

Teaching/Instructional Strategies Acceptable alternative; Maintaining Consequence; Behavior determination – skill vs. performance

Consequence Strategies 1. Increase frequency of replacement

behavior 2. Decrease the frequency of target behavior

Hypothesis statement/function; desired behavior, acceptable alternative; student strengths; background

Crisis Plan Problem Behavior

Goal Statement Baseline Data on problem behavior

Components of a Comprehensive BIP

1. Setting Event Strategies:

Setting event strategies should address those environmental, child centered, disability related factors

that contribute to the likelihood of behaviors. This is why a review of the students’ background is

important. For each item listed in the setting event section of the FBA, we must have a corresponding

strategy that addresses that setting event in the setting event support section. For example, a student

may have executive functioning weaknesses as a part of their profile, transitions, shift and managing

multiple auditory directions might be hard. If we know this is a factor of their disability, setting event

strategies might include visual schedule, use of wipe board to list directions, checklists for needed

materials for each class. Setting event manipulations can also include curriculum, instructional and

academic remediation statements such as – explicit instruction in multi-syllabic decoding; use text at 4th

grade readability with high interest, if not available reader should be provided. Setting event strategies

should be in place at all times for these students, not just when the student is demonstrating

behavioral elevations or difficulties.

If a student The team may wish to include….

Does not appear to get enough sleep Provide family supports to establish a bedtime routine;

Provide rest times throughout the day

Inconsistently takes medication Offer to administer medication with family

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physician order.

Has difficulties with working memory Provide written directions or task strips for routines

Provide visual schedule or organizer

Chunk directions into one or two steps

Struggles to make meaning of information presented orally (language deficit)

Provide written outline of notes

Use wipe board to write down critical pieces of information from instruction or directions

Preview and review vocabulary for curricular content

Appears overly aroused depending on home events

Create a calendar with the student/parents to outline activities, persons, etc.

Provide a daily check in with a preferred adult

Create a home/school communication system

Student does not appear to respond well to a particular gender

Provide non-contingent, highly engaging and desired activities with targeted adults in the school

Create opportunities for peer buddies/mentoring

2. Antecedent Strategies/Triggering event supports:

Antecedent Strategies/Triggering event supports should directly align with your identified antecedents

of behavior. Supports should involve strategies or instruction that modifies antecedents. This section

should also include pre-corrects/prompts for use of replacement behaviors. For example, if an

identified trigger is level of anxiety or regulation, then we might be: (1). Teaching a 5 point scale or tool

for communication and identification of level of regulation and (2). Checking level before the start of any

new subject and responding accordingly. Again, the purpose of triggering event supports is that they

are used consistently and daily at points that provide triggers (i.e. – transitions, math, riding the bus,

writing sentences, etc.).

For a student who The team may wish to include

Does not appear to attend to directions/instructions

Identify a word or gesture that will be used to obtain student attention and trigger that directions will be given.

Have student retell directions and state a first step of execution

Provide time guidelines for execution of directions

Provide visual or written copy of directions

Is likely to demonstrate behavior when changes Provide a schedule that includes activity

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occur to personnel or schedule and with whom

Provide social stories or scripts for use daily or before a change

Allow student to become familiar with multiple adults in the environment.

Is likely to demonstrate behavior when particular materials are presented or when particular modes of response are requested

Allow for choice in mode of response

Modify materials in size, number, etc.

Check for understanding and provide practice using alternate instructional or assessment techniques

Provide student with conditions for completion and what will happen after completion – “do numbers 1-5 then you can have 3 minutes to draw.”

If triggers appear to be internal or regulatory in nature

Frequent check-ins for level of arousal/state/etc.

Provide structured breaks during times identified as difficult

Monitor and control for length of instructional periods/independent work/etc.

Provide student with tools (visual, gesture, sign out) that allow for breaks

3. Teaching Strategies:

This portion of the BIP should address how the team is teaching the alternative or desired behaviors,

and any supplementary skills, will be addressed. For example, if the replacement behavior is for a

student to hand in 50% of assignments with 100% of those complete, student may require teaching of

organizational skills including use of assignment notebook, self-correction techniques, time

management, and possibly academic skills such as math. Teaching strategies could be something that is

on-going or an early support. That early support is then faded as the student bridges from learning into

a fluency phase of demonstrating the skills taught. When that occurs, consequence strategies will be

crucial. Keep in mind that when teaching social skills, problem solving, or social thinking type skills,

generalization should be planned for within the teaching/instructional strategies portion of the plan.

If a student… The team may wish to include…

Has a physical display of emotion Teach a specific calming routine

Teach methods for identify body cues for various emotions, linking those with situations and methods for regulation

Teach strategies for anger management

Inappropriately initiates with peers Teach appropriate methods of greeting or joining group

Role play situations

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Teach scripts for joining

Teach student strategies to think about he/she is perceived by others when initiating in the manner typically employed

Does not complete work and turn it in Teach organization strategies

Teach study skills

Teach time management strategies

Is inattentive Teach self-monitoring techniques

Teach metacognitive strategies

4. Consequence Strategies:

This section of the BIP should address how we will be reinforcing the use of replacement behaviors. It

may also address a reductive plan aimed at decreasing the target behavior through.

a. Reinforcement of desired behavior: Reinforcers must be in line with your hypothesized function

of behavior. If you are functioning under the assumption that a student is destroying materials

to avoid work tasks, giving them a sticker when they complete work is not going to yield any

long term behavioral change. If they demonstrate the replacement behavior at successful rates

or approximations, that student should be reinforced with “avoiding” other work. Forced

reinforcement menu are tools that can be used to help identify types of activities, rewards, or

strategies that will be of interest to the student. Rewards do not have to be tangable,

sometimes what is most rewarding is a phone call home, privilege – cleaning board or telling a

joke. Examples of forced reinforcement menus these can be found in Appendix E. A few notes

about reinforcement:

i. Positive reinforcement – those reinforcers when added increase the likelihood of the

behavior occurring again in the future.

ii. Negative reinforcement – those reinforcers when removed increase the likelihood of

behavior occurring again in the future

iii. Rates of reinforcement – when plans are initially implemented or we are targeting a

new behavior, positive reinforcers should be given often. For students who have

acquired the skills necessary to demonstrate the replacement behavior and are doing so

with regularity just not at rates we wish, reinforcement may be contingent on reaching a

defined level/number. For students for whom we are fading supports for a particular

behavior, intermittent reinforcement may be the most appropriate.

b. Responding to the problem behavior that minimizes reinforcement: Despite use of positives at

a high rate, sometimes problem behaviors continue to exist (although we hope less frequently).

Part of a BIP is to plan for the “worst case”. That is the reductive plan. Typically a reductive plan

uses some form of punishment in an effort to decrease the behavior. Reductive plans may

include, but should take into account the specific motivations and characteristics of the child

and situation:

i. Planned ignoring

ii. Response cost (loss of reinforce or privileges)

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iii. Time-out from reinforcement in either an alternate environment or an exclusionary

environment (one that is highly supervised and closed to other students)

iv. Overcorrection – correcting excessively i.e. student runs down hall so student has to

practice walking up and down the hall several times

v. Detention, suspension (in or out of school)

vi. Physical management

As a rule of practice, punishments are less effective than positives. If punishment is to be used, it should

be paired with a positive reinforcement plan. Teams should be cautious when making reductive/crisis

plans that they are not serving to strengthen the presence of a negative behavior.

Instructional set up/setting

Antecedent Sample Behavior/cluster

Maintaining consequence

Function

Large group instruction

Teacher is helping a group of peers

Lies on floor, rocks excessively in chair, or hits peer

Obtains teacher attention

Obtain adult attention

Replacement behavior: asking for teacher help

Consequence Strategy: teacher attends to request for help

Function/purpose: Obtains adult attention for more pro-social behavior

Instructional set up/setting

Antecedent Sample Behavior/cluster

Maintaining consequence

Function

Group activity Fine motor task Throws materials or rips them up

Student removed from the classroom and activity

Escape non-preferred activity

Replacement behavior: completion of part of task

Consequence Strategy: gets a sticker and given an opportunity to take a break when finished with designed shorter portion

Function/purpose: Reinforcement and escape portion of non-preferred

5. Goal – All BIPs should have an IEP goal statement tied to the plan. This goal statement should address

either the target behavior or replacement behavior and take into account the baseline, standard

(desired behavior as performed by peers, developmental norms, or standards) and child/situational

factors. The statement of goal should be placed on an individual goal form where the type of data to be

collected, as well as the frequency of reporting. It is recommended that data collection tools be

developed in accordance with each BIP and that appropriate staff be explicitly trained on the use of

those data collection tools.

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By (date), instead of (problem behavior), to achieve (function), (student) will do (alternative acceptable

behavior), under (what conditions), at (what level of proficiency), as measured by (whom) and by (what

means).

6. Coordination with caregivers – This section involves a description of who, what, when and how contact

will be exchanged with parent/caregiver.

7. Safety/Crisis Plan – If a behavior presents as a danger to self or others, the team needs to develop a

safety/crisis plan aligned to their district’s policy/procedures.

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References and Resources:

Gable, R.A., Sugai, G.M., Lewis, T.J., Nelson, J.R., Cheney, D., Safran, S.P., &Safran, J.S. (1998). Individual and

systematic approaches to collaboration and consultation. Reston. VA: Council for Children with

Behavioral Disorders.

Gable, R.A., Quinn, M.M., Rutherford, R.B., Howell, K.W., Hoffman, C.C. (1998). Addressing student problem

behavior – part II: Conducting a functional behavioral assessment. Washington, D.C.: Center for Effective

Collaboration and Practice.

Gable, R.A., Quinn, M.M., Rutherford, R.B., Howell, K.W., Hoffman, C.C. (2000). Addressing student problem

behavior – part III: Creating positive behavioral intervention plans and supports. Washington, D.C.:

Center for Effective Collaboration and Practice.

Individuals with Disabilities Act, 20 U.S.C. §§ 614-615 (1997).

Van Acker, R. (1998). Translating discipline requirement into practice through behavioral intervention plans. In

L. M. Bullock &R. A. Gable (Eds.), Implementing the 1997 IDEA: New challenges and opportunities for

serving students with E/BD (pp. 29-41). Reton, VA.: Council for Children with Behavioral Disorders.

21

Frequently asked questions:

When should I conduct an FBA and write a BIP?

Prior to conducting an official FBA and writing a BIP, it is best practice that teachers and case managers put into

place informal behavior plans and interventions. When those plans are not successful, or if the behavior is so

significant that a more formal plan is warranted, teams should then look at conducting a formal FBA and

introducing a comprehensive BIP.

Do I need parental consent for an FBA?

Yes. If an initial FBA is going to be conducted, an INA should be held and parental consent obtained. If this is

the first time a student has required an FBA, it would be advised that the districts discipline and behavioral

policies also be given to parents. The consent should be filed in the student’s special education file.

Why can’t I conduct and FBA and build a BSP on my own? Why do I need a team? In order for behavior intervention strategies to be effectively implemented with fidelity within school contexts, plans must not only address the function of the problem behavior, but must also fit well with the people and environments where implementation occurs (Benazzi et al.,2006). A plan that considers: (a) the person for whom the plan is designed, (b) the skills, values and resources available to the plan implementers, and (c) the features of the environments and systems within which the plan will be implemented is defined as having good “contextual fit” (Albin, Lucyshyn, Horner, & Flannery, 1996). A team-developed behavior support plan that takes into account input from those who will be using the plan in natural settings is more likely to be implemented accurately and consistently. Should we conduct an FBA for every problem behavior? No, that would be both unrealistic and frustrating for the team, family and student. For minor problem behaviors informal behavior plans through problem solving should be first attempted. If the team believes the behavior substantially impacts learning and/or is dangerous, then an FBA would be warranted. Frequently students demonstrate multiple problem behaviors, in instances where this is true, it is advisable to focus on 1-3 behaviors that are the most problematic/unsafe. A separate FBA should be conducted for each of these behaviors. Just like IEP’s, the FBA and BIP are fluid documents so once a single behavior is under control, other behaviors may be targeted in the future. When are parents involved? Parents should be involved at multiple points in the FBA/BIP process. Parents must be notified and sign consent for the FBA to be conducted. Additionally, team members should speak with parents and obtain information about their observations of the problem behavior and of their child. Parents must be invited to an IEP meeting where the FBA and BIP are presented and discussed in draft form. Any follow up meeting where data related to the FBA/BIP is shared or team is discussing progress/strategies, parents can be invited to as well. If the plan is an informal one outside of an IEP, it is strongly suggested that parents continue to be invited to take part throughout the process.

22

Appendix A:

Competing Pathway of Behavior

Side by Side Comparison of Current FBA/BIP Paperwork with Numbered Competing

Pathway

23

Functional Behavioral Assessment

24

Behavioral Intervention Plan Required Yes No Safety Plan Required Yes No

Individual Student FBA Student Name: I.D.#:

Date Completed:

Information based on multiple sources as appropriate: (see page 2 for specifics)

Observation of Student Student interview Parent/Guardian interview Student’s record review Teacher/Related Services Provider: Other relevant Information

7

8

Hypothesis Statement

(Competing Behavior Pathway)

Desired Behavior (Describe, in concrete/observable terms, what

the student should be doing)

Reinforcing Consequence(s) for Desired Behavior (Based on student’s preferences for reinforcement)

5

3

2

4

=

6

Setting Event (Condition(s) under which behavior usually occurs)

Trigger/Antecedent (What happens prior to the problem behavior)

Problem Behavior(s) w Baseline Data (Concrete/observable terms; baseline frequency, duration, intensity and/or latency, across settings, people and times of day)

Maintaining Consequence (Probable consequences that serve to maintain the behavior)

Function (Why the student engages in the behaviors that impede learning)

1 9

Student Strengths and Preferences for Reinforcement: Alternative Acceptable Behaviors/Skills to be Taught

Is this behavior a:

Performance Deficit

Skill Deficit

10

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25

Hypothesis statement: Describe problem behavior in concrete terms and provide baseline measure, including frequency, duration, and intensity/latency across activities, settings, people, and times of day, as well as the global or specific hypothesis as to why the problem behavior occurs. Fill in blanks below to complete an accurate statement for this student.

When (setting event) and (antecedent), (student) does (problem behavior for how long, how many times, at what intensity) to get / avoid ___________.

Brainstorm possible elements of behavior support; select strategies that are contextually appropriate for final plan, and list them below. Provide 1 or more strategies for each section. Multiple stakeholders should be included in providing these supports. *Remember to reference the corresponding sections of the FBA to ensure alignment.

12. Setting Event Strategies 13. Antecedent Strategies Behavior 14. Teaching Strategies 15. Consequence Strategies

Prevent or neutralize setting event/s

Prevent problem behavior

Teach alternative behavior or other supporting

behaviors for change.

Reinforce use of desired or alternative

behavior

Reinforce use of alternative behavior

Prompt alternative behavior

Response to problem behavior that minimizes

reinforcement (i.e. extinction)

26

Functional Behavior Assessment (As Appropriate) Sources from which the information has been gathered (10):

Observation of Student Student interview Parent/Guardian interview Student’s record review Teacher/Related Services Provider:

Other relevant Information

Student Strengths – Include a description of behavioral and academic strengths, as well as, reinforcers (e.g., Ignores inappropriate behavior of peers, positive interactions with staff, accepts responsibility, etc.)(1)

Previous interventions – list prior interventions attempted (NA)

Definition of Problem Behavior with Baseline Data – (concrete/observable terms; baseline frequency, duration, intensity and/or latency, across settings, people and times of day) (2)

Trigger/Antecedent - (what happens just prior to the problem behavior)(3)

Maintaining Consequences – (probable consequences that serve to maintain the behavior, what happen just after the problem behavior)(4)

Setting Events – (descriptions of conditions under which the behavior usually occurs, could include people, places, types of tasks, disability related factors, e.g. expressive language weaknesses)(5)

Hypothesis of behavioral function – (why the student engages in the behaviors that impede learning)(6)

When (setting event) and (antecedent), (student) does (problem behavior for how long, how many times, at what intensity) to get

27

/ avoid ___________.

Desired Behavior – (describe in concrete/observable terms what the student should be doing – the typical behavior)(7)

Reinforcing Consequences for Desired Behavior – (what do typically developing students get for their demonstration of the desired behavior)(8)

Alternative Acceptable Behavior – (what is the behavior that is going to be taught and reinforced that will replace the problem behavior and achieve the same function for the student)(9)

Is this behavior a - □ Skill Deficit □ Performance Deficit (11)

Does this behavior require a Behavioral Intervention Plan - □ Yes □ No

Does this behavior require a safety/crisis plan - □ Yes □ No

28

Behavioral Intervention Plan Definition of Problem Behavior with Baseline Data – (concrete/observable terms; baseline frequency, duration, intensity and/or latency, across settings, people and times of day) (2)

Is this behavior a - □ Skill Deficit □ Performance Deficit (11)

Hypothesis of behavioral function – (why the student engages in the behaviors that impede learning) (6) When (setting event) and (antecedent), (student) does (problem behavior for how long, how many times, at what intensity) to get / avoid ___________.

Acceptable Alternative Behavior – (what is the behavior that is going to be taught and reinforced that will replace the problem behavior and achieve the same function for the student) (9)

Setting Event Strategies – (preventative measures that are always in place to decrease the likelihood of the behavior occurring, these should address any items listed in setting events) (12)

Antecedent Strategies – (preventative measures that are used in situations that would present as recognized antecedents/triggers for the problem behavior, these should be preventative and prompt use of the alternative behavior) (13) Antecedent Prevention Strategies: Antecedent Prompting Strategies:

Teaching Strategies – (what tools will be used to teach both the desired and acceptable alternative behavior, also consider supporting skills needed to perform desired behavior that may need to be taught) (14)

Consequence Strategies – (strategies to make use of the alternative/desired behavior more efficient or effective than the problem behavior and decrease the effectiveness of the problem behavior) (15) Reinforcement of the Acceptable Alternative or Desired Behavior: Reductive/Reactive Plan for when Problem Behavior does occur (include staff response including a crisis/safety plan if appropriate):

29

Goal Statement – (this should also be transferred to IEP goal paperwork)

By (date), instead of (problem behavior), to achieve (function), (student) will do (alternative acceptable behavior), under (what conditions), at (what level of proficiency), as measured by (whom) and by (what means).

Appendix B:

Definitions of Restrictive Disciplinary Measures

31

Definitions of Restrictive Disciplinary Measures

Inhibiting devices – devices that do not restrict physical movement, but inhibit specific actions

(biting self, scratching).

Negative practice – repetitive practice of inappropriate behavior to the point of satiation (i.e.

student tears up a piece of paper, then has to tear up 50 pieces).

Satiation – a practice where a large amount of a reinforcer is given so that the effectiveness of that

reinforcer diminishes causing the behavior to cease to occur (e.g. student steals pencils, student is

given so many pencils that he/she begins to give them back).

In-School Suspension – Removal from the students’ normal school programming for more than one

full class period served on school premises. (A student is not suspended when the nature and

quality of the educational program and services provided during an in-school suspension are

comparable to the nature and quality of the educational program and services required and

otherwise provided to the student in their current placement (appropriate schoolwork and

supervision by a certified staff member or assistant under the supervision of a certified staff

member)).

Out of school suspension – Removal from the students’ normal school programming for more than

one full class period served off school grounds. Suspension from transportation resulting in the

student’s inability to attend his/her ordinary program is a suspension from school. A suspension

which constitutes a change of placement (lasting longer than 10 cumulative school days) requires a

meeting to change the student’s IEP.

Time out (Isolation/Quiet Room) – Removing a student from the classroom to a time-out area from

which the students’ exit is restricted but is monitored. (If there is a locking mechanism, the

mechanism must be constructed so that it engages only while the key or handle is being held by a

person, otherwise the student should be able to easily and readily open the door from the inside)

Physical control/restrain – Use of the minimum amount of physical force to hold or restrain an

individual in order to insure the safety of the individual, others, and property.

Aversive mists, aromatics, tastes – use of a spray or substance with an unpleasant taste, noxious

odor, or aversive physical sensation in order to terminate or control undesired behavior.

Mechanical restraint – a device that physically restrains the movement of the student. Mechanical

restraints prescribed by a physician or used as a safety procedure for transportation (seatbelt

harness) are not considered behavioral interventions.

Expulsion – Removal of the student from school for a period of time specified by a Board of

Education. If a student engages in behavior that is so severe that an expulsion would be considered,

a manifestation determination must be conducted, hearing held and other due process protections

in place. Even if expelled, we are required to provide services in the student’s IEP.

32

Appendix C

Functional Behavioral Assessment Interview Tools

33

Functional Assessment Checklist for Teachers and Staff (Part A)

Student: Grade: Date:

Staff Interviewed:

Person Conducting Interview:

Student Strengths: Identify at least three strengths or contributions the student brings to school.

Academic strengths:

Social/Recreational:

Other:

ROUTINES ANALYSIS: Where, When and With Whom Problem Behaviors are Most Likely. Time Activity & Staff

Involved

Likelihood of Problem

Behavior

Specific Problem

Behavior

Current Intervention

for the Problem

Behavior

Low High

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

List the Routines in order of Priority for Behavior Support: Select routines with ratings of 5 or 6. Only

combine routines when there is significant (a) similarity of activities (conditions) and (b) similarity of

problem behavior(s). Complete the FACTS-Part B for each of the prioritized routine(s) identified Routines/Activities/Context Problem Behavior(s)

Routine # 1 Routine # 2 Routine # 3

34

BEHAVIOR(s): Rank order the top priority problem behaviors occurring in the targeted routine above.

____Tardy ___ Fight/physical

Aggression ___ Disruptive ___ Theft

___ Unresponsive ___ Inappropriate Language ___ Insubordination ___ Vandalism

___ Self-injury ___ Verbal Harassment ___ Work not done

___ Other

________________

Describe prioritized problem behavior(s) in observable terms:

What is the frequency of the Problem Behavior in the targeted routine (# x’s /day or hour)?

What is the duration of the Problem Behavior in the targeted routine (in seconds or min)?

Does the Behavior Escalate? Y / N If Yes, complete the Behavior Escalation worksheet

Functional Assessment Checklist for Teachers & Staff (Part B)- Identify the Target

Identify the Target Routine: Select ONE of the prioritized routines from Part A for assessment. Routine/Activities/Context Problem Behavior(s) – make description observable

ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above.

Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2. Environmental Features (Rank order strongest 3) Follow Up Questions – Get as Specific as possible

___ a. task too hard ___ h. small group work If a,b,c,d or e - describe task/demand in detail ___ b. task too easy ___ i. independent work ___ c. bored w/ task ___ j. unstructured time If f - describe purpose of correction, voice tone, volume

etc. ___ d. task too long ___ k. transitions ___ e. physical demand ___ l. with peers If g, h, I, j or k - describe setting/activity/content in

detail ___ f. correction/reprimand ___m. isolated/ no attn ___ g. large group

instruction

___Other: If l – what peers?

Describe: If m – describe -

CONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the

problem behavior in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2.

Consequences/Function As applicable -- Follow Up Questions – Get as Specific as possible

___ a. get adult attention If a or b --Whose attention is obtained? ___ b. get peer attention ___ c. get preferred activity How is the attention provided? ___ d. get object/things/money ___ e. get other, describe

If c or d -- What specific items or activities are obtained?

___f. avoid hard tasks/failure If f, g or h – Describe specific task/ activity avoided?

___ g. avoid undesired task/activity Be specific, DO NOT simply list subject area, but specifically describe

type of work within the subject area (be precise)?

___h. avoid physical effort Can the student perform the task independently? Y N

Is academic assessment needed to ID specific skill deficits? Y N

35

___ i. avoid peer negatives ___ j. avoid adult attention If i, j or k -- Who is avoided?

Why avoiding this person? ___ k. avoid reprimands

___ l. avoid/escape other, describe

SETTING EVENT(s): Rank Order any events that happen outside of the immediate routine (at home or

earlier in day) that commonly make problem behavior more likely or worse in the routine above. __ hunger __ conflict at home __ conflict at school __ missed medication __ illness __failure in previous class

__ lack of sleep __change in routine __ homework not done __ not sure __ Other___________________________

SUMMARY OF BEHAVIOR Fill in boxes below using top ranked responses and follow-up responses from corresponding categories above.

ANTECEDENT(s) / Triggers Problem Behavior(s) CONSEQUENCE(s)/ Function

SETTING EVENTS

How likely is it that this Summary of Behavior accurately explains the identified behavior occurring? Not Real Sure %100 Sure / No Doubt

1 2 3 4 5 6

OTHER NOTES:

Source: Adapted by C. Borgmeier (2005) from March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999)

36

BRIEF FBA FAMILY-DIRECTED INTERVIEW

Name of Student & Family Member:

Interviewer: Date: ________

I. Opening. “We are meeting today to find ways to change school so that _________________________ (child's name) likes it more and is more successful. It will take only a few minutes. I can help your child best if you can be as specific as possible. Your opinion is very important and will help us all to develop a successful school plan.”

II. Let’s talk about what’s happening for your child at school. a. What are some of the things that your child enjoys at school?

b. What are some of your child’s strengths?

c. What are the things that your child does that get him/her into trouble at school?

d. What do you think is happening at school that leads your child into getting into trouble (what happens first)?

e. Overall, why do you think your child is having difficulty at school?

“Thank you for your help. This information will guide us in developing a successful support plan for your

child here at school. We look forward to meeting/speaking with you again shortly to work on the details

of that support plan (or Behavior Intervention Plan).”

Source: Revised by IL-PBIS Network. Adapted from Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. 2nd edition. O’Neil, Horner, Albin, Sprague, Storey, Newton. Brooks/Cole Publishing Company. Washington. 1997.

37

PROBLEM BEHAVIOR QUESTIONAIRE Respondent Information

Student ____________________ DOB _________ Grade ______ Gender: M F IEP: Y N

Teacher _______________________________ School _____________________________

Phone _________________________________ Date ______________________________

STUDENT BEHAVIOR: Please describe the problem behavior using observable and measurable terms.

DIRECTIONS: Keeping in mind a typical episode of the problem behavior, circle (highlight/bold) the frequency at which

each of the following statements is true.

PERCENT OF THE TIME

Never 10% 25% 50% 75% 90% Always

1. Does the problem behavior occur and persist

when you make a request to perform a task?

0 1 2 3 4 5 6

2. When the problem behavior occurs do you

redirect the student to get back to task or follow

rules?

0 1 2 3 4 5 6

3. During a conflict with peers, if the student

engages in the problem behavior, do peers leave

the student alone?

0 1 2 3 4 5 6

4. When the problem behavior occurs, do peers

verbally respond or laugh at the student?

0 1 2 3 4 5 6

5. Is the problem behavior more likely to occur

following a conflict outside the classroom?

0 1 2 3 4 5 6

6. Does the problem behavior occur to get your

attention when you are working with other

students?

0 1 2 3 4 5 6

7. Does the problem behavior occur in the

presence of specific peers?

0 1 2 3 4 5 6

38

8. Is the problem behavior more likely to continue

to occur throughout the day following an earlier

episode?

0 1 2 3 4 5 6

9. Does the problem behavior occur during

specific academic activities?

0 1 2 3 4 5 6

10. Does the problem behavior stop when peers

stop interacting with the student?

0 1 2 3 4 5 6

11. Does the behavior stop when peers are

attending to other students?

0 1 2 3 4 5 6

12. If the student engages in the problem behavior,

do you provide one-on-one instruction to get

student back on task?

0 1 2 3 4 5 6

13. Will the student stop doing the problem

behavior if you stop making requests or end an

academic activity?

0 1 2 3 4 5 6

14. If the student engages in the problem behavior,

do peers stop interacting with the student?

0 1 2 3 4 5 6

15. Is the problem behavior more likely to occur

following unscheduled events or disruptions in

class routines?

0 1 2 3 4 5 6

Source: Lewis, Scott, Sugai (1997)

39

Directions: Circle (highlight/bold) the score given for each question from the scale below the

corresponding question number (in bold). Add total points for each section. As you analyze the possible

function(s) of the problem behavior, consider the areas that received the highest point totals.

PEERS ADULTS SETTING EVENTS

Escape Attention Escape Attention

3 10 14 4 7 11 1 9 13 2 6 12 5 8 15

6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total: Total: Total: Total: Total:

ANALYSIS OF POSSIBLE FUNCTION(S) OF STUDENT BEHAVIOR

40

Student FBA Interview:

Student Name _____________________ Age:____ Grade:____ Date:_________________

Interviewer ______________________________________________________________________

Student Profile: What are things that you like to do, or do well, while at school? (E.g. activities, classes,

helping others,etc):

Description of the Behavior

What are some things you do that get you in trouble or that are a problem at school? (e.g. talking out, not getting work done, fighting, etc.) How often do you _______________ ? ( Insert the behavior listed by the student) How long does __________________ usually last each time it happens? How serious is _________________? (Do you or another student end up getting hurt? Are other students distracted?)

Description of the Antecedent

Where, when and with whom are problem behaviors most likely?

Schedule (Times)

Activity With Whom does Problem Occur

Likelihood/Intensity of Problem Behavior

Specific Problem Behavior

Low High 1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

41

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

Summarize Antecedent (and Setting Events)

Description of the Consequence

What kind of things make it more likely that you will have this problem? (difficult tasks, transitions,

structured activities, small group settings, teacher’s request, particular individuals, etc.)

When and where is the problem most likely to happen? (days of week, specific classes, hallways,

bathrooms)

When is the problem behavior least likely to occur? (days of week, specific classes, hallways,

bathrooms)

Setting Events: Is there anything that happens before or after school or in-between classes that

make it more likely that you’ll have a problem? (missed medication, history of academic failure,

conflict at home, missed meals, lack of sleep, history or problems with peers, etc.)

What usually happens after the problem occurs? (what is the teacher’s reaction, how do other

student’s react, is the student sent to the office, does the student get out of doing work, does the

student get in a power struggle, etc.)

42

Appendix D:

Observational Data Collection Tools

Functional Assessment Observation Summary

Student Name: ________________________________ Observer:_____________________________________

A. Describe the target behavior(s):

B. Collect observation data using the table below.

Date and Time: Behavior: Setting Event: (time, transition, prior to negative event, hunger, medication, etc.)

Antecedent: (instructions, activity, feedback, errors, no attention, type of instructional setting)

Consequence: (end of activity, feedback, punishment, attention from peer or adult, etc.)

Function: To obtain or to avoid – sensory, task/material, attention

Hypothesis:

44

ABC Recording Form

Observer: __________________ Student: ________________

Setting (e.g., class #, gym, playground): ____ _____________ Date: ____________________

# Time: Activity/Task Antecedent Behavior Outcome/Consequence

1 Large group instruction

Small group work Independent work Unstructured time

Specify:

Given instruction Given correction Alone (no attention/no

activities) With Peers Engaged in preferred activity Preferred activity removed Transition: Change in activity

Other/Notes:

Adult Attention Provided Peer Attention Provided Got Preferred Activity/Item Got Sensation ____________ Adult Attention Avoided Peer Attention Avoided Task/Activity Avoided Sensation Avoided ___________

Other/Notes:



Specify:



Other/Notes:


Other/Notes:



Specify:



Other/Notes:


Other/Notes:

45

Modified by S. Loman (2009) from R. Van Norman (2008)



Specify:



Other/Notes:


Other/Notes:



Specify:



Other/Notes:


Other/Notes:



Specify:



Other/Notes:


Other/Notes:

Summary Statement of observational data:

During When Student Will Because: Therefore the function is to?

Appendix E

Forced Reinforcement Menus

47

Forced-Choice Reinforcement Menu

Source: Center for Effective Collaboration and Practice (http://cecp.air.org)

Name: School: Grade: Date:

In order to identify possible classroom reinforcers, it is important to go directly to the source, namely, you the student. Below is a

paragraph that provides instructions for completing a series of "controlled choice" survey items about individual reinforcement

preferences. Please read the following paragraph carefully:

"Let’s suppose that you have worked hard on an assignment and you think that you have done a super job on it. In

thinking about a reward for your effort, which one of the two things below would you most like to happen? Please

choose the one from each pair that you would like best and mark and "X" in the blank that comes in front of it.

Remember, mark only one blank for each pair."

1. _____

_____

Teacher writes "100" on your paper. (A)

Be first to finish your work. (CM)

2. _____

_____

A bag of chips. (CN)

Classmates ask you to be on their team. (P)

3. _____

_____

Be free to do what you like. (I)


4. _____

_____



5. _____

_____



6. _____

_____



7. _____

_____



8. _____

_____



9. _____

_____



10. _____

_____



48

11. _____

_____

Teacher writes "A" on your paper. (A)

Be the only one that can answer a question. (CM)

12. _____

_____

A candy bar. (CN)

Friends ask you to sit with them. (P)

13. _____

_____

Be free to go outside. (I)


14. _____

_____


Be the only one that answers a question. (CM)

15. _____

_____


A candy bar. (CN)

16. _____

_____



17. _____

_____

Be the only one that can answer a question. (CM)


18. _____

_____

A candy bar. (CN)


19. _____

_____



20. _____

_____

Be the only on that can answer a question. (CM)

A candy bar. (CN)

21. _____

_____

Teacher writes "Perfect" on your paper. (A)

Have only your paper shown to the class. (CM)

22. _____

_____

A can of soda. (CN)

Classmates ask you to be class leader. (P)

23. _____

_____

Be free to play outside. (I)


24. _____ Classmates ask you to be class leader. (P)

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_____ Have only your paper shown to the class. (CM)

25. _____

_____


A can of soda. (CN)

26. _____

_____



27. _____

_____

Have only your paper shown to the class. (CM)


28. _____

_____

A can of soda. (CN)


29. _____

_____



30. _____

_____

Have only your paper shown to class. (CM)

A can of soda. (CN)

31. _____

_____

Teacher writes "Excellent" on your paper. (A)

Have your paper put on the bulletin board. (CM)

32. _____

_____

A pack of gum. (CN)

Friends ask you to work with them. (P)

33. _____

_____

Be free to work on something you like. (I)


34. _____

_____



35. _____

_____


A pack of gum. (CN)

36. _____

_____



37. _____

_____


Be free to work in something you like. (I)

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38. _____

_____

A pack of gum. (CN)


39. _____

_____



40. _____

_____


A pack of gum. (CN)

Other suggestions about classroom rewards:

Thank you for taking the time to complete this survey.

Reinforcement Inventory

Scoring Key

__________ Adult Approval (A)

__________ Competitive Approval (CM)

__________ Peer Approval (P)

__________ Independent Rewards (I)

__________ Consumable Rewards (CN)

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