RESPONSE TO INTERVENTION

Functional Behavioral Assessments and Behavioral Intervention Plans

(FBA/BIP)

LARRY SCOTT School Psychologist

Ken-Ton School District

Punishment & Suspension There is no evidence that suspension works- it has been

ineffective in changing behavior, it often only worsens behavior

Long-term suspension leads to negative attitudes toward school, poor attendance / work performance, and negative perception of teachers

Suspension is associated with increased defiance, more severe problem behavior, school failure and drop out, and contact with the juvenile justice system

Punishment & Suspension

Black and male students are historically overrepresented in suspensions and expulsions

Males are at least twice as likely to be suspended and expelled

Many studies show inequality in disciplinary responses and consequences: Black and male students are more likely to be suspended and more harshly for similar offenses

66% of Black male students who received free/reduced lunch and were in special education were suspended at least once, only 2% of White females who paid for lunch and in regular ed. were suspended (Raffaele Mendez, 2003)

We need to explore alternative approaches proven to work: cognitive-behavioral and restorative justice

Philosophy & Purpose of FBA/BIP To better understand the function of a student’s behavior in a

school/classroom environment.

Environmental/situational factors create and maintain problem behavior.

All behavior serves a function or purpose in an environment, setting, or situation.

To establish systemic interventions to change how a student interacts with the environment and replace problem behavior with pro-social behavior

The FBA & BIP should be viewed as a single, continuous process.

The FBA/BIP report is a “living document” which is not fixed and can be changed.

Intervention should address the function of problem behavior.

State Regulations

An FBA/BIP must be considered for students with a disability or for students suspected of disability when:

1. The student displays persistent behavior that impedes his or her learning or that of others, despite consistently implemented general school-wide and classroom-wide interventions.

2. Behavior places student or others at risk of harm or injury.

3. More-restrictive placement as a result of behavior is being considered.

4. Multiple days of suspension.

5. If manifestation is found in a hearing.

* Parent consent must be obtained to conduct an FBA/BIP

2006 State Amendments

Baseline Data An FBA must include quantitative data that can be used to measure

progress of behavior and effectiveness of interventions. Must include frequency, duration, intensity, and/or latency of behavior

across activities, settings, people, and times of day.

Progress Monitoring A BIP must include progress monitoring of the frequency, duration,

and intensity of targeted behaviors and behavioral interventions at scheduled intervals.

Results should be documented and reported to student’s parents and CSE.

Student Involvement Student must be involved in the BIP process (Interview,

Reinforcement Survey, Motivation Assessment, Interest Survey, Behavior Contract…)

Response to Intervention (RTI) State regulations on FBA/BIP encompass an RTI approach.

Continuum of Behavioral Interventions:

80% of students

15%

5%

School- / Classroom-wide Systems

Specialized Group Systems for At-Risk Behavior

Individualized Systems for HIGH-Risk Behavior

Resistance to Intervention

Previous approaches (i.e. formal assessment) to classifying students with emotional/behavioral needs have been found to be highly unreliable, invalid, and impractical for intervention (Gersham, 1992).

“A lack of change in target behaviors as a function of intervention. Given that the goal of all interventions is to produce a discrepancy between baseline and post-intervention levels of performance, the failure to produce such a discrepancy can be taken as partial evidence for classification (Gresham, 1992).

Resistance to Intervention

Resistance to Behavior Over Time

Limitations to FBA/BIP

Poor collaboration and follow through from home.

Poor collaboration and follow through with community-based professionals.

Severe mental illness that is untreated or mistreated.

Substance abuse and illegal activity.

The Human Factor

FBA/BIP Flow ChartIdentify Target Behaviors

Collect Baseline Data

Determine Triggers and Consequences

Determine Function of Behavior

Develop Hypothesis

Develop and Implement Behavioral Interventions

Monitor Progress

Target Behaviors

Specifically identify two of the most problematic behaviors that you want to change.

Must be well-defined, observable, and measurable.

Be objective and avoid opinion statements and personal feelings.

The “stranger test”

Ex. – Johnny is violent (vs.) Johnny punches, kicks, throws objects, bites, destroys objects, spits…)

Collecting Baseline Data

Think of data as asking a “how” question: How much, how often, how long, how many…

2 Broad Types of Data Collection:

1. Event Recording and Timed-Interval Recording -Tracking actual target behaviors through direct observation.

Gives most detailed information on behavior. Requires time, staff, and resources.

2. Outcome Recording - Gathering data available through records (i.e. discipline referrals) and systematic interventions (i.e. classroom-wide behavioral programs).

All behavior produces a response or an outcome. Relative frequency, duration, and severity of target behaviors can be obtained by gathering available data in our schools.

TIMED INTERVAL BEHAVIOR OBSERVATION FORM

Student: Date: 5/13/11 Subject: *Specific behavior being observed: X= Noncompliance to adult requests Y= Verbal and Physical Aggression *Behavior must be observable and measurable.

DAY M T W TH Total

DATE 5/13 5/14 5/15 5/16

1st Period ELA

XX Y

X Y

Y X= 3 Y= 2

2nd Period Math

XXX XX XXXXX Y

X= 10 Y=1

3rd Period Social

Y X X=1 Y=1

4th Period Science

X=0 Y=0

5th Period Spanish

Y Y Y X=0 Y=3

6th Period Tech

X=0 Y=0

A. M. TOTAL X=14 Y=7

7th Period Lunch

XXXXXX XXX XXXX X=13

8th Period Music

XXXXXXX X XXX X=11

9th Period

P.M. TOTAL X=24 Y=0

DAILY TOTAL

WEEKLY TOTAL____X=38, Y= 7________

Math ELA Sci SS Tech LOTE Lunch Music

Noncompliance to adult requests 10 3 0 1 0 0 13 11Verbal & physical aggression 1 2 0 1 0 3 0 0

AM PM Total

Noncompliance to adult requests 14 24 38Verbal & physical aggression 7 0 7

TIMED INTERVAL DATA

Time of Day

Student5/17/2011

Subject

0

2

4

6

8

10

12

14

Math ELA Sci SS Tech LOTE Lunch Music

Noncompliance to adultrequestsVerbal & physicalaggression

0

5

10

15

20

25

30

AM PM

Noncompliance to adult requests

Verbal & physical aggression

11-Mar 11-Apr 11-May 11-Jun 11-Sep 11-Oct 11-Nov 11-Dec 12-Jan TotalBIP BIP BIP BIP BIP

Discipline Referrals 2 4 6 7 3 2 1 0 0 25Days Suspended 0 0 3 5 2 1 1 0 0 12Time-Away Visits 3 4 6 8 5 2 2 0 0 30

DISCIPLINE DATAStudent1/4/2011

0

1

2

3

4

5

6

7

8

9

BIP BIP BIP BIP BIP

11-Mar 11-Apr 11-May 11-Jun 11-Sep 11-Oct 11-Nov 11-Dec 12-Jan

Discipline Referrals

Days Suspended

Time-Away Visits

Function of Behavior

Escape/Avoidance

Attention/Control

Sensory/Perceptual

Gain Desired Item, Activity, Area

Behavior Intervention Plan

Behavioral Intervention Plan (BIP) FBA and BIP should be viewed as a unit.

FBA data assists the development and evaluation of BIP. They should be viewed as a single, continuous process rather than separate systems.

Interventions should address the various factors that affect a student.

Involving the Student & Intervention Interview Interest Inventory Motivation Assessment Reinforcement Survey Behavior Contract Individualized

Behavioral Modification System

Daily/Weekly Report Incentives: Earn Positive

Social Experience

Connections Program Sports Club Counseling &

Community Resources Activity & Exercise

Progress Monitoring Continue to collect data after implementing interventions to assess

change in behavior and effectiveness of interventions.

Carefully document interventions implemented.

Rule of Thumb: Document anything that you do more of or differently than with most students.

A behavior modification system can be developed in a way that measures target behaviors.

Establish evaluation schedule and team meeting time to assess/modify plan.

Keep parents informed and involved.

References

Gresham, F. M. (1992). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20, 23-37.

Individuals with Disabilities Education Improvement Act – Amendments to Rules of the Board of Regents and Regulations of the Commissioner of Education (NYS), Part 200.1 (r), June 23, 2006.

Wright, J. (2006). www.jimwrightonline.com, www.interventioncentral.org