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RESPONSE TO INTERVENTION

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RESPONSE TO INTERVENTION Functional Behavioral Assessments and Behavioral Intervention Plans (FBA/BIP) LARRY SCOTT School Psychologist Ken-Ton School District – PowerPoint PPT presentation

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Title: RESPONSE TO INTERVENTION


1
RESPONSE TO INTERVENTION
  • Functional Behavioral Assessments and
  • Behavioral Intervention Plans
  • (FBA/BIP)
  • LARRY SCOTT
  • School Psychologist

  • Ken-Ton School District

2
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

3
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

4
Philosophy Purpose of FBA/BIP
  • To better understand the function of a students
    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.

5
State Regulations
  • An FBA/BIP must be considered for students with a
    disability or for students suspected of
    disability when
  • 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.
  • Behavior places student or others at risk of harm
    or injury.
  • More-restrictive placement as a result of
    behavior is being considered.
  • Multiple days of suspension.
  • If manifestation is found in a hearing.
  • Parent consent must be obtained to conduct an
    FBA/BIP

6
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
    students parents and CSE.
  • Student Involvement
  • Student must be involved in the BIP process
    (Interview, Reinforcement Survey, Motivation
    Assessment, Interest Survey, Behavior Contract)

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8
Response to Intervention (RTI)
  • State regulations on FBA/BIP encompass an RTI
    approach.
  • Continuum of Behavioral Interventions

Individualized Systems for HIGH-Risk Behavior
5
Specialized Group Systems for At-Risk Behavior
15
School- / Classroom-wide Systems
80 of students
9
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).

10
Resistance to Intervention
11
Resistance to Behavior Over Time
12
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

13
FBA/BIP Flow Chart
Identify Target Behaviors
Collect Baseline Data
Determine Triggers and Consequences
Determine Function of Behavior
Develop Hypothesis
Develop and Implement Behavioral Interventions
Monitor Progress
14
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)

15
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.

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19
Function of Behavior
  • Escape/Avoidance
  • Attention/Control
  • Sensory/Perceptual
  • Gain Desired Item, Activity, Area

20
Behavior Intervention Plan
21
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.

22
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

23
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.

24
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
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