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Introduction and Practice in Functional Behavior Assessment and Behavior Intervention Planning (FBA/BIP) From FBA to BIP

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Title: Functions Based Behavior Intervention Planning From FBA to BIP Day Two Author: Tiffany Cassano Last modified by: Cassandra Townshend Created Date – PowerPoint PPT presentation

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Title: Introduction and Practice in Functional Behavior Assessment and Behavior Intervention Planning (FBA/BIP) From FBA to BIP


1
Introduction and Practice in Functional Behavior
Assessment and Behavior Intervention Planning
(FBA/BIP)From FBA to BIP
Part 2.0
2
Welcome Back!!!
3
Whats the function of the behavior that brought
you here today?
  • A. To get access to learn new skills
  • B. To avoid being back at school
  • C. Get a free lunch
  • D. All of the above
  • E. None of the above

4
Learning Objectives
  • Day Two
  • Review learning from last week
  • Develop a BIP for selected student
  • Plan for implementing FBA/BIP within your
    multi-tiered system

5
Review of Functional Behavior Assessment
  • D.A.S.H
  • System and Team Process
  • Competing Behavior Pathway to build behavior
    intervention plan
  • What questions do you have?

6
Activity- Homework ReviewConfirming the
Competing Behavior Pathway for Your Student
  • Using the post-its on your table, write the
    setting event, antecedent, behavior, maintaining
    consequence, replacement behavior, desired
    behavior and new maintaining consequence for your
    teams student in one of the blank Competing
    Behavior Pathways.

7
Group Share
  • Tell us about your student. What is the
  • Observable behavior?
  • Antecedent?
  • Setting Event?
  • Consequences?
  • Hypothesis of Function of Behavior?
  • Selected Desire Behavior?
  • Replacement Behavior?

8
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9
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10
What do we do with This Information?
Simple FBA
If the team has confidence in the hypothesis
If the team does not have confidence in the
hypothesis
Develop/Implement a Behavior Support Plan
Gather More Information
11
Competing Behavior Pathways
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13
Competing Behavior Pathways
14
Behavior Intervention Plan (BIP)
  • Two Goals
  • Reduce problem behaviors
  • Increase appropriate behaviors
  • Make problem behaviors
  • Irrelevant
  • Inefficient
  • ineffective

15
Group Share from Homework
  • Which Strategy did you try?
  • How did it go?

Antecedent Strategies
Teaching Strategies
Setting Event Strategies
Consequence Strategies
Add effective reinforcers for alternative and
desired behavior Minimize reinforcement
(pay-off) for problem behavior
Eliminate/ neutralize setting events
Modify or remove triggers to prevent problem
behavior Prompt alternative and/or desired
behavior
Teach alternative that is more efficient Teach
desired skills
16
Discussion about answers homework.
Do quiz without complaints.
On Mondays and/or when up all of the night
before.
Verbal protests, slump in chair, walks out
of room.
Daily nongraded quiz on previous nights homework
Avoids doing quiz homework discussion.
Turn in with name sit quietly w/o interrupting.
Give easy warm-up task before doing quiz.
Precorrect behavior options consequences.
With first sign of problem behaviors, remove
task, or request completion of task next
period. Remove task based on step in task
analysis (STO). Provide effective verbal praise
other reinforcers.
Teach options to problem behavior 1. Turn in
blank 2. Turn in w/ name 3. Turn in w/ name
first item done. 4. Turn in w/ name 50 of
items done.
Give time to review homework. Give quiet
time before starting.
17
Setting Event Strategies
18
Setting Event Strategies
  • These are structural changes made to the students
  • day or classroom
  • Alternative Schedule
  • Sitting Near the Teacher
  • Lunch in the support room
  • Student Check In
  • Early or late entry to class/activity

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20
Antecedent Strategies
21
Antecedent Strategies
Setting Event Strategies Manipulate Antecedent Teach Behavior Alter Consequences
Eliminate or Neutralize Setting Events Prevent/Modify Triggers Prompts for Alt/Des Behavior Teach Alternate Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce Alt/Des Behavior Response to Problem Behavior/ Corrective Feedback
Antecedent strategies are designed to make
problem behavior irrelevant by 1. Eliminating
or Modifying antecedents that trigger the
behavior AND 2. Prompting alternative/Desired
behavior (pre-correction)
22
Identifying Antecedent Strategies
  • When asked to read independently at his seat,
    Ronnie makes inappropriate noises and makes faces
    at peers. Based on the FBA data collected, the
    team agreed that the function of Ronnies
    behavior is to obtain peer attention.
  • Which is the best antecedent modifying strategy?
  • Provide student with an easier reading assignment
  • Remind student of expectations related to
    respectful behavior
  • Allow student to wear headphones during
    independent reading
  • Ask student to work quietly 11 with a reading
    buddy
  • Have student check in with the teacher at the
    beginning of class

Addresses 1.Antecedent? Function?
23
Identifying Antecedent Strategies
  • When Pam is asked to work on long-division
    problems in math class, she argues, refuses to
    work, and uses profanity to avoid/escape the
    difficult task.
  • Which is the best antecedent modifying strategy
    to prevent problem behavior? Why or Why Not?
  • Move students seat closer to the teacher
  • Give student more time to complete the difficult
    tasks
  • Give student an easier math assignment she can be
    successful with
  • Warn student she will be sent to office for using
    profanity
  • Allow student to practice long-division on the
    computer

24
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25
Consequence Strategies
26
Consequence Strategies
Setting Event Strategies Manipulate Antecedent Prevent problem prompt alternate/desired behavior Teach Behavior Explicitly Teach Alternative Desired Behaviors Alter Consequences Reinforce alternate desired behavior extinguish negative behavior
Eliminate or Neutralize Setting Events Modify/Prevent Triggers Prompt Alt/Desired Behavior Teach Alternate Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce Alt/Des Behavior Response to Problem Behavior - Redirection -Extinction
  • Consequence strategies help make problem behavior
    ineffective by
  • Reinforcing appropriate behaviors
  • AND
  • 2. Minimizing reinforcement for problem
    behavior

27
Only Two Basic Functions
Negative Reinforcement
Positive Reinforcement
from Horner Sugai at www.pbis.org
28
Reinforcing Alternative and Desired Behavior
29
Consequences Reinforcing the Alternative Behavior
  • It is extremely important that the alternative
    behavior is reinforced
  • Immediately
  • Consistently
  • and
  • Results in the same type of reinforcement as the
    problem behavior (serves the same function)
  • This is necessary for the alternative behavior to
    successfully compete with the problem behavior.
  • In other words, the problem behavior cannot
    happen if the student is exhibiting the desired
    behaviorthey cant happen at the same time!

30
Identifying Consequence Strategies Reinforcing
Alternative/Desired Behavior
  • During independent seatwork, Ronnie makes
    inappropriate noises and makes faces at peers.
    The function of Ronnies behavior is to obtain
    peer attention.

Function? Reasonable expectations?
  • Which are the best reinforcement strategies?
  • Student is allowed to sit by a preferred peer
    for 15 minutes, if he is quiet and on task during
    seatwork every day for a week
  • Student will receive a free homework pass if
    he has no problem behavior during independent
    seatwork
  • When student is on task with no problem
    behavior for 15 minutes, he will be allowed to
    sit at back table and read with a peer
  • Student receives frequent teacher praise for
    staying on task
  • Student is allowed to work with a peer when
    asks appropriately

31
Identifying Consequence Strategies Reinforcing
Alternative/Desired Behavior
  • During independent reading time in language arts,
    Audrey makes noises, talks out, and walks around
    the room. The FBA has shown that this behavior is
    maintained by adult attention.
  • Which are the best reinforcement strategies? Why
    or Why Not?
  • Student can play a game with the teacher if she
    works quietly (no more than 2 talk-outs) during
    independent reading
  • Student is allowed to work with a peer when she
    has been quiet for 15 minutes
  • Student receives help from teacher if asks
    appropriately
  • Student can eat lunch with the teacher if no
    talk-outs for one month
  • Student earns a homework pass for on-task
    behavior

32
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33
Consequences Responding to Problem Behavior
  • Responses to Problem Behavior should focus on two
    things
  • 1. Redirecting to the Alternative Behavior
  • 2. Extinction of the Problem Behavior

34
Responding to Problem Behavior Redirection
  • At the earliest signs of problem behavior,
    quickly redirect to the alternative behavior
  • Example
  • During independent work, Annie often talks out to
    get teacher attention. If ignored, Annie will
    begin yelling and knocking materials off her
    desk.
  • When Annie first starts talking out, her teacher
    will immediately remind her how to appropriately
    get adult attention and will praise Annies use
    of the alternative behavior.

35
Responding to Problem Behavior Extinction
  • Do NOT allow the problem behavior to work or
    pay off for the student.
  • Eliminate/minimize the amount of missed
    instructional time or work provided to a student
    for engaging in problem behavior
  • But make sure student is capable of doing work
    or provide support/instruction so student can
    complete the work
  • Eliminate/minimize the amount of attention for
    engaging in problem behavior
  • Limit verbal interactions/explanations
  • Create a signal to cue the student to use the
    alternative behavior instead

36
Responding to Problem Behavior Extinction
  • Note extinction should ALWAYS be combined
    with frequent reinforcers for alternative/desired
    behavior.
  • Example
  • Darci engages in problem behavior that results in
    peer attention.
  • Darcis peers will receive Panther Paws for
    ignoring her inappropriate behavior.
  • Darci will also be learning how to interact (and
    provided frequent opportunities to practice
    interacting) with peers appropriately and will
    earn time with peers for alternative/desired
    behavior.

37
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38
Teaching Strategies
  • These are the skills the student will need to be
    taught to do
  • How to ask for a break using break card
  • How to monitor his/her progress with a point
    sheet
  • How to engage in appropriate conversations with
    peers during small group counseling

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40
Activity
  • Use the post-its on your table to come up with 1
    setting strategy, 1 antecedent strategy, 1
    behavior teaching strategy and 1 consequence
    strategy and place them on the appropriate chart
    paper.

41
ACTIVITY 9
  • Using the F-BSP Protocol, complete the Competing
    Behavior Pathway (lower portion) for your student
    (Step 6).

42
Measuring and Monitoring the BIP
  • Step 7 Select Initial Intervention Strategies
  • Define tasks and whos going to do them by when.
  • Step 8 Evaluation Plan
  • Create Goal Statements
  • Develop Evaluation Procedures and data sheets
  • Use a data sheet that is set up to take data
    efficiently and clearly - checklists/tallies-
    with correct measurement that aligns with the
    language of the goal/objectives

43
Step 7 in your F-BSP Protocol
44
Step 8 in your F-BSP Protocol
45
ACTIVITY 10
  • Review Step 7 and Step 8 in the F-BSP Example
  • Complete Step 7 and Step 8 for your student

46
Next Steps
  • You may need to collect more data
  • Teacher/Parent/Student Interviews
  • More Behavior Observations
  • File Review
  • Office Discipline Referrals
  • Grades
  • Test Scores

47
Thanks and
  • .think about coaching needs back home and try to
    arrange for at least one on-site coaching visit
    with one of us with your team back home during an
    actual FBA/BIP
  • Questions/Comments?
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