FBA Facillitators Toolkit
Uploaded by
Madhu sudarshan ReddyFBA Facillitators Toolkit
Uploaded by
Madhu sudarshan ReddyFBA
FACILITATOR
TOOLKIT
Behavior is interactive.
What is the student’s behavior communicating?
Behavior is purposeful.
What is the student trying to obtain or avoid?
Behavior is learned.
What behaviors need to be taught?
Behavior is predictable.
What patterns exist?
Designed by R. Kirschmann
FBA Facilitator Tool Kit Table of Contents
One – Overview Implementation Plan Form 27
Table of Contents 2 Implementation Meeting Agenda 28
FBA Facilitator Toolkit Overview 3 Implementation Plan Form 29
FBA System Flowchart 6 Progress Monitoring Agenda 30
FBA Development Flowchart 7 Progress Monitoring Form 31
Two – FBA Meetings Progress Monitoring Agenda 32
FBA Planning Meeting Agenda 8 Progress Monitoring Form 33
FBA Planning Form 9 Four – Escalating Behavior
FBA Planning Meeting Agenda 10 5-‐Point Plan For Managing Escalating
Behavior 34
FBA Planning Form 11
Acting Out Cycle 35
FBA Meeting Agenda 12
Safety Plan Example 43
FBA Report Form 13
FBA Meeting Agenda 14
Five – Data Collection
ABC Analysis Example 45
FBA Report Form 15
ABC Analysis Form 46
Routines Analysis 16
ABC Confirmation Observation 47
Routines Analysis 17
ABC Interview Form 48
Three – BIP Meetings
ABC Event Recording Analysis Chart 49
BIP Meeting Agenda-‐Initial 18
ABC Event Recording Analysis Chart
BIP Form 19
Example 53
BIP Meeting Agenda-‐Initial 20
ABC Event Recording Chart 57
BIP Form 21
ABC Event Recording Chart Example 58
BIP Meeting Agenda-‐Revision 22
ABC Event Recording Key Sample 59
BIP Form 23
FBA Data Graphing Example 60
BIP Meeting Agenda-‐Revision 24
FBA Data Graphing Form 61
BIP Form 25
FACTS Directions & Example 62
Implementation Meeting Agenda 26
Health History-‐Spanish 70
FBA Facilitator Toolkit designed by R. Kirschmann 2 i
FBA Facilitator Tool Kit Table of Contents
Health History-‐English 72 Intervention Decision Flowchart 147
Parent Questionnaire 74 Function Interventions Multiple 148
Student Questionnaire 75 Function Interventions Attention 150
FBA Records Review Form 76 Function Interventions Avoid 151
FBA Archival Review 77 FBA Permission-‐Sp. Ed. Example 152
Implementation Fidelity Example-‐Cool FBA Roles, Responsibilities and
Down Routine 79 Requirements 153
Implementation Fidelity Example-‐ Nine – Forms
Transition Routine 80
CSD Interim Behavior Plan 154
Six -‐ FBA/BIP Evaluation
FBA Planning Sheet 155
FBA Critical Features Guide 81
FBA Cover Sheet 156
FBA Critical Features Scoring 92
FBA Report 157
FBA ABC Big Ideas 98
Routines Analysis 158
Contextual Fit 99
BIP 159
Seven – FBA/BIP Examples
5-‐Point Plan for Managing Escalating
Bobby Elem Response Inhibition 101 Behavior 160
Noah Elem Emotional Control 111 BIP Implementation Plan 161
Brian High School Organization & BIP Progress Monitoring 1 162
Engagement 115
BIP Progress Monitoring 2 163
John High School Social Skill 125
BIP Progress Monitoring 3 164
Frankie BIP and Implementation
FBA/BIP Meeting Notes 165
Comparison Activity 137
FBA Permission General Ed. 166
Eight – Miscellaneous
CSD ABC Worksheet 167
What is an FBA? 142
FACTS Student 168
What is a BIP? 143
FACTS Teacher 170
FBA Key Concepts 144
Behavior Intensity Level 145
Functions of Behavior 146
FBA Facilitator Toolkit designed by R. Kirschmann 2 ii
FBA Facilitator Toolkit Overview
Schools
face
a
serious
challenge.
The
incidence
and
severity
of
serious
behavior
problems
threaten
effective
education.
Students
who
engage
in
violent,
disruptive
and
dangerous
behavior
compromise
the
fundamental
ability
of
our
schools
to
educate
children,
making
defiant,
disruptive,
and
dangerous
behaviors
an
issue
for
all
students
and
all
schools.
The
bright
spot
in
this
picture
is
that
we
are
better
prepared
to
prevent
and
alter
patterns
of
problem
behavior
than
at
any
time
in
history.
A
practical
and
effective
technology
for
responding
to
problem
behaviors
called
functional
behavioral
assessment
(FBA)
has
emerged.
The
technology
of
FBA
can
be
used
to
identify
the
variables
supporting
problem
behaviors
and
to
rearrange
the
environment
to
both
reduce
problem
behaviors
and
build
constructive
skills.
Crone,
D.
A.,
Horner,
R.
H.
(2003).
Building
Positive
Behavior
Support
Systems
in
Schools:
Functional
Behavioral
Assessment.
New
York:
The
Guilford
Press.
There
are
volumes
of
books
and
research
on
Functional
Behavioral
Theory,
the
FBA
process
and
dozens
of
interpretations
of
FBA/BIP
forms,
few
practical
and
useful
tools
for
busy
FBA
Facilitators
exist,
thus
the
FBA
Facilitator
Toolkit.
This
toolkit
attempts
to
provide
all
the
forms,
meeting
agendas,
explanation
tools,
data
collection
protocols
and
resources
necessary
for
the
FBA
process.
Designed
in
a
“grab
and
go”
fashion
it
has
multiple,
reusable
copies
of
the
most
frequently
needed
documents,
in
plastic
sleeves,
reducing
the
need
to
make
copies
for
every
meeting.
Throughout
the
FBA
process
there
are
numerous
meetings
required,
with
hectic
schedules
the
time
to
prepare
meeting
agendas,
print
sample
copies
and
gather
resources
can
be
scarce.
The
development
and
implementation
of
effective
FBA/BIPs
that
create
environments
for
students
to
learn
new
behavior
skills
is
challenging
enough,
spending
valuable
time
making
copies
and
gathering
materials
is
significantly
reduced
with
the
FBA
Facilitator
Toolkit.
The
FBA/BIP
forms
included
here
and
available
as
a
separate
download
are
electronically
“fillable”
using
Adobe
Reader,
a
free
application
for
Mac,
Windows,
and
iPad.
Using
Adobe
Reader
allows
for
resizable
text
and
drop
down
menus.
Section
One
–
Overview
Provided
are
flowcharts
which
condense
the
FBA/BIP
system
and
development
process
onto
a
single
page.
While
very
visually
stimulating,
they
are
intended
to
provide
FBA
Facilitators
with
a
handy
reference
in
locating
where
an
FBA/BIP
is
at
in
the
process
and
assist
in
explanation.
Sections
Two
and
Three
include
two
copies
of
both
the
meeting
agenda
and
form.
The
documents
are
to
be
printed
back
to
back
and
placed
in
a
plastic
sleeve
for
quick
access
and
reusability.
FBA Facilitator Toolkit designed by R. Kirschmann 3
FBA Facilitator Toolkit Overview
Section Two – FBA Meetings
FBA Planning The desired outcome: Select components of the FBA process
necessary to determine the function of the student’s behavior for initial FBA or
revision; Select components necessary to determine functionally equivalent
replacement behaviors; Assign tasks and determine timeline.
FBA Meeting The desired outcome: Develop a Hypothesis Statement based on
Sources of Information, Academic Profile, Student Strengths, and Problem Behavior.
Section Three – BIP Meetings
Initial BIP The desired outcome: Complete the FBA Hypothesis Statement-‐
Competing Pathways by identify a Functionally Equivalent Replacement Behavior,
Long-‐term Skill and Intervention Strategies.
Revision BIP The desired outcome: Use results of implementation and progress
monitoring data to revise the FBA Hypothesis Statement-‐Competing Pathways by
adjusting function and identifying a new Functionally Equivalent Replacement
Behavior and/or Long-‐term Skill and/or Intervention Strategies.
Implementation Planning The desired outcome: Develop a plan for implementing
the BIP Interventions for Antecedent, Setting Events, Teaching Behavior, and
Consequences.
Progress Monitoring The desired outcome: Prior to First BIP Review: Determine
Progress Monitoring specifics regarding data collection on behaviors and
implementation. BIP Review Meetings: Review Implementation Fidelity data and
make any needed adjustments. Review Progress Monitoring data and make any
needed adjustments.
Section Four – Escalating Behavior
5-‐Point Plan For Managing Escalating Behavior This tool is designed to provide
a detailed and easy to communicate plan for preventing behavior from escalating to
crisis levels. It is developed during the FBA/BIP process.
Acting Out Cycle This is a summary of the research on escalating behavior. It is
provided as an explanation and reference.
Safety Plan Example This is an example of a Safety Plan focusing on keeping a
student and staff safe and uninjured. Different from a crisis plan (see 5-‐Point Plan
above), it is intended to capture all the nuances involved in working with “high
needs” students.
Section Five – Data Collection
FBA Observation Includes examples of observation tools for collecting baseline
data and Summary of Behavior hypothesis confirmation.
FBA Facilitator Toolkit designed by R. Kirschmann 4
FBA Facilitator Toolkit Overview
FBA
Interviews
Includes
protocols
for
interviewing
parents,
students
and
staff
to
be
used
as
sources
of
information
in
the
development
of
the
FBA.
FBA
Records
Review
Includes
protocols
for
gathering
information
from
school
and
medical
records
used
in
the
development
of
the
FBA.
Implementation
Fidelity
Includes
samples
of
tools
used
to
monitor
the
implementation
fidelity
of
the
BIP.
Section
Six
–
FBA/BIP
Evaluation
FBA/BIP
Critical
Features
Guide
This
guide
provides
the
“big
ideas”
and
examples
for
each
component
of
the
FBA/BIP
process.
FBA/BIP
Critical
Features
Scoring
This
tool
is
the
companion
to
the
Critical
Features
Guide
listed
above.
The
tool
is
for
scoring
the
quality
of
FBA/BIP.
FBA:
The
ABC
Big
Ideas
This
is
a
handy,
single
page
reference
for
remembering
the
definitions
for
the
parts
of
the
“The
Summary
of
Behavior”
statement.
Contextual
Fit
A
tool
for
initiating
dialogue
on
the
feasibility
of
the
BIP.
Section
Seven
–
FBA/BIP
Examples
Bobby
This
is
an
example
of
an
elementary
student’s
FBA/BIP
focusing
on
the
Long-‐term
Skill
of
Response
Inhibition.
Noah
This
is
an
example
of
an
elementary
student’s
FBA/BIP
focusing
on
the
Long-‐
term
Skill
of
Emotional
Control.
Brian
This
is
an
example
of
a
high
school
student’s
FBA/BIP
focusing
on
the
Long-‐
term
Skill
of
Organization
&
Engagement.
John
This
is
an
example
of
a
high
school
student’s
FBA/BIP
focusing
on
the
Long-‐
term
Skill
of
a
Social
Skill.
Frankie
This
is
an
example
of
a
two
BIPs
and
Implementation
Plans.
One
is
a
non-‐
example
and
the
other
is
a
good
example
of
BIP
and
Implementation
Plan
for
the
same
student,
including
guiding
questions.
Section
Eight
–
Miscellaneous
This
is
a
section
full
of
tools
useful
for
explaining
various
FBA/BIP
concepts
to
parents
or
teachers,
selecting
interventions
and
process
communication.
Section
Nine
–
FBA/BIP
Forms
All
the
forms
used
in
the
FBA/BIP
process.
The
forms
are
electronically
“fillable”
when
used
with
Adobe
Reader.
FBA Facilitator Toolkit designed by R. Kirschmann 5
FBA System Flowchart
Pattern of problem behavior
ABC
Worksheet
Is
there
Core
Instruction
for
common
expectations,
common
procedures,
and
common
routines?
Is
there
academic
and/or
behavioral
differentiation?
YES Targeted Instruction & Support Provide Core Instruction NO
Box A YES Celebrate and fade artificial components Box C
Targeted successful? Determine implementation barriers & return to Box B
NO Discontinue Brief FBA Box B
Supplemental Instruction & Support Has Implementation Fidelity reached 90%? NO
Continue & Monitor
YES Begin collection of progress Box D
Return to monitoring data Is BIP successful?
Box A
Modify & Monitor
Continue & Monitor Adequate success
Celebrate & begin fading
artificial components
If
after
Comprehensive
FBA,
Modify
&
Monitor
&
return
Moderate
success
success
is
limited,
contact
to
Box
D
Student
Services
Consultant
Return to Box C NO No success
Comprehensive
FBA
Gather
more
evidence,
adjust
hypothesis,
Implementation
develop
new
BIP
&
return
to
Box
B
Discontinue
BIP
Inaccurate
hypothesis
YES
Fidelity
maintained?
FBA Facilitator Toolkit designed by R. Kirschmann 6
FBA Development Flowchart
Step
1
Step
2
Step
3
Step
4
Step
5
FBA Planning Meeting Gather Evidence Routines Analysis FBA Meeting BIP Meeting
Step
6
Implementation
NO
Is
Problem
Behavior
Inaccurate
Hypothesis?
Planning
Meeting
violent
or
aggressive?
Return
to
Step
1
5-‐Point Plan for Managing
YES
Escalating Behavior Meeting
Implementation Fidelity?
Return to Step 6
Step 7
First Progress Second Progress Third Progress
Monitoring Meeting Monitoring Meeting Monitoring Meeting
Step 8
NO Celebrate success and fade
Adequate Progress? YES
artificial components
FBA Facilitator Toolkit designed by R. Kirschmann 7
FBA Planning Meeting
1. Introductions
2. Assign Roles
a. Facilitator
b. Note Taker
c. Time Keeper
d. Thinkers
3. Review Desired Outcomes
a. Select components of the FBA process necessary to determine
the function of the student’s behavior for initial FBA or
revision
b. Select components necessary to determine functionally
equivalent replacement behaviors
c. Assign tasks and determine timeline
4. Determine ending time and amount of time for each item
5. Determine “What”, “By Who”, “By When” for each section
a. Planning
b. Records Review
c. Interviews
d. Data
e. Reports
“Behavior is the mirror in which everyone shows their image”
-‐Johann Wolfgang von Goethe
FBA Facilitators Toolkit designed by R. Kirschmann 8
Functional Behavior Assessment Planning
Student: Date:
DOB: IEP: IEP Case Manager:
Teacher: ELL: Grade:
FBA Facilitator: YTD Removals: School:
Brief FBA Date of ABC Worksheet:
Comprehensive FBA
What By Who By When
Planning
X X Parental Permission
X X FBA Meeting
X X BIP Meeting
X X First BIP Follow-‐Up Meeting
Records Review
X X Discipline (referrals, suspension)
X X Academic (assessment, work sample)
X X Permanent Record File
X X Medical/Health
X X Special Education
Interviews
X Principal, Support Staff, Medical, Other
1.
2.
3.
X Student
X Parent/Family
X X FACTS w/:
X X Routines Analysis w/:
Data
X X ABC Observation
1.
2.
X X Baseline
X Scatter Plot
Forms
X X FBA Report
X X Behavior Intervention Plan (BIP)
X X BIP Implementation Plan
X X BIP Progress Monitoring
X 5-‐Point Plan for Escalating Behavior
X Safety/Crisis Plan
X Restraint/Seclusion Plan
Notes:
Centennial
2011-‐12
FBA
Planning
Meeting
1. Introductions
2. Assign
Roles
a. Facilitator
b. Note
Taker
c. Time
Keeper
d. Thinkers
3. Review
Desired
Outcomes
a. Select
components
of
the
FBA
process
necessary
to
determine
the
function
of
the
student’s
behavior
for
initial
FBA
or
revision
b.
Select
components
necessary
to
determine
functionally
equivalent
replacement
behaviors
c. Assign
tasks
and
determine
timeline
4. Determine
ending
time
and
amount
of
time
for
each
item
5. Determine
“What”,
“By
Who”,
“By
When”
for
each
section
a. Planning
b. Records
Review
c. Interviews
d. Data
e. Reports
“Behavior
is
the
mirror
in
which
everyone
shows
their
image”
-‐Johann
Wolfgang
von
Goethe
FBA Facilitators Toolkit designed by R. Kirschmann 10
Functional Behavior Assessment Planning
Student: Date:
DOB: IEP: IEP Case Manager:
Teacher: ELL: Grade:
FBA Facilitator: YTD Removals: School:
Brief FBA Date of ABC Worksheet:
Comprehensive FBA
What By Who By When
Planning
X X Parental Permission
X X FBA Meeting
X X BIP Meeting
X X First BIP Follow-‐Up Meeting
Records Review
X X Discipline (referrals, suspension)
X X Academic (assessment, work sample)
X X Permanent Record File
X X Medical/Health
X X Special Education
Interviews
X Principal, Support Staff, Medical, Other
1.
2.
3.
X Student
X Parent/Family
X X FACTS w/:
X X Routines Analysis w/:
Data
X X ABC Observation
1.
2.
X X Baseline
X Scatter Plot
Forms
X X FBA Report
X X Behavior Intervention Plan (BIP)
X X BIP Implementation Plan
X X BIP Progress Monitoring
X 5-‐Point Plan for Escalating Behavior
X Safety/Crisis Plan
X Restraint/Seclusion Plan
Notes:
Centennial
2011-‐12
FBA
Meeting
Agenda
1. Introductions
2. Assign
Roles
a. Facilitator
b. Note
Taker
c. Time
Keeper
d. Thinkers
3. Review
Desired
Outcome
Develop
an
ABC
Hypothesis
Statement
based
on
Sources
of
Information,
Academic
Profile,
Student
Strength’s,
and
Problem
Behavior
4. Determine
ending
time
and
amount
of
time
for
each
item
5. Review
“What
is
an
FBA
and
BIP?”
and
“FBA
Key
Concepts”
6. Complete
FBA
Report
a.
Review
“Sources
of
Information”
b.
Complete
“Academic
Profile”
c.
Complete
“Student’s
Strengths”
d.
Describe
“Problem
Behavior”
e.
Develop
“ABC
Hypothesis
Statement”
f.
Document
“Previous
Interventions”
“What
you
do
speaks
so
loud
that
I
cannot
hear
what
you
say.”
-‐Ralph
Waldo
Emerson
FBA Facilitator Toolkit designed by R. Kirschmann 12
Functional Behavior Assessment Report
Student: School: Date:
Teacher: Grade: Age:
IEP: Case Manager: ELL: FBA Facilitator:
FBA Team Members Initial FBA Revision of FBA Dated
Name/Role Name/Role
Sources
of
Information
Suspensions:
ODRs
Days
Tardy:
Days
Absent:
Records
Review
By
Whom
Attached
Discipline
Cumulative
Records
Medical
Records
Interviews
Routines
Analysis
FACTS
Student
Other:
Data
ABC
Observations:
(list
dates)
Baseline
Other:
Academic
Profile
Level:
Reading:
Select
Math:
Select
Writing:
Select
Classroom
Performance
(Preferred
Tasks,
Work
Completion,
Participation,
etc.)
Level
At Grade
Student’s Strengths, Talents, or Specific Interests
Summary
of
Behavior
(From
FACTS
or
Routines
Analysis)
Routine/Activity:
Setting
Events:
Problem
Behavior:
Consequence:
Select Function
Antecedents:
Obtain Adult Attention
Describe:
Centennial
2011-‐12
FBA
Meeting
Agenda
1. Introductions
2. Assign
Roles
a. Facilitator
b. Note
Taker
c. Time
Keeper
d. Thinkers
3. Review
Desired
Outcome
Develop
an
ABC
Hypothesis
Statement
based
on
Sources
of
Information,
Academic
Profile,
Student
Strength’s,
and
Problem
Behavior
4. Determine
ending
time
and
amount
of
time
for
each
item
5. Review
“What
is
an
FBA
and
BIP?”
and
“FBA
Key
Concepts”
6. Complete
FBA
Report
a.
Review
“Sources
of
Information”
b.
Complete
“Academic
Profile”
c.
Complete
“Student’s
Strengths”
d.
Describe
“Problem
Behavior”
e.
Develop
“ABC
Hypothesis
Statement”
f.
Document
“Previous
Interventions”
“What
you
do
speaks
so
loud
that
I
cannot
hear
what
you
say.”
-‐Ralph
Waldo
Emerson
FBA Facilitator Toolkit designed by R. Kirschmann 13
Functional Behavior Assessment Report
Student: School: Date:
Teacher: Grade: Age:
IEP: Case Manager: ELL: FBA Facilitator:
FBA Team Members Initial FBA Revision of FBA Dated
Name/Role Name/Role
Sources
of
Information
Suspensions:
ODRs
Days
Tardy:
Days
Absent:
Records
Review
By
Whom
Attached
Discipline
Cumulative
Records
Medical
Records
Interviews
Routines
Analysis
FACTS
Student
Other:
Data
ABC
Observations:
(list
dates)
Baseline
Other:
Academic
Profile
Level:
Reading:
Select
Math:
Select
Writing:
Select
Classroom
Performance
(Preferred
Tasks,
Work
Completion,
Participation,
etc.)
Level
At Grade
Student’s Strengths, Talents, or Specific Interests
Summary
of
Behavior
(From
FACTS
or
Routines
Analysis)
Routine/Activity:
Setting
Events:
Problem
Behavior:
Consequence:
Select Function
Antecedents:
Obtain Adult Attention
Describe:
Centennial
2011-‐12
FBA Routines Analysis
Student: Date:
Reporter: Interviewer:
Schedule Activity Problem Behavior Likelihood Who is around?
Low 1—3— 6 High
Summary
of
Antecedents
Routines
Analysis
(pick
routine/activity
from
above
rated
at
5
or
6)
What
situations
seem
to
set
off
the
problem
behavior?
When
is
the
problem
behavior
most
likely
to
occur?
When
is
the
problem
behavior
least
likely
to
occur?
Setting
Events:
Are
there
specific
conditions,
events
that
make
the
problem
behavior
worse?
Description of Consequences
What usually happens after the behavior occurs?
Summary of Routine for ABC Observation
Routine:
Setting Events: When (A): Student will (B): Therefore the Function (C) is:
Select Function
Describe:
Centennial
2011-‐12
FBA Routines Analysis
Student: Date:
Reporter: Interviewer:
Schedule Activity Problem Behavior Likelihood Who is around?
Low 1—3— 6 High
Summary
of
Antecedents
Routines
Analysis
(pick
routine/activity
from
above
rated
at
5
or
6)
What
situations
seem
to
set
off
the
problem
behavior?
When
is
the
problem
behavior
most
likely
to
occur?
When
is
the
problem
behavior
least
likely
to
occur?
Setting
Events:
Are
there
specific
conditions,
events
that
make
the
problem
behavior
worse?
Description of Consequences
What usually happens after the behavior occurs?
Summary of Routine for ABC Observation
Routine:
Setting Events: When (A): Student will (B): Therefore the Function (C) is:
Select Function
Describe:
Centennial
2011-‐12
BIP
Meeting
Agenda-‐Initial
1. Introductions
2. Assign
Roles
a. Facilitator
b. Note
Taker
c. Time
Keeper
d. Thinkers
3. Review
Desired
Outcome
Develop
an
FBA
Hypothesis
Statement-‐Competing
Pathways,
identify
a
Functionally
Equivalent
Replacement
Behavior
and
Intervention
Strategies.
4. Determine
ending
time
and
amount
of
time
for
each
item
5. Review
“What
is
an
FBA
and
BIP?”
and
“FBA
Key
Concepts”
6. Complete
BIP
Report
a. Complete
“FBA
Hypothesis
Statement-‐Competing
Pathways
b. Determine
“Functionally
Equivalent
Replacement
Behavior”
c. If
“Problem
Behavior”
is
violent,
complete
a
“5-‐Point
Plan
for
Managing
Escalating
Behavior”
d. Determine
“Intervention
Stratigies”
“What
you
do
speaks
so
loud
that
I
cannot
hear
what
you
say.”
-‐Ralph
Waldo
Emerson
FBA Facilitators Toolkit designed by R. Kirschmann 18
Behavior Intervention Plan
Student FBA Date BIP Revision
Date
Competing Behavior Pathway
Routine/Activity:
Long-‐Term Skill Consequence
Setting Event Antecedent Problem Behavior Consequence Function
Select Function
Obtain Adult Attention
Describe
Replacement Behavior
Intervention Strategies
Change the Environment to Make Prob. Beh. Irrelevant Make Prob. Beh. Inefficient Make Prob. Beh. Ineffective
Setting Events Antecedent Teach Behavior Consequence
Reinforcement of
Replacement Behavior
Replacement Behavior
Long-‐Term Skill Corrective Consequence
Centennial
2011-‐12
BIP
Meeting
Agenda-‐Initial
1. Introductions
2. Assign
Roles
a. Facilitator
b. Note
Taker
c. Time
Keeper
d. Thinkers
3. Review
Desired
Outcome
Develop
an
FBA
Hypothesis
Statement-‐Competing
Pathways,
identify
a
Functionally
Equivalent
Replacement
Behavior
and
Intervention
Strategies.
4. Determine
ending
time
and
amount
of
time
for
each
item
5. Review
“What
is
an
FBA
and
BIP?”
and
“FBA
Key
Concepts”
6. Complete
BIP
Report
a. Complete
“FBA
Hypothesis
Statement-‐Competing
Pathways
b. Determine
“Functionally
Equivalent
Replacement
Behavior”
c. If
“Problem
Behavior”
is
violent,
complete
a
“5-‐Point
Plan
for
Managing
Escalating
Behavior”
d. Determine
“Intervention
Stratigies”
“What
you
do
speaks
so
loud
that
I
cannot
hear
what
you
say.”
-‐Ralph
Waldo
Emerson
FBA Facilitators Toolkit designed by R. Kirschmann 20
Behavior Intervention Plan
Student FBA Date BIP Revision
Date
Competing Behavior Pathway
Routine/Activity:
Long-‐Term Skill Consequence
Setting Event Antecedent Problem Behavior Consequence Function
Select Function
Obtain Adult Attention
Describe
Replacement Behavior
Intervention Strategies
Change the Environment to Make Prob. Beh. Irrelevant Make Prob. Beh. Inefficient Make Prob. Beh. Ineffective
Setting Events Antecedent Teach Behavior Consequence
Reinforcement of
Replacement Behavior
Replacement Behavior
Long-‐Term Skill Corrective Consequence
Centennial
2011-‐12
BIP
Meeting
Agenda-‐Revision
1. Introductions
2. Assign
Roles
a. Facilitator
b. Note
Taker
c. Time
Keeper
d. Thinkers
3. Review
Desired
Outcome
Use
results
of
implementation
and
progress
monitoring
data
to
revise
the
FBA
Hypothesis
Statement-‐Competing
Pathways
by
adjusting
function
and
identifying
a
new
Functionally
Equivalent
Replacement
Behavior
and
Intervention
Strategies.
4. Determine
ending
time
and
amount
of
time
for
each
item
5. Review
“What
is
an
FBA
and
BIP?”
and
“FBA
Key
Concepts”
6. Complete
BIP
Report
a. Complete
“FBA
Hypothesis
Statement-‐Competing
Pathways
b. Determine
“Functionally
Equivalent
Replacement
Behavior”
c. If
“Problem
Behavior”
is
violent,
complete
a
“5-‐Point
Plan
for
Managing
Escalating
Behavior”
d. Determine
“Intervention
Stratigies”
“Determine
strategies
for
making
the
problem
behavior
ineffective,
inefficient,
or
irrelevant
through
changes
to
the
routine
or
environment.”
-‐Deanne
Crone
&
Rob
Horner
FBA Facilitators Toolkit designed by R. Kirschmann 22
Behavior Intervention Plan
Student FBA Date BIP Revision
Date
Competing Behavior Pathway
Routine/Activity:
Long-‐Term Skill Consequence
Setting Event Antecedent Problem Behavior Consequence Function
Select Function
Obtain Adult Attention
Describe
Replacement Behavior
Intervention Strategies
Change the Environment to Make Prob. Beh. Irrelevant Make Prob. Beh. Inefficient Make Prob. Beh. Ineffective
Setting Events Antecedent Teach Behavior Consequence
Reinforcement of
Replacement Behavior
Replacement Behavior
Long-‐Term Skill Corrective Consequence
Centennial
2011-‐12
BIP
Meeting
Agenda-‐Revision
1. Introductions
2. Assign
Roles
a. Facilitator
b. Note
Taker
c. Time
Keeper
d. Thinkers
3. Review
Desired
Outcome
Use
results
of
implementation
and
progress
monitoring
data
to
revise
the
FBA
Hypothesis
Statement-‐Competing
Pathways
by
adjusting
function
and
identifying
a
new
Functionally
Equivalent
Replacement
Behavior
and
Intervention
Strategies.
4. Determine
ending
time
and
amount
of
time
for
each
item
5. Review
“What
is
an
FBA
and
BIP?”
and
“FBA
Key
Concepts”
6. Complete
BIP
Report
a. Complete
“FBA
Hypothesis
Statement-‐Competing
Pathways
b. Determine
“Functionally
Equivalent
Replacement
Behavior”
c. If
“Problem
Behavior”
is
violent,
complete
a
“5-‐Point
Plan
for
Managing
Escalating
Behavior”
d. Determine
“Intervention
Stratigies”
“Determine
strategies
for
making
the
problem
behavior
ineffective,
inefficient,
or
irrelevant
through
changes
to
the
routine
or
environment.”
-‐Deanne
Crone
&
Rob
Horner
FBA Facilitators Toolkit designed by R. Kirschmann 24
Behavior Intervention Plan
Student FBA Date BIP Revision
Date
Competing Behavior Pathway
Routine/Activity:
Long-‐Term Skill Consequence
Setting Event Antecedent Problem Behavior Consequence Function
Select Function
Obtain Adult Attention
Describe
Replacement Behavior
Intervention Strategies
Change the Environment to Make Prob. Beh. Irrelevant Make Prob. Beh. Inefficient Make Prob. Beh. Ineffective
Setting Events Antecedent Teach Behavior Consequence
Reinforcement of
Replacement Behavior
Replacement Behavior
Long-‐Term Skill Corrective Consequence
Centennial
2011-‐12
Implementation
Plan
Meeting
Agenda
1. Introductions
2. Assign
Roles
a. Facilitator
b. Note
Taker
c. Time
Keeper
d. Thinkers
3. Review
Desired
Outcomes
Develop
an
Implementation
Plan
for
the
BIP
Interventions
for
Antecedent,
Setting
Events,
Teaching
Behavior,
and
Consequences
4. Determine
ending
time
and
amount
of
time
for
each
item
5. Review
BIP
Intervention
Strategies
6. Complete
Implementation
Plan
a. Determine
implementation
plan
for
Antecedent
and
Setting
Event
interventions
b. Determine
implementation
plan
for
Teach
Behavior
intervention
c. Determine
implementation
plan
for
Consequences
interventions
“Behavior
support
is
the
redesign
of
environments,
not
the
redesign
of
individuals.
BIPs
define
changes
in
the
behavior
of
those
who
will
implement
the
plan.
A
BIP
describes
what
we
will
do
differently.”
-‐Rob
Horner
FBA Facilitators Toolkit designed by R. Kirschmann 26
BIP Implementation Plan
Student: FBA Date: BIP Date: Date:
Include for Each Section: 1) Materials 2) Teaching Student 3) Supporting Staff
Setting Events/Antecedent Who When
Written procedure for intervention and data collection tool (attach)
Criteria for fidelity:
Teach Behavior: Replacement Behavior and/or Long Term Skill Who When
Written procedure for intervention and data collection tool (attach)
Criteria for fidelity:
Consequence-‐Reinforcement of Replacement Behavior and/or Long Term Skill Who When
Written procedure for intervention and data collection tool (attach)
Criteria for fidelity:
Consequence-‐Correction of Replacement Behavior and/or Long Term Skill Who When
Written procedure for intervention and data collection tool (attach)
Criteria for fidelity:
Implementation Check-‐in and Evaluation Date:
Centennial 2011-‐12
Implementation Plan Meeting Agenda
1. Introductions
2. Assign Roles
a. Facilitator
b. Note Taker
c. Time Keeper
d. Thinkers
3. Review Desired Outcomes
Develop an Implementation Plan for the BIP Interventions for
Antecedent, Setting Events, Teaching Behavior, and Consequences
4. Determine ending time and amount of time for each item
5. Review BIP Intervention Strategies
6. Complete Implementation Plan
a. Determine implementation plan for Antecedent and Setting
Event interventions
b. Determine implementation plan for Teach Behavior
intervention
c. Determine implementation plan for Consequences
interventions
“Behavior support is the redesign of environments, not the redesign of
individuals. BIPs define changes in the behavior of those who will
implement the plan. A BIP describes what we will do differently.”
-‐Rob Horner
FBA Facilitators Toolkit designed by R. Kirschmann 28
BIP Implementation Plan
Student: FBA Date: BIP Date: Date:
Include for Each Section: 1) Materials 2) Teaching Student 3) Supporting Staff
Setting Events/Antecedent Who When
Written procedure for intervention and data collection tool (attach)
Criteria for fidelity:
Teach Behavior: Replacement Behavior and/or Long Term Skill Who When
Written procedure for intervention and data collection tool (attach)
Criteria for fidelity:
Consequence-‐Reinforcement of Replacement Behavior and/or Long Term Skill Who When
Written procedure for intervention and data collection tool (attach)
Criteria for fidelity:
Consequence-‐Correction of Replacement Behavior and/or Long Term Skill Who When
Written procedure for intervention and data collection tool (attach)
Criteria for fidelity:
Implementation Check-‐in and Evaluation Date:
Centennial 2011-‐12
BIP Progress Monitoring Meeting Agenda
1. Introductions
2. Assign Roles
a. Facilitator
b. Note Taker
c. Time Keeper
d. Thinkers
3. Review Desired Outcomes
Prior to First BIP Review: Determine Progress Monitoring specifics
BIP Review Meetings: Review Implementation Fidelity data and
make any needed adjustments. Review Progress Monitoring data
and make any needed adjustments.
4. Determine ending time and amount of time for each item
5. Review BIP Intervention Strategies
6. Review and Complete Behavior Intervention Monitoring Plan
a. Review Behavioral Goals
b. Review Progress Monitoring data collection procedures
c. Review Implementation Plan and determine if fidelity has
been established
d. Review Progress Monitoring data and evaluate
e. Determine BIP Next Steps and Describe
“If you can not measure it, you can not improve it.”
-‐Lord Kelvin
FBA Facilitators Toolkit designed by R. Kirschmann 30
BIP Progress Monitoring
Student: FBA Date: BIP Date:
Progress Check #: Date:
Behavioral Goals
Replacement
Behavior
Long-‐term
Skill
Data Collection Plan
Data Who How Starting Review Date
Baseline
Problem
Behavior
Replacement
Behavior
Long-‐term
Skill
BIP
Progress
Monitoring
Meeting
Has
implementation
fidelity
been
established?
(Check
if
“Yes”)
Antecedent
Interventions:
Teach
Behavior:
Consequences:
If
“No”,
review/adjust
BIP
Implementation
Plan.
If
all
“Yes”,
proceed
with
progress
review
Data
Review
Data
Results
Problem
Behavior
Replacement
Behavior
Long-‐term
Skill
BIP
Next
Steps:
Celebrate & Fade Artifical Components
Describe:
Centennial
2011-‐12
BIP
Progress
Monitoring
Meeting
Agenda
1. Introductions
2. Assign
Roles
a. Facilitator
b. Note
Taker
c. Time
Keeper
d. Thinkers
3. Review
Desired
Outcomes
Prior
to
First
BIP
Review:
Determine
Progress
Monitoring
specifics
BIP
Review
Meetings:
Review
Implementation
Fidelity
data
and
make
any
needed
adjustments.
Review
Progress
Monitoring
data
and
make
any
needed
adjustments.
4. Determine
ending
time
and
amount
of
time
for
each
item
5. Review
BIP
Intervention
Strategies
6. Review
and
Complete
Behavior
Intervention
Monitoring
Plan
a. Review
Behavioral
Goals
b. Review
Progress
Monitoring
data
collection
procedures
c. Review
Implementation
Plan
and
determine
if
fidelity
has
been
established
d. Review
Progress
Monitoring
data
and
evaluate
e. Determine
BIP
Next
Steps
and
Describe
“If
you
can
not
measure
it,
you
can
not
improve
it.”
-‐Lord
Kelvin
FBA Facilitators Toolkit designed by R. Kirschmann 32
BIP Progress Monitoring
Student: FBA Date: BIP Date:
Progress Check #: Date:
Behavioral Goals
Replacement
Behavior
Long-‐term
Skill
Data Collection Plan
Data Who How Starting Review Date
Baseline
Problem
Behavior
Replacement
Behavior
Long-‐term
Skill
BIP
Progress
Monitoring
Meeting
Has
implementation
fidelity
been
established?
(Check
if
“Yes”)
Antecedent
Interventions:
Teach
Behavior:
Consequences:
If
“No”,
review/adjust
BIP
Implementation
Plan.
If
all
“Yes”,
proceed
with
progress
review
Data
Review
Data
Results
Problem
Behavior
Replacement
Behavior
Long-‐term
Skill
BIP
Next
Steps:
Celebrate & Fade Artifical Components
Describe:
Centennial
2011-‐12
5-‐Point
Plan
For
Managing
Escalating
Behavior
Student: Date of FBA/BIP: Date:
5 Point Scale Student Behavior Staff Behavior Cool Down Options
Peak Time of anxiety and
5 stress. Safety is focus.
Problem solve when calm.
Acceleration Give clear
4 direction, direct to relax, give
time, and disengage.
Agitation Use specific words,
3 change setting or task. Don’t
discuss the incident.
Triggers Prompt skills,
2 problem solve, redirect to
calm.
PREVENTION
Calm Time for skill
1 building and teaching.
Praise desired behaviors.
List Antecedents and How to Prevent Teach Replacement Behavior Long-term Skill
Centennial
2011-‐12
5-‐Point
Plan
for
Managing
Escalating
Behaviors
Acting
Out
Cycle
Phase
1
–
Calm
Student
is:
• cooperative
• follows
directions
• able
to
receive
corrections
Prevention
Strategies
• high
rates
of
engagement
with
academic
and
social
success
• teach
&
practice
appropriate
replacement
responses
Phase
2
–
Triggers
Student
experiences
a
series
of
unresolved
conflicts:
• with
other
people
• routine
breakdowns
• deadline
or
other
task
demands
• social
and
academic
errors
• facing
a
consequence
for
prior
misbehavior
Intervention
-‐
Goal
is
to
break
the
cycle
and
redirect
student
back
to
calm
stage
by:
• prompt
to
prior
social
skills
• problem
solving
• prompt
to
individual
plan
• debrief
when
student
reengaged
ALL
must
be
taught
during
Calm
phase
Debrief
once
student
is
back
to
Calm
phase
Phase
3
–
Agitation
Student
exhibits
increases
in:
• non-‐focused
activity
• desire
to
terminate
interactions/conversation
with
teacher/peers
• off-‐task
/
easily
distracted
Intervention
-‐
Goal
is
to
break
the
cycle
and
redirect
student
back
to
calm
stage
by:
• modify
work
• provide
a
quiet
space
• alter
schedule
to
move
to
easier
task
ALL
must
be
taught
during
Calm
phase
Debrief
once
student
is
back
to
Calm
phase
FBA Facilitator Toolkit designed by R. Kirschmann (Colvin) 35
Phase 4 – Acceleration
Student exhibits increases in:
• provocative behaviors
• verbal abuse / intimidation
• defiance
• desire to escape setting
Intervention -‐ Goal is to break the cycle and redirect student back to calm stage by:
• give student choice and DISENGAGE
• corrective procedures
• time-‐out
• begin focus on crisis prevention
o bottom line
o give warning
o withdraw and give student time to respond
• PRIORITY IS SAFETY
ALL must be taught during Calm phase
Debrief once student is back to Calm phase
Phase 5 – Peak
Student is out of control and typically verbally and physically aggressive
Focus of intervention is safety -‐ no attention toward student (room clear)
Phase 6 – De-‐escalation
Student exhibits increases in:
• confusion
• attempts to reconcile
• withdrawal
• denial of action
• blame others
• justification
• will respond to clear concrete directions
Intervention:
• DO NOT give excess attention, simply clear concrete directions to get student re-‐
engaged
• have student establish ownership through a “think sheet”
o what did I do
o why did I do it
o what else could I have done
o what will I need to avoid event happening again
FBA Facilitator Toolkit designed by R. Kirschmann (Colvin) 36
Phase 7 – Recovery (return to Calm)
Student exhibits increases in:
• eager to become engaged in academic work
• reluctant to address the peak behavior
Intervention (goal to return to Calm phase of instructional supports)
• strong focus on routines and typical activities
• implement the consequence for Peak behavior
• reinforce appropriate student behavior (4:1)
Across the cycle
1. Intervene early in the chain by prompting student to use previously taught
skills
2. Assist student in identifying “triggers” and problem solving was to respond
appropriately
3. Teach and practice, teach and practice, teach and practice
*Colvin, G. (2004). Managing the cycle of acting-‐out behavior in the classroom.
Eugene, OR: Behavior Associates.
FBA Facilitator Toolkit designed by R. Kirschmann (Colvin) 37
Response To Problem Behavior
Escalating Behavior Cycle
Preventive Strategies Phase Student Corrective/Follow Up
Behavior Strategies
Teach and practice Calm: • Praise students who are
classroom routines • Following following expectations, rules
expectations (safe, and routines (e.g. “Great job
Teach and practice respectful, of keeping your bodies safe
“corrective” routines (e.g., responsible, while we moved to the
safe seat, buddy room, office) learner), rules and carpet.”)
routines • Ask for expected behavior
Teach and Practice “problem • Doing their (e.g. “Tom would you please
solving*” academic work try saying that again with a
respectful learner’s tone of
Creatively teach child how to voice?
communicate wishes, needs, • Physical proximity
and frustrations with words, o Have student sit by
in an acceptable manner teacher
o Teacher walks, stands
After you have directly and or sits by student
explicitly taught classroom o Walk with student
routines, “corrective” during transitions, in
routines, “problem solving” hall
routines and how to • Change seating
communicate in an o Provide a private work
acceptable manner, area “office”
Precorrect regularly during o Provide private desk
class meeting and before o Provide private table
routines, (e.g.“Dan, will you • Simple re-‐direct to expected
model our routine for (lining behavior (e.g. “Tammy your
up)?” “Great model of (lining voice should be at level zero
up), now this group may now.”)
follow the routine.” • Privately correct behavior.
Remember to praise publicly
Give high rates of praise to and redirect as privately as
students who are following possible.
expectations, rules and
routines (e.g. “Great job of
keeping your bodies safe
while we moved to the
carpet.”)
FBA Facilitator Toolkit designed by R. Kirschmann (Colvin) 38
Preventive Strategies Phase Student Corrective/Follow Up
Behavior Strategies
Keep your tone “teaching” vs. Triggers Attention
“punishing.” • Prompt student to
problem solve
Prompt / walk through • Disengage from student
problem solving process. • Praise student if he or
she is re-‐focused on task
Teach, practice and
precorrect students the Escape
strategies to use before • Praise student for doing
typical triggers may take the work and seeking
place (e.g. what to do during help in an appropriate
independent work when they way.
will not be getting attention
or how to ask for help during
hard work that they may try
to escape).
Attention
• Privately precorrect
students (e.g. what to
do to get attention
during
independent/small
group work)
• Teach self-‐monitoring
Escape
• Provide alternate
task – break tasks
into smaller parts.
• Provide step-‐by-‐step
directions; break
tasks into parts,
giving feedback after
the completion of
each part.
FBA Facilitator Toolkit designed by R. Kirschmann (Colvin) 39
Preventive Strategies Phase Student Corrective/Follow Up Strategies
Behavior
• Teach and Agitation Give students choices -‐ disengage from
practice student and allow time
“corrective” • Privately recognize agitation and
routines (e.g., ask if you they need help
safe seat, • Allow student to move to location
buddy room, away from other students
office) • Alter amount of time for task
• High rates of (shorten/lengthen)
attention for • Give a short break and allow to
other students engage in preferred or
who are independent activity (important –
complying student must still complete
original task)
• Allow student to move/ physically
active (brain break)
• Prompt relaxation technique
• Return to class activity as soon as
possible
• Teach and Acceleration Disengage from student if escalation
practice continues
“corrective” • Maintain calm & respectful tone
routines (e.g., • Use short concrete directives
safe seat, • Stay focused on original problem –
buddy room, don’t focus on related “angry”
office) responses
• Acknowledge cooperation
• High rates of attention for student
compliance
Return to class activity as soon as
possible
•
Crisis prevention: a) follow established
negative consequences (e.g. office visit),
b) inform student of outcome through
choice, c) follow-‐through
FBA Facilitator Toolkit designed by R. Kirschmann (Colvin) 40
Preventive Phase Student Corrective/Follow Up Strategies
Strategies Behavior
• Teach and Peak • Isolation of student
practice o Student moves self
“corrective” o Room Clear
routines (e.g., • No attention to the student
office, room outside of monitoring at this
clear) point
• No directions or conversation
with student
De-‐Escalation • Student removed from
classroom
• Allow student to “cool down”
before approaching
• Give concrete task to re-‐engage
student
• Re-‐assure rest of the class
through review of expectations
and high rates of positives
Recovery • Implement “negative”
consequence/restitution
• Resume class activities &
routines
• No excessive attention to
target student around problem,
but look for opportunities to
praise appropriate behavior
• Reinforce use of problem
solving & re-‐visit plan
*Problem Solving: a) what is source of problem (what got you upset), b) identify
possible solutions or options, c) assist student with evaluating generated options
and selection, d) discuss what happens when option exercised / evaluate outcomes
with student (after a time period).
FBA Facilitator Toolkit designed by R. Kirschmann (Colvin) 41
Safety Plan
THIS IS A SAMPLE AND NEEDS TO BE MODIFIED FOR USE
Student: Taylor Sample Date: Sample
eSIS #: Sample DOB: Sample
School: Sample Case Manager: Sample
Description of Behavior
Aggression toward peers and adults as evidenced by: screaming, throw work materials,
grab (forearm, clothing), pull hair, hit, pinch, kick, head butt, spit and bite.
Staff Guidelines
All staff working with Taylor need to be CPI trained by District standards
All staff working with Taylor need to wear Kevlar hand and arm protectors
If staff are alone with Taylor and need assistance, call school office to request
support
When CPI holds are used, an Incident Report needs to be completed
If Taylor or staff are injured an OSHA Incident Report needs to be completed
When Taylor uses aggressive behaviors when outside the classroom, she will
return and use the classroom de-escalation space and procedure
Before assuming responsibility for Taylor staff will first prepare all materials
needed for her activities, communication needs, reinforcers and de-escalation
During the school day, when switching Taylor’s support staff, they will be explicit
and intentional and say things like, “Taylor’s with you now and ready to___”
Hallways
Taylor will not transition in the hallways during high traffic times.
Staff will hold Taylor’s hand or have hand on Taylor’s shoulder at all times.
Staff will position Taylor on inside (wall side) and themselves on the outside.
When students/staff are passing, stop with Taylor until others have passed.
!
FBA Facilitator Toolkit 43
Bathrooms
Staff will wait until no other students are in the bathroom. If more than 3 other
students, wait until bathroom is clear.
Staff will position themselves between Taylor and any other students. Taylor
should be within reach (1 foot) of staff at all times.
School Office
Staff will hold Taylor’s hand or have hand on Taylor’s shoulder at all times.
Staff will position themselves between Taylor and any other students. Taylor
should be within reach (1 foot) of staff at all times.
Classroom
When moving in classroom, staff will position themselves between Taylor and
any other students. Staff should hold one or both of her hands at all times.
When escalated staff will use a CPI transport hold.
During carpet time activities, Taylor will sit at the back left, with cabinet to her left
and staff to her right. Staff will position their chair slightly in front, at an angle of
Taylor.
When at worktables, staff will position their chair slightly behind and at an angle
or from behind if standing.
Gymnasium
Staff will hold Taylor’s hand or have hand on Taylor’s shoulder at all times.
Staff will position themselves between Taylor and any other students. Taylor
should be with reach (1 foot) of staff at all times.
Playground
Taylor will not be on the playground with other students
If others come outside, staff will position themselves between Taylor and others.
Taylor should be within reach (1 foot) of staff at all times.
Staff will hold Taylor’s hand or have hand on Taylor’s shoulder at all times.
Lunch Line
Staff will hold Taylor’s hand or have hand on Taylor’s shoulder at all times.
If!others!are!in!lunch!line,!staff!will!position!themselves!between!Taylor!and!any!
others.!!Taylor!should!be!within!reach!(1!foot)!of!staff!at!all!times.
!
FBA Facilitator Toolkit 44
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# 46
Functional Assessment ABC Observation Form
Student: Observer: Date:
Routine/Setting Information:
WHAT TO LOOK FOR (transfer from Summary of Behavior on FACTS - teacher interview)
Antecedent Behavior Consequence
Time Antecedent Behavior Consequence
47
ABC
Interview
Form
Use
this
form
to
record
ABC
information
when
interviewing
others
who
know
the
student
Student:
Date:
Recorder:
Person(s)
Interviewed:
Setting
Events/Antecedents
Problem
Behaviors
Responses
which
escalate
problem
behavior
Antecedent
Strategies
Skills
Learned
(academic,
executive
functioning,
Responses
which
de-‐escalate
problem
behavior
and
social
skills,
language
processing)
prompt
learned
skills
Centennial
2012
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Context Antecedent Behavior Consequence Student Reaction
Bus Area Transition List observable and Ignored Stopped
Bathroom Teacher attention to measurable behaviors Redirect Continued
Hallway others Verbal Intensified
Pre/voc activity Redirection reprimand/warning Showed remorse
Home Living Praise Time-out Apologized
Academics Request by teacher Applied restraints Cried
CBI Told “NO” Sent to office Different behavior
Lunchroom Close physical proximity Sent home Moved away
Outside/Playground Easy task Chair time-out Laughed
Gym/P.E. Difficult task Physical restraint Slept
Music Physical assist Physical assist
Speech Food presentation Removal of materials
Art Down time/waiting Removal of
Leisure Activity Denied access reinforcement
Centers Individual work time Peer attention
Story Time Rest time Head on desk
Choices Break time Change/delayed activity
Group Activity Attempt to communicate Gave personal space
Individual Activity Removal of a tangible Natural consequence
Computer Lab Corrective feedback Reflection
Peer interaction Problem solving
Stated rules
Gave choice
59
Graphing * Description, Procedures, & Example
In addition to measuring the behavior, it is very important to graph the measurements that you gather, as
this allows you to have a visual image of the status of the behavior at any point in time.
A graph allows you to determine, at-a-glance: On average, how often the behavior of interest occurs,
times when the behavior is lower, and times when the behavior is higher. By looking at a graph, you can
tell right away if the behavior is increasing or decreasing, when it peaks, when it plummets@ You can then
follow up on this information by examining the situations surrounding times when the behavior changed.
Procedures
➂ Number each line, starting from 0 (bottom of axis), with a regular repeating
Preparing your graph interval, by either 1Ws, 2Ws, 5Ws, 10Ws, etc., for example: 0, 1, 2, @, 9, 10; 0, 2, 4, @,
➀ Label the horizontal axis 18, 20; 0, 5, 10, @, 45, 50; or 0, 10, 20, @, 90, 100). Make sure to choose your
with the time component interval so that you will be able to graph the maximum amount of times that the
➁ Label the vertical axis behavior could occur during each observation.
with the behavior
➂ Number the vertical axis
10
9
On-Task Behavior
8
7
➁ Enter the 6
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measuring here 0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Days
➀ Enter the time component in which you are measuring
the behavior here (Ex. Days, weeks, sessions)
Entering information on your graph / Example
* Every time that you collect information, enter it on your graph.
To place the points on the graph:
➀ Look at the 1st column on your measurement form -On the horizontal axis, find the time component that represents
when you collected the information (ex. Day 3);
➁ Look at the last column on your measurement form -On the vertical axis, find the value of the measurement (ex. 6).
➂ Place a dot where the horizontal and vertical lines cross; ➃ connect each dot to the previous one with a line.
1st and last columns of Measurement Form for On Task Behavior Connect each dot to the
previous one with a line
Days Total times
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occurred 9
On-Task Behavior
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2 3 6
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HISTORIAL DE SALUD Y DE DESARROLLO DEL ESTUDIANTE
El entender la salud y los antecedentes familiares de su hijo nos ayudará a proveer un programa escolar óptimo. Esta información
formará parte del archivo confidencial de su hijo.
Nombre del Estudiante: ______________________________________ Edad:_____ Fecha de Nac.:
Escuela:_________________________________________ Grado:______
Dirección de su Casa: ___________________________________________Teléfono de su Casa: _______________
Nombre del Padre / Tutor: _______________________________________________________________________
Escuela Anterior:_______________________________________________________________________________
Experiencia Preescolar:
DATOS DE LOS MIEMBROS DE LA FAMILIA QUE VIVEN EN EL HOGAR:
NOMBRE RELACION FECHA ¿TIENE PROBLEMAS ¿TIENE PROBLEMAS DE
DE NAC.
PARA APRENDER? SALUD?
SALUD DURANTE EL EMBARAZO
¿Desde qué mes recibió asistencia médica cuando estuvo embarazada?
Mientras estuvo embarazada, usted:
¿Tomó medicina? Sí No Si su respuesta fue afirmativa, ¿cuáles?
¿Fumó? Sí No Si su respuesta fue afirmativa, ¿cuánto?___________
¿Consumió alcohol? Sí No
¿Consumió drogas? Sí No
¿Padece la presión alta? Sí No
¿Padece de Toxemia? Sí No
¿Padece de Anemia? Sí No
¿Requiere estar en cama? Sí No
Por favor indique alguna complicación que se haya presentado durante el embarazo.
Historial del Nacimiento:
Fue el nacimiento de su hijo:
¿Con dos semanas de atraso? Sí No ¿Qué tan atrasado? ?
¿Prematuro? Sí No ¿Que tan prematuro?
¿Nacimiento por cesárea? Sí No ¿Razón?
HISTOTIA PRENATAL Y NEONATAL:
Peso del niño al nacer lb. oz.
¿Presentó problemas respiratorios? Sí No
¿Se le suministró oxigeno? Sí No ¿Por cuanto tiempo?__________________________
¿Tenia el niño Ictericia? Sí No
¿Se interno al niño al hospital? Sí No ¿Por cuanto tiempo?
Otras complicaciones al nacer, lastimaduras, o defectos diagnosticados (ej.: Convulsiones, problemas del corazón, etc.)
Por favor explique:
70
ETAPAS DE DESARROLLO;
Se sentó por sí solo: 6-8 meses 8-10 meses Si después. ¿Cuando?
Gateo 6-9 meses 9-12 meses Si después. ¿Cuando?
Camino solo:: 8-12 meses 12-14 meses 14-18 meses Si después. ¿Cuando?
Dijo palabras: 8-12 meses 12-18 meses 18-24 meses Si después. ¿Cuando??
Dijo frases 1 año 2 años 3 años Si después. ¿Cuando?
¿Problemas para hablar? Sí No ¿Terapia? Sí No
¿Edad que se le enseño ir al baño ________________________________________________________________
¿Recuerda retrasos en su desarrollo, o una regresión? Si No Si la respuesta es afirmativa, explique:
HISTORIAL MÉDICO Y DE SALUD Tiene su hijo algún problema en las siguientes áreas?
Si No Si No
Físico /motriz Desmayos / mareos
Diabetes Asma y respiración
Estomago Dolor de Cabeza
Corazón Ojos /vista
Anemia /desordenes de la Sangre Oído / escuchar
Tumores Resfriados Frecuentes
Leucemia / Cáncer Sangrado de la nariz
Hepatitis / CMV Condiciones de la piel
Encefalitis / Meningitis Comer / Apetito
Desórdenes emocionales Historial Familiar de problemas para aprender
Cuidado psiquiátrico Enfermedad seria/ fiebre alta
Accidentes Desordenes Genéticos
Cirugía Hospitalización
Comentarios
Alergias:
¿Cómo se manifiestan las alergias?
Medicina de Emergencia requerida para esta alergia ( ¿Cuál?)
¿Que medicamento toma su niño regularmente?
DESARROLLO DEL COMPORTAMIENTO, SOCIAL, Y EMOCIONAL
Marque todo lo que concierne al temperamento de su hijo.
Hiperactivo Desatento Ansioso Olvidadizo Optimista Alegre Llevadero
Positivo Enojón Agresivo Deprimido Zacatón Tímido Pasivo
Temeroso Mal Humorado Responsable Cooperativo Disruptivo Respetuoso
Sin motivación Depende de otros
Comentarios:
¿Ha habido algunos cambios en la vida de la familia recientemente?
CUIDADO MÉDICO ACTUAL:
Fecha del ultimo examen físico Hecho por el Dr.
Ha recibido su niño cuidado medico de un especialista como un ENT o Neurólogo? Sí No
¿Fecha del ultimo examen? ¿Nombre del doctor? Tel.
¿Ha sido su hijo/a examinado de la vista? □ Si No Fecha del último examen: _________________
Resultados del examen de la vista: □ Aprobado □ Necesita lentes para ver lejos □ Necesita lentes para leer.
¿Ha sido evaluado su hijo/a del oído por un especialista? Si No Fecha: Dr.:
Resultados del examen del oído: □ Aprobado □ No lo pasó; está bajo supervisión □ Necesita instrumentos para oír.
__________________________________
Firma del Padre o Tutor Fecha
Firma de la Enfermera del Distrito Fecha
71
STUDENT HEALTH AND DEVELOPMENTAL HISTORY
Understanding your child’s health and family background will help us to provide an optimum school program. This information
will be a part of your child’s confidential school record.
Student’s name ____________________________________________________ Age_____ DOB ____________
School_________________________________________ Grade______
Home Address _________________________________________________ Home Phone ___________________________
Parents/Guardian name ____________________________________Last School Attended
Preschool Experience __________________________________________________________________________________
DATA OF FAMILY MEMBERS LIVING IN HOUSEHOLD:
NAME RELATIONSHIP DOB LEARNING PROBLEMS? HEALTH PROBLEMS?
HEALTH DURING PREGNANCY:
From what month did you receive medical care?
While pregnant, did you:
Take medications? Yes No If yes, which ones?
Smoke? Yes No If yes, how much?
Drink alcohol? Yes No
Take drugs? Yes No
Have high blood pressure? Yes No
Have Toxemia? Yes No
Have Anemia? Yes No
Require bed rest? Yes No
Please note any complications during pregnancy; any illness or injury to mother, high fevers, unusual stress, etc.:
BIRTH HISTORY:
Was your child’s birth:
Two weeks past due? Yes No How late? Length of your labor?
Premature birth? Yes No How early?
Cesarean delivery? Yes No Reason?
PRENATAL AND NEONATAL HISTORY:
Birth weight of baby lbs ozs
Breathing difficulty? Yes No
Was oxygen given? Yes No How long?
Was the baby jaundice? Yes No
Baby kept in hospital? Yes No How long?
Other birth complications, injury, or diagnosed defects (e.g., seizures, heart problems, etc.) Please explain:
72
DEVELOPMENTAL MILESTONES:
Sat alone: 6-8 months 8-10 months If later, when?
Crawled: 6-9 months 9-12 months If later, when?
Walked alone: 8-12 months 12-14 months 14-18 months If later, when?
Said single words: 8-12 months 12-18 months 18-24 months If later, when?
Said phrases: 1 year 2 years 3 years If later, when?
Speech problems? Yes No Therapy? Yes No
Age toilet trained?
Do you remember delays in development, or a regression? Yes No If yes, please explain:
MEDICAL/HEALTH HISTORY: Has your child had a problem in the following areas?
Yes No Yes No
Physical/motor Fainting spells/dizziness
Diabetes Asthma/breathing
Stomach/bowel Headaches
Heart Eye/vision
Anemia/blood disorders Ear/hearing
Tumors Frequent colds
Leukemia/Cancer Nosebleeds
Hepatitis/CMV Skin conditions
Encephalitis/Meningitis Eating/appetite
Emotional disturbance Family history of learning disabilities
Psychiatric Care Serious illness/high fever
Accidents Genetic disorder
Surgery Hospitalization
Comments:
Allergies:
How does this allergy show?
Emergency medication required for this allergy (if so, what?)
What medication does your child take on a regular basis?
SOCIAL, EMOTIONAL, AND BEHAVIORAL DEVELOPMENT: Check all that apply.
Hyperactive Inattentive Anxious Forgetful Optimistic Cheerful Out-going
Positive Angry Aggressive Depressed Withdrawn Shy Passive
Fearful Moody Responsible Cooperative Disruptive Respectful
Poorly motivated Dependent on others
Comments:
Have there been any changes in family life recently?
CURRENT MEDICAL CARE:
Date of child’s last physical Provided by Dr.
Has your child received care from a medical specialist such as an ENT or Neurologist? Yes No
Date of last exam? Name of doctor? Phone
Has your child had a vision exam? Yes No Date of last exam
Results of vision exam: Passed Needs glasses for far vision Needs glasses for reading
Has your child had a Hearing Evaluation by a specialist? Yes No Date Dr.
Results of hearing exam: Passed Failed, monitoring Needs assistive technology
__________________________________
Parent/Guardian Signature Date
District Nurse Signature Review Date
73
Parent FBA Questionnaire
This questionnaire is intended to assist us in understanding and addressing the
learning needs of your child. Only answer what you are comfortable with, however, the
more accurate information we share, the more effective a plan can be made to assist
him/her in school.
1. What does he/she most like to do?
2. What is he/she best at?
3. What activities do you share with your child?
4. How much time do you get to spend together doing what he/she likes?
5. How much time do you spend together on homework?
6. What is your child’s general health?
7. What other health needs are there in the family?
8. What subjects in school does your child like?
9. What subject is she/he successful in?
10. What subjects does he/she struggle with most?
11. What are you most concerned about in her/his school life?
12. What is your understanding of the schools concern about your child?
13. Do you see the same problem at home?
14. What are the behaviors you see at home?
15. Where, with whom and when does the problem occur?
16. What happens after?
17. Have you sought or been offered help through private or public agencies for this or
other problems?
18. How do you handle it?
“What follows is a brief developmental history:”
1. Were there complications of pregnancy or birth?
2. Was mother’s health OK? Illness? Medications?
3. Were there drugs or alcohol used during pregnancy?
4. Did anyone express concern about the use of substances during pregnancy?
5. Is there drug or alcohol issue adults struggle with currently?
6. Was your child healthy and normal?
7. Did any MD or other adult express concern about your child’s development in
physical, motor, sensory, language or behavior areas?
8. Does any blood relative have learning problems?
9. How able was he/she to focus, sit on a lap, sleep, and stay with a task?
10. What was his/her school, preschool experience like?
11. Did staff express concerns to you?
12. What would you like to see your child be able to do at this time in school?
13. What would you like the school to do in considering your child’s needs?
Thank you for the valuable information. Please call if you think of something else. We
will be getting back to you to get your input about what might be helpful to your child in
school.
C. Dunn 74
Student FBA Questionnaire
Instructions:
“I work with many kids who are capable learners but who need to improve on something
in school. These questions will help us find the best ways to help you get on track and be
the best student you can be. OK? Any questions before we start?”
1. What do you enjoy doing most in your life?
2. What do you do well?
3. What things in school do you feel best about?
4. Who are the people in school who like you and want you to do well?
5. Who do you think sometimes doesn’t like you or care if you do well?
6. Who in school can you tell if something’s not OK in your life?
7. What would you like to improve in school?
8. What do you think your teacher(s)would like you to improve?
9. What do you mostly get in trouble for?
10. What is your class doing then?
11. What does your teacher want all kids to be doing at that time?
12. What do you do if you don’t know what to do?
13. What makes it difficult for you to do that?
14. What are you doing when you’re in trouble?
15. What are you thinking or saying inside to yourself before you get in trouble?
16. What are you feeling inside then?
17. What happens after you make that choice?
18. What do you wish would happen?
19. What do you wish your teacher or other adult would do at that time?
20. What do you wish you would do?
21. What would be one thing you could do to make it better?
22. What gets in your way of doing it
23. What would help you to make that choice?
24. What of all things bothers you the most in class/school?
25. What helps you most in your out of school life (home)?
26. What do you wish would happen from home that would help you make responsible
choices in school?
27. Does something happen in your out of school life that makes it easier to do well in
school? Harder?
28. Has something happened recently that gets in your way?
“Thank you for the valuable information. I will talk with your teacher(s) and we will
work on ways to use your answers to help you be the good learner we know you can be.”
C.
Dunn
75
Records(Review(Summary(
Student':'' ' ' ' ' ' ' 'Date'of'Review:'' ' '
Person'Completing'Review:'' ' ' ' ' ' '
Place&an&“X”&in&the&box&indicating&the&documents&that&were&available&for&review&and&write&down&any&
significant&information&from&the&review&of&each.&
□'''Office'Discipline'Referrals'and'Disciplinary'Records' ' ' ' ' ' ' '
IDENTIFY'PATTERNS'(ANTECEDENTS''Location?''Time?''Persons'involved?)' ' ' ' ''
IDENTIFY'PATTERNS'(CONSEQUENCES'Motivation?'Admin.'Decision?)' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' ' '
□'''Data'and'documentation'from'previous'Behavioral'Interventions'(CheckNIn/CheckNOut,'etc.)'' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' ' '
□''Past'Behavior'Support'Plans'and'Behavioral'Assessments'(FBA,'etc.)'' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' ' '
□''Attendance'' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' ' '
□'Individualized'Education'Plan'(IEP)'' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' ' '
□''Academic'Assessment'Results'and'Records'(CBM,'DIBELS,'grades,'etc.)''' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' ' '
□''Medical'Records/'Health'History'' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' ' '
□''Other'' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' '
' ' ' ' ' ' ' ' ' ' ' ' ' '
76
A rchival Review
Data Source W hat to look for W hy? Notes
Patterns of absences May give clues about
and total number of antecedents for
absences problem behavior and
possible skill deficits
Attendance from lack of
History opportunity to receive
instruction.
Current and historical May indicate
results of standardized academic subjects and
testing activities that are most
difficult for the student
(skill deficits) and may
be helpful for
Standardized
identifying at what
test scores
age/grade the deficits
became more
pronounced (useful for
planning curriculum
based measurements)
Vision and hearing Helpful for identifying
problems as well as conditions that may
other problems that exacerbate existing
may be related to problematic behavior
Medical school performance or increase the
history (e.g. motor difficulties, likelihood of other
head traumas, long- problematic use
term illnesses, current behaviors.
medication use
Frequent changes in Points to possible
address, foster home establishing operations
placement, recent or setting events that
occurrence of stressful may be impacting
events (e.g. divorce, school behavior.
Social history
remarriage of parent,
death, number of
schools attended)
Watson, S.T. & Steege, M.W. (2003). 1 77
Types of problematic Helps to identify
behaviors, times and patterns of behavior
locations in which (antecedents),
they occurred effective and
disciplinary penalty ineffective disciplinary
Disciplinary imposed, and strategies, and possible
history increase/decrease in maintaining
frequency/intensity of consequences, and
problem behavior. helps chart the
{e.g., Office Disc progression of
Reports, SMC, Buddy problematic behavior.
Rooms}
Other assessments that Possible changes in
have been conducted function of behavior,
Previous that focus on academic previous antecedents,
related skills, behavioral history of behavior
assessment functioning, language and interventions, and
results skills, etc. programming
decisions.
Formal and informal Identify interventions
interventions that are that have been
documented in some successful or
way. unsuccessful and why
they were or were not
Previous
successful: if
Individually
successful, why are
developed
they not currently
interventions
being used; likewise,
why are unsuccessful
interventions
continuing to be
applied?
Instructional goals and Provides information
objectives, how/if they on the degree to which
are being taught, the behaviors of
how/if they are being concern are being
monitored, and other addressed in the
IEP
data supporting classroom and on the
student performance extent to which the
teacher collects and
records behavioral
data.
Watson, S.T. & Steege, M.W. (2003). 2 78
Date ______________
Start ___________
Before School
Noah’s Data Sheet End ___________
Activity____________
___Data Sheets Ready Start of Day Staff ______________
___Problem Solvers Ready ___Read “Tucker Turtle”
___Quiet Place Ready ___Read “Worries Book”
___Behavior Stories Ready ___Read 1 other Behavior story Trigger Observed _________
___Staff Visuals Ready ___Review “Stress Scale”
Physical Response ________
Steps Cue Student Response Prompt
Go to student, say, “I saw that
(trigger) and noticed you
___Student goes to Quiet Place.
1 (physical response). Your Stress
Scale might be 3 or higher, go to
the Quiet Place.”
___Student engages in Cool Down
Cool Down steps posted in Quiet
activities
2 Place
___Student turns “Turtle Card” to
problem solve
___Go to Quiet Place, say, ___a. Hands Quiet 1 2 3
”Show me your Stress Scale is at ___b. Breathing Slow
3
a 2”. Have student show you the 4 ___c. Heart beating just right
indicators. ___d. Thinking happy thoughts
___Say,” Let’s go problem solve ___Student walks to problem
4
over _________.” solving area.
___Say,” Get out a problem
solving sheet and I’ll do the ___Student gets out problem
5
writing.” solving sheet.
___Student engaged in problem
___Talk through the 4 steps of solving
6
problem solver with student. ___Was the ”Solutions Book”
needed?
___Student rejoins group, engages
___Ask,” Are you ready to rejoin
7 in activity and appears at a 1 on the
the group?”
Stress Scale.
Triggers Physical Response-5 pt scale Prompt
A. Peer touched personal object 5. Biting, hitting, scratching, screaming, (i.e. I. Independent
B. Peer got in way “Get away from me.” P. Proximity
C. Peer touched him 4. Grabbing, saying “He’s really bugging G. Gesture
D. Wanted peer apology me, He’s making me mad.” V. Verbal prompt
E. Revenge 3. Poking, fidgety, tense body PH. Partial Physical
F. Highly stimulating activity 2. Quiet, worried, staring FH. Full Physical
G. Loud/noisy setting 1. Following directions, relaxed, happy
FTK Kirschmann 79
Before School Transition Routine
___ Make “Smart Charts”
___ Have bell, visuals, timer
Date __________ Time ________
Step Description Did Teacher Action Did Student Response
(check) (circle)
Ring bell Y N 1) Student looks at teacher
Say “Eyes on me”
1 Sound Cue Point to “Eye/Ear” card (should be Y N 2) Student listens to teacher
up, near head)
Say “Everybody find their X”
2 Wait Time Set one minute timer Y N 1) Student moves to spot on carpet
Point to “Eye/Ear” card Y N 1) Student looks at and listen to teacher
Hold up “Engine” card
Say “Check your engine”, “How’s Y N 2) Student looks at “Engine” card
you’re engine running?”
3 Engine Check In Wait Give students individual Y N 3) Student quietly thinks
feedback: “Looks like your engine
is running fast”, “Looks like your Y N 4) Student sitting on X, showing “Just Right”
engines running slow”
Show just right example
Point to “Eye/Ear” card Y N 1) Student looks at and listens to teacher
Present Task Present task expectations visually
4
Expectations (written on board) Y N 2) Student appears to attend to task
Say “Timer is set to go to tables”
Set one minute timer Y N 1) Student goes and sits at table
Students Move to Give compliments “(student
5 Tables name), Thanks for finding your Y N 2) Student receives compliment
seat, Thanks for getting out your
sheet”
Ring bell
Say “Eyes on me” Y N 1) Student looks at and listens to teacher
Hold up “Ear” card
Sound Cue Give compliments “(student
6
name), Thanks for sitting in chair”, Y N 2) Student receives compliment for at least 1
Thanks for having quite hands” correct action
Y N 1) Student looks at and listens to teacher
Point to “Eye/Ear” card
Show students “Smart Chart”
Review Task Y N 2) Student looks at “smart chart”
Review “Smart Chart”
7 Expectations
OK if students start working
Y N 3) Student engages in task
during review.
Announce “spaces” earned on
Race Car Track
8 Celebrate Success Give compliments “(student name) Y N 1) Student is happy
Nice job (restate task expectations)
Notes
80
FBA
Critical
Features
Guide
FBA Planning
Purpose:
A
tool
used
to
plan
what
information
is
needed
and
to
assign
tasks
to
gather
information.
Big
Ideas:
• Only
plan
to
gather
the
information
you
need
to
determine
the
Summary
of
Behavior.
• This
can
be
a
quick
meeting
to
simply
assign
tasks.
To
be
efficient,
involve
only
staff
that
will
be
a
part
of
gathering
information.
• This
is
used
for
planning,
not
documenting
what
you
have
done.
You
will
document
what
you
have
completed
on
the
FBA
Report.
(see
below)
In
other
words,
don’t
go
back
and
fill
things
in.
• Record
Review:
Only
gather
the
information
you
need
or
don’t
know
about
the
student
to
develop
the
Summary
of
Behavior
• Record
Review:
If
a
student
is
new
to
a
building
or
the
district,
the
team
will
spend
more
time
gathering
information.
If
staff
has
been
working
with
the
student
for
a
period
of
time,
the
team
will
need
to
spend
less
time
gathering
information.
• Record
Review:
Look
for
conditions
that
influence
student’s
behavior
such
as
attendance,
academic
ability,
social/communication
deficits,
medical
problems,
previous
behavior
plans,
and
mental
health
history.
Yes No
Parent Permission, Record Review, Routines Analysis or
Initial FBA
FACTS, and an ABC Observation
Additional interviews, observations, medical records and
Comprehensive
mental health information
Routines Analysis or FACTS
Purpose:
Interview(s)
of
staff
working
closely
with
the
student
to
examine
student’s
behavior
in
the
context
of
the
daily
schedule
in
order
to
prioritize
and
determine
a
“Summary
of
Routine
for
ABC
Observation”.
Big
Ideas:
• Funnel
down
information
until
you
agree
on
one
routine
and
one
behavior
to
focus
on
in
the
Behavior
Intervention
Plan.
• You
will
determine
specific
antecedents,
consequences
and
function
that
influence
behavior.
• When
complete,
staff
should
have
a
Summary
of
Behavior
taken
from
a
specific
routine
that
will
be
confirmed
with
an
ABC
Observation.
• A
student
may
also
be
interviewed
using
a
Student
FACTS
form.
Centennial 2011-‐12 v 1.0 81
FBA Critical Features Guide
Yes Almost No
Identifies one target routine/activity, e.g. “During small group, special education “During small group “When at school…”
reading group in the resource room” (activity), “When transitioning between activities activities”= no
in the classroom” (routine) location, activity or
others
Identifies one behavior or behavior chain, e.g. “Calls peers stupid” (one behavior), “Hits peers at
“Pushes books/materials on floor, falls to floor, crawls under desk, makes growling recess, during
sound, swings fist at peers/adults within proximity” (behavior chain) reading group and
when in line”=
multiple locations,
doesn’t describe
who’s around, but
indicates one
behavior. Function
of behavior is likely
different in various
setting.
Includes complete “Summary of Routine for ABC Observation” e.g. A=”Difficult Is missing Routine,
reading & writing tasks at the late 2nd-early 3rd grade level”, B=”Work Refusal; says, I Antecedent,
don’t want to read & will blurt out answers if peers are struggling-becomes impatient Behavior,
with peer, C=Teacher sends student to Buddy Class until reading is over, Fx=Escape Consequence or
Activity, difficult reading tasks Function.
ABC Observation
Purpose:
An
observation
used
to
confirm
the
information
from
the
Routines
Analysis
or
FACTS
-‐
“Summary
of
Routine
for
ABC
Observation”
(antecedents,
consequences,
behavior
and
function),
and
to
identify
antecedents
or
consequences
the
teacher
may
have
overlooked.
Big
Ideas:
• This
is
the
“assessment”
in
the
FBA
process.
The
records
review
and
interviews
are
used
to
determine
the
“Summary
of
Routine
for
ABC
Observation”.
• It
should
list
observable
and
measureable
behavior
of
student
and
others.
• You
may
have
to
do
several
attempts
or
revise
the
“Summary
of
Routine
for
ABC
Observation”
if
unable
to
confirm.
• Behavior
and
learning
take
place
in
a
social
context
so
determining
variables
(ABC)
is
not
always
obvious
and
almost
always
takes
several
attempts
to
determine
and
confirm.
An
accurate
ABC
Summary
of
Behavior
makes
for
easier
and
more
efficient
selection
of
interventions
that
will
help
the
student
and
staff.
Centennial 2011-‐12 v 1.0 82
FBA Critical Features Guide
• This
has
nothing
to
do
with
Centennial’s
ABC
Worksheet,
except
they
both
have
ABC
(Antecedent,
Behavior,
Consequence)
as
part
of
the
process.
Thinking
functional
about
behavior!
Yes Almost No
Observation is during routine identified in the FACTS/Routines Analysis - “Summary Not related to routine
of Routine for ABC Observation” identified in Routines
Analysis or FACTS.
Antecedent describes time, activity, location, subject, people, events
Behavior records observable behavior of student
Consequence records observable actions of others
FBA Report
Purpose:
This
is
documentation
of
the
information
that
has
been
gathered
to
determine
the
Summary
of
Behavior.
This
is
the
“assessment”
in
the
FBA
process.
Big
Ideas:
• This
is
the
information
used
to
guide
the
discussion
at
the
FBA
Report
meeting.
• FBA’s
are
a
team
process.
Having
all
team
members
at
this
meeting
increases
the
likelihood
that
the
Summary
of
Behavior
is
accurate
and
agreed
upon.
Yes Almost No
Record Review, Routines Analysis or FACTS, ABC
Sources of Information
Observation, Discipline and Attendance Information are
attached.
Academic Profile Yes No
Reading, Writing and Math performance level is
Academic Level
selected; (at, above or below grade level)
Classroom performance in various settings or groupings
Classroom Performance Example:
Location, groupings (small group, large group),
activities, degree of independence, transitions, etc.
Centennial 2011-‐12 v 1.0 83
FBA Critical Features Guide
Strengths Students’ strengths, talents and/or interests are listed.
Summary of Behavior is complete and matches the
Summary of Behavior Routines Analysis/FACTS and ABC Observation. Is
logically related to information listed on FBA Report.
Behavior Intervention Plan
Purpose: Determine the short-‐term replacement behavior and long-‐term skill to replace challenging behavior. The plan describes
environmental changes to prevent the triggering and escalation of challenging behavior and make the problem behavior irrelevant.
Describes how staff will reinforce the use of replacement behaviors and describes how staff will provide corrective consequences for the
challenging behavior.
Big Ideas:
• Summary of Behavior is the same as the one listed in the FBA
• Replacement Behavior is easier for student than Problem Behavior and serves the same function
• Long-‐term Behavior is an Executive Functioning Skill, Social Skill or Academic Skill
• Reinforcement is meaningful to student, is applied quickly, includes intrinsic motivation
• Corrective Consequence is not punitive and directs student back to Replacement Behavior or Long-‐term Skill
Yes Almost No
Describes event that occurs earlier (hours, weeks, The setting events are
years) from other environments
Describes circumstances that make it more likely a Describe an internal state
problem behavior will occur or be more intense
Is a diagnosis of student
Describes events that occur outside regular routines, or family, not particular
Setting Event i.e. if it doesn’t come and go it isn’t a setting event behavior
Examples: Recommendation for non
Often becomes frustrated when he misunderstands school-based services,
peers’ intentions i.e. counseling, mental
health, medical
Fights with sibling before school
Examples:
Often fails to complete long assignments
Centennial 2011-‐12 v 1.0 84
FBA Critical Features Guide
Low self-esteem =
internal state
Depressed = internal
state
ADHD = diagnosis
Special education
eligibility = diagnosis
Described in sufficient detail: Not enough details, Antecedents are from
• Taken from one routine e.g. “When Billy is other, non school
• Includes details such as place, activity, curriculum, requested to do environments and are not
degree of independence or choice work.” triggers in the current
Antecedent • Identify where (routine) environment, e.g. “Billy
• Identify when (triggers) More than one refuses to do homework
antecedent for same without help from family
Example: behavior, e.g. “When member”
“Difficult Task” = not sufficient, better = “Worksheet of Billy is asked to do
double digit subtraction with borrowing” difficult academic
tasks and when
peers tease Billy.”
Behavior is observable and measurable Unrelated behaviors Behavior is not
or two different observable or
One behavior or one chain of behaviors routines, e.g. measurable, e.g. “willful
“refuses to do noncompliance”,
Examples:
Behavior homework and “disrespectful”, “acts
“Hits head with fist” = one behavior, “falls to floor,
pushes students at inappropriately”
crawls under desk and makes growling noise” = chain
recess” = two
of behaviors
different routines and
two different
behaviors
Described in sufficient detail: Consequence does not
• The behavior of others occur immediately after
Consequence
• What is most meaningful to the student behavior, e.g. “teacher
• Informs function calls parent after school”
Centennial 2011-‐12 v 1.0 85
FBA Critical Features Guide
Example:
“Gains peer attention” is not sufficient; describe whose
attention and how it’s delivered; “whole class laughs at
student” is sufficient
Function of the behavior identifies what the student Function is identified Function is not specified
obtains OR escapes; as what the student: as what student: 1)
• Attention obtains or escapes obtains or 2) escapes.
• Activity BUT is not logically
• Stimulation related to the Revenge, Control, Power,
antecedent Vengeance
AND function is logically related to antecedent
Example:
AND is described with details A= when student
chatter gets loud
Function Example:
during small group
A= when student chatter gets loud during small group
activities
activities
B= student will stop
B= student will stop working, cover ears and crawl
working, cover ears
under desk
and crawl under
C=peers and teacher will ask “what’s wrong”
desk
Fx= escape stimulation of loud chatter in classroom
C=peers and teacher
will ask “what’s
wrong”
Fx= obtain peer
attention
Matches function by allowing student to Obtain/Escape Meets some but not Does not match function
Replacement Behavior all criteria
Easier to do Is not easier to do
Socially acceptable Is not socially acceptable
Skill that would allow student to follow classroom norms Not a skill, e.g. “Will be
as independently as possible: happy”, “Will stay out of
Long Term Behavior • Academic skill trouble”
• Social Skill
• Executive Functioning Skill
Centennial 2011-‐12 v 1.0 86
FBA Critical Features Guide
Logically related to Setting Event, e.g. SE=”Often Described but not
Setting Event
comes to school hungry”; Strategy=”Eats a snack when related to Setting
Strategies
gets to school” Event
Changes to the environment which prevent problem One or more Refers to non school-
behavior: changes are based services, i.e.
• Address the antecedent (make it irrelevant) described, BUT all mental health, medical,
Antecedent Strategies • Change the environment; adult behavior, peer are not logically community (include these
behavior, setting, location, time, activity, procedure, related to antecedent in the FBA Notes)
expectation, choice
• Relate to the function Describes student
behavior
Describes how student will be taught replacement
behavior(s) needed to use or access the changes made
Teaching for antecedent strategies. Includes;
Replacement • Written procedure with step-by step description of
Behavior desired adult and student actions
(FERB) • Lesson plan to teach/model/test
• Schedule for regular review and practice
Long-term skill is taught after short-term skill is in place
Reinforcement incentives and strategies are:
Reinforcement of • Meaningful to student
Replacement Behavior • Relate to function
• Reasonable expectation (student can earn it)
• Applied quickly; regularly available
Identifies how to redirect or prompt the desired behavior Is punishment
Corrective at the earliest sign of problem behavior
Consequence Reinforces problem
Is not reinforcing, i.e. does not match the function behavior
This is a Safety Plan for behaviors that are violent or Includes restraint
5 Point Plan for dangerous and/or seclusion
Managing Escalating
Defines student’s phases in the acting-out cycle Includes suspension
Behavior
Describes how staff will respond at each phase of the
student’s acting-out cycle
Centennial 2011-‐12 v 1.0 87
FBA Critical Features Guide
Clearly describes skills, relaxation and de-escalation
strategies the student uses at each phase of escalation
Long-term skill is identified, is logically related to the Identified skill but is
antecedent and; not related to the
Long-Term Behavior
• Executive functioning skill antecedent
• Social skill, or
• Academic skill
BIP Implementation Plan
Purpose: To plan and document how the BIP will be implemented with fidelity. By answering the question, “Are we doing what we said we
would do, and how do we know?”
Big Ideas:
• Consider the following questions:
o What training is needed for staff and/or student?
o Who needs to be informed regarding this intervention?
o What materials are needed for each intervention?
o How will success of each task be measured, i.e. what is the data tool?
o What are the criteria to measure fidelity, i.e. successful implementation?
Yes Almost No
Describes how student will be taught (lesson plan and
schedule)
Describes the support staff will need to implement
Step-by-step procedure for intervention and data
Antecedent and collection
Setting Events
A measurable criterion for implementation fidelity is
listed, e.g. “3 consecutive days of teacher following
transition procedure with 80% accuracy”, “When
teacher refers to schedule 10 times in a row”
Centennial 2011-‐12 v 1.0 88
FBA Critical Features Guide
Describes how student will be taught replacement
behavior and long-term skill (lesson plan and schedule)
Describes the support staff will need to implement
Step-by-step procedure for intervention and data
Teach Behavior
collection
A measurable criterion for implementation fidelity is
listed, e.g. “When asked, student will be able to state
Cool Down Options and Steps, 3 times in a row over 2
days”
Describes how student will be taught (lesson plan and
schedule)
Describes the support staff will need to implement
Consequence-‐ Step-by-step procedure for reinforcement and data
Reinforcement of collection
Replacement
Behavior A measurable criterion for implementation fidelity is
listed, e.g. “Student will place stickers on chart every
time transition routine is followed. Teacher will also
place stickers on chart and provide verbal praise for
following transition routine”
Describes how staff will redirect or prompt desired
behavior at the earliest sign of problem behavior
Consequence-
Step-by-step procedure for redirecting or prompting the
Correction of
desired behavior and data collection
Replacement
Behavior or Long- A measurable criterion for implementation fidelity is
term Skill listed, e.g. “When teaching student the plan, he will be
able to state what happens when he doesn’t follow the
plan 3 teaching sessions in a row”
Centennial 2011-‐12 v 1.0 89
FBA Critical Features Guide
BIP Progress Monitoring Plan
Purpose: Identifies the data collected used to measure the success of the plan, including short-‐term goals (replacement behavior) and long-‐
term goals (long-‐term skill). Based on data review, Teams can determine the next step; celebrate & fade artificial components, continue &
monitor, modify & monitor, or discontinue.
Big Ideas:
• Is the plan making a difference?
• Display the data in a graph so staff can see the rate of change. Progress can be slow so this can increase “buy-‐in”.
• The Behavior Goals are the Replacement Behavior and Long-‐term skill from the BIP.
• Initial progress monitoring should take place 2-‐3 weeks after BIP is being implemented with fidelity.
• Document if fidelity was met; if parts of the plan did NOT meet fidelity, describe this and the steps needed to fix it.
• Data taken on the replacement behavior and the problem behavior show if the plan is making a difference.
• List data results and describe next steps. Include what is working and what changes need to be made.
Yes Almost No
Are the Replacement Behavior and Long-term skill from
the BIP
Behavioral Goals
They are restated here to remind Teams and avoid
confusion if revisions to BIP have occurred
Completed prior to BIP Progress Monitoring Meeting
Baseline = problem behavior pre intervention
Problem behavior post intervention
Data Collection Plan Replacement behavior = Is it being used? Are we ready
to focus on the long-term skill?
Long-term skill = Is it being used? Are we ready to
terminate the plan?
BIP Progress Implementation fidelity established prior to initial
Monitoring Meeting progress monitoring meeting
Implementation fidelity maintained between progress
monitoring meetings
Centennial 2011-‐12 v 1.0 90
FBA Critical Features Guide
Initial progress monitoring meeting occurred within 2-3
weeks after implementation was established
BIP next steps are selected;
• Celebrate & fade artificial components,
• Continue & monitor,
• Modify & monitor, or
• Discontinue
BIP Next Steps are logical, e.g., If data review indicates
that the plan is not reducing or problem behavior is
increasing, the next step should be to modify or
discontinue the plan
Additional progress monitoring occurred at logical
intervals based on next steps, e.g. If “continue &
monitor” selected the next progress monitoring occurred
3-4 weeks later. If “modify & monitor” selected the next
progress monitoring occurred 1-2 weeks later.
Centennial 2011-‐12 v 1.0 91
FBA Critical Features Scoring
Student ____________________ Facilitator ____________________ School __________________ Rater____________________ Date ____________
ABC Worksheet Yes No
FBA Planning Yes No
1. FBA Planning form is included 1 0
Planning includes at a minimum: Parent Permission, Records Review, FACTS or Routines Analysis and ABC
2. 1 0
Observation
Total
FACTS or Routines Analysis Yes No
3. FACTS or Routines Analysis is included 1 0
4. Identifies one target routine/activity 1 0
5. Identifies one behavior or behavior chain 1 0
6. Includes complete “Summary of Routine for ABC Observation” 1 0
Total
ABC Observation Yes No
7. ABC Observation(s) included 1 0
Observation is during routine identified in the FACTS/Routines Analysis -‐ “Summary of Routine for ABC
8. 1 0
Observation”
9. Antecedent describes time, activity, location, subject, people, events 1 0
10. Behavior records observable behavior of student 1 0
11. Consequence records observable actions of others 1 0
Total
Centennial
2011-‐12
92
FBA
Critical
Features
Scoring
FBA
Report
Yes
No
12.
FBA
Report
included
1
0
13.
Includes
discipline
and
attendance
information
1
0
14.
At
a
minimum,
the
following
is
attached:
Record
Review,
Routines
Analysis
or
FACTS,
ABC
Observation
1
0
15.
Baseline
data
attached
1
0
16.
Academic
level
is
indicated
1
0
17.
Classroom
performance
is
documented,
e.g.
preferred
tasks,
work
completion,
participation
1
0
18.
Strengths
are
documented
1
0
19.
“Summary
of
Behavior”
is
complete,
same
as
ABC
Observation
and
Routines
Analysis/FACTS
1
0
Total
Behavior
Intervention
Plan
Yes
No
20.
Behavior
Intervention
Plan
is
included
1
0
Competing
Pathway
Yes
No
21.
“Competing
Pathway”
is
the
same
as
the
FBA
Report
“Summary
of
Behavior”
1
0
22.
Routine/Activity
is
specific
and
operational
1
0
Setting
Event
occurs
earlier,
describes
circumstances
that
make
problem
behavior
more
likely,
describes
events
that
23.
1
0
come
and
go
24.
Antecedent
has
details
that
describe
where
and
when
(time,
activity,
location,
subject,
people,
event)
1
0
25.
Problem
Behavior
is
observable
&
measurable,
is
one
behavior
or
one
behavior
chain
1
0
26.
Consequence
describes
the
observable
actions
of
others
1
0
27.
The
function
identifies
what
the
student
wants
to
obtain
or
escape
and
is
logically
connected
to
the
antecedent
1
0
Replacement
behavior
is
observable
and
measurable,
is
easier
to
do
than
the
problem
behavior
and
matches
the
28.
1
0
function
Long-‐term
behavior
is
observable
and
measurable,
and
is
an
executive
functioning
skill,
social
skill,
communication
29.
1
0
skill
or
academic
skill
Centennial
2011-‐12
93
FBA
Critical
Features
Scoring
Intervention
Strategies
Yes
No
Setting
event
strategies
are
environmental
changes
staff
will
make,
which
address
the
setting
event
and
match
the
30.
1
0
function.
Refers
to
written
procedure.
(attach)
Antecedent
strategies
are
environmental
changes
staff
will
make
which
address
the
antecedent
and
match
the
31.
1
0
function.
Refers
to
written
procedure.
(attach)
Lists
the
replacement
behavior
identified
in
the
competing
pathway
and
refers
to
lesson
plans
for
how
staff
will
32.
1
0
teach,
review
and
practice
(attach)
Lists
the
long-‐term
behavior
identified
in
the
competing
pathway
and
refers
to
lesson
plans
for
how
staff
will
teach,
33.
1
0
review
and
practice
(attach)
Reinforcement
of
replacement
behavior
includes
incentives
that
are
meaningful
to
student,
related
to
function,
34.
1
0
applied
quickly,
and
regularly
available.
Refers
to
written
procedure
(attach)
Corrective
consequence
identifies
how
to
prompt
replacement
and/or
long-‐term
behavior
at
the
earliest
sign
of
35.
1
0
problem
behavior
and
is
not
reinforcing,
i.e.
does
not
match
the
function.
Refers
to
written
procedure.
(attach)
Total
Centennial
2011-‐12
94
FBA
Critical
Features
Scoring
5
Point
Plan
for
Managing
Escalating
Behavior
Yes
No
36.
Violent/aggressive
behavior
targeted
in
the
FBA
and
5
Point
Plan
for
Managing
Escalating
Behavior
is
included
1
0
37.
Antecedents
and
how
to
prevent
are
from
current
and
previous
BIPs
and
IEP
1
0
38.
Replacement
and
long-‐term
behaviors
are
from
current
BIP
1
0
39.
Phase
1
Calm-‐Student:
Using
observable
terms,
defines
student’s
behaviors
when
cooperative
1
0
Phase
1
Calm-‐Staff
and
Cool
Down:
Clearly
describes
how
staff
will
teach
and
practice
appropriate
replacement
and
40.
1
0
long-‐term
behaviors
Phase
2
Triggers-‐Student:
Using
observable
terms,
defines
student’s
behavior
when
initially
experiencing
conflict
41.
1
0
with
people,
routines
or
tasks
Phase
2
Triggers-‐Staff
and
Cool
Down:
Clearly
describes
how
staff
will
break
the
cycle
and
redirect
the
student
back
42.
1
0
to
calm
stage
by
prompting
social
skills
and
problem
solving
Phase
3
Agitation-‐Student:
Using
observable
terms:
define
student’s
increase
in
off
task,
non-‐focused
activity,
43.
1
0
disengagement
with
teachers/peers
Phase
3
Agitation-‐Staff
and
Cool
Down:
Clearly
describes
how
staff
will
break
the
cycle
and
redirect
the
student
back
44.
1
0
to
calm
stage
by
changing
environment
(work,
space
or
schedule)
Phase
4
Acceleration-‐Student:
Using
observable
terms,
defines
student’s
increase
in
provocative,
abusive
and
defiant
45.
1
0
behavior
Phase
4
Acceleration-‐Staff
and
Cool
Down:
Clearly
describes
how
staff
will
break
the
cycle
and
redirect
the
student
46.
1
0
back
to
calm
stage
by
providing
a
clear
choice
or
direction,
disengaging
and
giving
student
time
to
respond
Phase
5
Peak-‐Student:
Using
observable
terms,
defines
student’s
increase
in
out
of
control
verbal
and
aggressive
47.
1
0
behaviors
Phase
5
Peak-‐Staff
and
Cool
Down:
Clearly
describes
how
staff
will
maintain
safety
and
decrease
attention
toward
48.
1
0
student
Total
Centennial
2011-‐12
95
FBA
Critical
Features
Scoring
BIP
Implementation
Plan
Yes
No
49.
Implementation
Plan
is
included
1
0
Antecedent/Setting
Event
Strategies
Yes
No
50.
The
1)
materials
needed,
2)
student
needs
and
3)
staff
needs
are
clearly
stated
and
are
taken
from
the
BIP
1
0
51.
Written
procedure
for
intervention
and
data
collection
tool
is
attached
1
0
52.
Written
procedure
and
data
collection
tool
clearly
describes
the
steps
involved
1
0
53.
States
a
measurable
criterion
for
implementation
fidelity
1
0
Teach
Behavior
Yes
No
54.
The
1)
materials
needed,
2)
student
needs
and
3)
staff
needs
are
clearly
stated
and
are
taken
from
the
BIP
1
0
55.
Lesson
plans
for
how
staff
will
teach,
review
and
practice
replacement
behavior
and
long-‐term
skill
is
attached
1
0
56.
Written
procedure
and
data
collection
tool
clearly
describes
the
steps
involved
1
0
57.
States
a
measurable
criterion
for
implementation
fidelity
1
0
Consequence-‐Reinforcement
of
Replacement
Behavior
Yes
No
58.
The
1)
materials
needed,
2)
student
needs
and
3)
staff
needs
are
clearly
stated
and
are
taken
from
the
BIP
1
0
59.
Written
procedure
for
reinforcement
and
data
collection
tool
is
attached
1
0
60.
Written
procedure
and
data
collection
tool
clearly
describes
the
steps
involved
1
0
61.
States
a
measurable
criterion
for
implementation
fidelity
1
0
Consequence-‐Correction
of
Replacement
Behavior
or
Long-‐term
Skill
Yes
No
62.
The
1)
materials
needed,
2)
student
needs
and
3)
staff
needs
are
clearly
stated
and
are
taken
from
the
BIP
1
0
63.
Written
procedure
for
corrective
consequence
and
data
collection
tool
is
attached
1
0
64.
Written
procedure
and
data
collection
tool
clearly
describes
the
steps
involved
1
0
65.
States
a
measurable
criterion
for
implementation
fidelity
1
0
Implementation
Check
In
Yes
No
66.
FBA
Facilitator
has
evaluated
implementation
progress
during
first
two
weeks
of
implementation
1
0
Total
Centennial
2011-‐12
96
FBA
Critical
Features
Scoring
BIP
Progress
Monitoring
Yes
No
67.
Progress
Monitoring
Plans
are
included
1
0
68.
Baseline
data
collected
1
0
69.
Data
collected
on
the
problem
behavior
post
intervention
1
0
70.
Data
collected
on
replacement
and/or
long-‐term
behavior
1
0
71.
Initial
progress
monitoring
occurred
within
2-‐3
weeks
after
implementation
was
established
1
0
72.
Implementation
fidelity
addressed
1
0
73.
Results
of
the
data
reviewed
is
described
1
0
74.
BIP
Next
Steps
are
logical,
determined
and
selected
1
0
75.
Description
includes
what
is
working,
if
changes
are
needed
and
next
steps
1
0
Total
Centennial
2011-‐12
97
Summary'of'Behavior''
''''''''''''''''Be'specific'&'clear'
Routine/ Setting: Have you identified a specific routine so the
information collected about the behavior can be focused & specific?
Antecedent Behavior Consequence
Are the identified triggers Is the behavioral definition Have you clearly identified
of behavior clear and clear enough? the environmental
specific enough to know Have you clearly identified responses to behavior
how to prevent problem any escalating behavior (staff or peer) linked with
behavior from occurring? patterns? the function of behavior?
Function: Can you identify the function of behavior? What has the
student learned that maintains the behavior or makes it pay off?
FBA Facilitators Toolkit - Kirschmann
98
Contextual Fit in Schools
The purpose of this tool is to initiate a dialogue on the extent to which the elements
of a behavior intervention plan fit the contextual features of your school
environment. The outcome is for FBA Teams to have open dialogue on the
feasibility of the BIP.
Knowledge of elements in the Behavior Intervention Plan
1. I am aware of the elements of this behavior plan.
1 2 3 4 5 6
Strongly Moderately Barely Barely Moderately Strongly
Disagree Disagree Disagree Agree Agree Agree
2. I know what I am expected to do to implement this behavior plan.
1 2 3 4 5 6
Strongly Moderately Barely Barely Moderately Strongly
Disagree Disagree Disagree Agree Agree Agree
Skills needed to implement the Behavior Intervention Plan
3. I have the skills needed to implement this behavior plan.
1 2 3 4 5 6
Strongly Moderately Barely Barely Moderately Strongly
Disagree Disagree Disagree Agree Agree Agree
4. I have received the training needed to implement this behavior plan.
No training needed _____________
1 2 3 4 5 6
Strongly Moderately Barely Barely Moderately Strongly
Disagree Disagree Disagree Agree Agree Agree
Values are consistent with elements of the Behavior Intervention Plan
5. I am comfortable implementing the elements of this behavior plan.
1 2 3 4 5 6
Strongly Moderately Barely Barely Moderately Strongly
Disagree Disagree Disagree Agree Agree Agree
6. The elements of this behavior plan are consistent with the way I believe students
should be treated.
FBA
Facilitator
Toolkit
designed
by
R.
Kirschmann
(Horner,
Salentine,
&
Albin)
99
1
2
3
4
5
6
Strongly
Moderately
Barely
Barely
Moderately
Strongly
Disagree
Disagree
Disagree
Agree
Agree
Agree
Effectiveness
of
Behavior
Intervention
Plan
7. I
believe
the
behavior
plan
will
be
(or
is
being)
effective
in
achieving
targeted
outcomes.
1
2
3
4
5
6
Strongly
Moderately
Barely
Barely
Moderately
Strongly
Disagree
Disagree
Disagree
Agree
Agree
Agree
8. I
believe
the
behavior
plan
will
help
prevent
future
occurrence
of
problem
behaviors
for
this
child.
1
2
3
4
5
6
Strongly
Moderately
Barely
Barely
Moderately
Strongly
Disagree
Disagree
Disagree
Agree
Agree
Agree
Behavior
Intervention
Plan
is
in
the
best
interest
of
the
student
9. I
believe
this
behavior
plan
is
in
the
best
interest
of
the
student.
1
2
3
4
5
6
Strongly
Moderately
Barely
Barely
Moderately
Strongly
Disagree
Disagree
Disagree
Agree
Agree
Agree
10. This
behavior
plan
is
likely
to
assist
the
child
to
be
more
successful
in
school.
1
2
3
4
5
6
Strongly
Moderately
Barely
Barely
Moderately
Strongly
Disagree
Disagree
Disagree
Agree
Agree
Agree
The
Behavior
Intervention
Plan
is
efficient
to
implement
11. Implementing
this
behavior
plan
will
not
be
stressful.
1
2
3
4
5
6
Strongly
Moderately
Barely
Barely
Moderately
Strongly
Disagree
Disagree
Disagree
Agree
Agree
Agree
12. The
amount
of
time,
money
and
energy
needed
to
implement
this
behavior
plan
is
reasonable.
1
2
3
4
5
6
Strongly
Moderately
Barely
Barely
Moderately
Strongly
Disagree
Disagree
Disagree
Agree
Agree
Agree
FBA
Facilitator
Toolkit
designed
by
R.
Kirschmann
(Horner,
Salentine,
&
Albin)
100
Before School Transition Routine
___ Make “Smart Charts”
___ Have bell, visuals, timer
Date __________ Time ________
Step Description Did Teacher Action Did Student Response
(check) (circle)
Ring bell Y N 1) Student looks at teacher
Say “Eyes on me”
1 Sound Cue Point to “Eye/Ear” card (should be Y N 2) Student listens to teacher
up, near head)
Say “Everybody find their X”
2 Wait Time Set one minute timer Y N 1) Student moves to spot on carpet
Point to “Eye/Ear” card Y N 1) Student looks at and listen to teacher
Hold up “Engine” card
Say “Check your engine”, “How’s Y N 2) Student looks at “Engine” card
you’re engine running?”
3 Engine Check In Wait Give students individual Y N 3) Student quietly thinks
feedback: “Looks like your engine
is running fast”, “Looks like your Y N 4) Student sitting on X, showing “Just Right”
engines running slow”
Show just right example
Point to “Eye/Ear” card Y N 1) Student looks at and listens to teacher
Present Task Present task expectations visually
4
Expectations (written on board) Y N 2) Student appears to attend to task
Say “Timer is set to go to tables”
Set one minute timer Y N 1) Student goes and sits at table
Students Move to Give compliments “(student
5 Tables name), Thanks for finding your Y N 2) Student receives compliment
seat, Thanks for getting out your
sheet”
Ring bell
Say “Eyes on me” Y N 1) Student looks at and listens to teacher
Hold up “Ear” card
Sound Cue Give compliments “(student
6
name), Thanks for sitting in chair”, Y N 2) Student receives compliment for at least 1
Thanks for having quite hands” correct action
Y N 1) Student looks at and listens to teacher
Point to “Eye/Ear” card
Show students “Smart Chart”
Review Task Y N 2) Student looks at “smart chart”
Review “Smart Chart”
7 Expectations
OK if students start working
Y N 3) Student engages in task
during review.
Announce “spaces” earned on
Race Car Track or Flat Tire Y N 1) Student is happy
8 Celebrate Success Give compliments “(student name) or
Nice job (restate task expectations) Y N 2) Student heard “practice later”
or Say “We can practice later”
Notes
12"
11"
10"
9"
8"
7"
Bobby% 6"
5"
4"
3"
2"
1"
0"
2/7" 2/10" 2/13" 2/16" 2/19" 2/22" 2/25" 2/28" 3/3" 3/6" 3/9" 3/12" 3/15" 3/18" 3/21" 3/24" 3/27" 3/30"
2/7" 2/8" 2/9" 2/10" 2/11" 2/14" 2/15" 2/16" 2/17" 2/18" 2/21" 2/22" 2/23" 2/24" 2/25" 3/2" 3/7" 3/16" 3/30" 4/1"
Problem"Behavior" 9" 10" 9" 7" 8" 7" 3" 4" 3" 3" 2" 2" 2" 3" 1" 1" 0" 0" 1" 0"
Implenta=on" 8" 9" 9" 9" 9" 9" 10" 10" 10" 10" 10" 9" 9" 10" 10" 10"
Replacement"Behavior" 2" 3" 5" 5" 7" 6" 8" 7" 8" 6" 8" 8" 9" 8" 7" 9"
Date ______________
Start ___________
Before School
Noah’s Data Sheet End ___________
Activity____________
___Data Sheets Ready Start of Day Staff ______________
___Problem Solvers Ready ___Read “Tucker Turtle”
___Cool Down Ready ___Review “Stress Scale”
___Behavior Stories Ready ___Review “Cool Down” Trigger Observed _________
___Staff Visuals Ready ___Review “Work Expectations”
Physical Response ________
Steps Cue Student Response Prompt
Go to student, say, “I saw that
(trigger) and noticed you
___Student goes to Quiet Place.
1 (physical response). Your Stress
Scale might be 3 or higher, go to
the Quiet Place.”
___Student engages in Cool Down
Cool Down steps posted in Cool
activities
2 Down space
___Student turns “Turtle Card” to
problem solve
___Go to Cool Down, say, ___a. Hands Quiet 1 2 3
”Show me your Stress Scale is at ___b. Breathing Slow
3
a 2”. Have student show you the 4 ___c. Heart beating just right
indicators. ___d. Thinking happy thoughts
___Say,” Let’s go problem solve ___Student walks to problem
4
over _________.” solving area.
___Say,” Get out a problem
solving sheet and I’ll do the ___Student gets out problem
5
writing.” solving sheet.
___Student engaged in problem
___Talk through the 4 steps of solving
6
problem solver with student. ___Was the ”Solutions Book”
needed?
___Student rejoins group, engages
___Ask,” Are you ready to rejoin
7 in activity and appears at a 1 on the
the group?”
Stress Scale.
Triggers Physical Response-5 pt scale Prompt
A. Given corrective feedback on I. Independent
work 5. Pushing, hitting P. Proximity
B. Task lasted longer than 4. Breaking objects, crawling under desk G. Gesture
anticipated 3. Not responding to adult, wandering V. Verbal prompt
C. 2. Off task, scribbling, scanning, chatting PH. Partial Physical
1. Working, Smiling FH. Full Physical
1/18/08
Successful Academic Performance
Goal Setting
Name________________ Date______
Student Goal
______________________________________________________
______________________________________________________
______________________________________________________
Initials__________
Responsible Choices (reaching goal)
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Irresponsible Choices (blocking reaching goal)
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Initials__________
12
Plan for Success
Student:___________________________ Date: ___________________
Goal_____________________________________________________________
_________________________________________________________________
_________________________________________________________________
Responsible Choices - - - - - - -> Positive Consequences:
______________________________ ____________________________
______________________________ ____________________________
______________________________ ____________________________
______________________________ ____________________________
______________________________ ____________________________
Assistance Offered:
______________________________ ____________________________
______________________________ ____________________________
______________________________ ____________________________
Irresponsible Choices: - - - - - -> Negative Consequences
______________________________ ____________________________
______________________________ ____________________________
______________________________ ____________________________
______________________________ ____________________________
______________________________ ____________________________
Assistance Offered:
______________________________ ____________________________
______________________________ ____________________________
______________________________ ____________________________
Initials _________________
13
Unit Organizer Bigger Picture Name _________________________
Previous Unit/Experiences Current Unit Next Unit/Experiences
Unit Schedule Unit Map is about
b
e
g
i
n
s
w
i
t
h
Unit Questions Relationships
1.
2.
3.
4.
5.
High School Talk
High School Talk Not High School Talk
• TV Shows (Dangerous Catch) • Soap Operas (Days of Lives)
• Comic books • Talk about touching (Do you like
• Sports to shake hands? Do you like to
• Vacations hug)
• Weekend trips • Talk about body parts
• Music • Bathroom talk (Do you want to
• Books eat lunch in the bathroom)
• Famous people • Silly/nonsense talk (knock knock
• Good meals jokes)
• Swearing
12
10
8
John F. 6
4
2
0
11/15
11/17
11/19
11/21
11/23
11/25
11/27
11/29
12/1
12/3
12/5
12/7
12/9
12/11
12/13
12/15
12/17
12/19
12/21
12/23
12/25
12/27
12/29
12/31
1/8
1/10
1/12
1/14
1/16
1/18
1/20
1/22
1/24
1/26
1/2
1/4
1/6
11/15
11/16
11/17
11/18
12/8
12/9
12/10
12/13
12/14
12/15
12/16
12/17
1/3
1/4
1/5
1/6
1/7
1/10
1/11
1/12
1/19
1/26
Problem
Behavior
9
10
9
7
8
7
3
4
3
3
2
2
2
3
1
1
0
0
1
0
0
0
Implenta=on
%
0
0
0
0
8
9
9
9
9
9
10
10
10
10
10
9
9
10
10
10
10
10
Replacement
Behavior
0
0
0
0
2
3
5
5
7
6
8
7
5
6
8
8
9
8
7
9
9
9
Self-Manager
Date ____________________
Gen Ed. Gen Ed. Gen Ed. Gen Ed. Gen Ed. Lifeskills Gen. Ed. Cafeteria
9:15-9:30 9:30-9:45 9:45-10:00 10:00-10:15 10:15-10:30 Science Art Lunch
J S J S J S J S J S J S J S J S
At the end of each period rate + for high school talk or 0 for not high school talk
For each period:
John rates +, staff rates + = 3 points
John rates 0, staff rates + = 2 points
John rates 0, staff rates 0 = 1 point
Each day 20 or more points = independent computer game time
Each day all +’s = choice of free time activity with friends
BIP & Implementation Plan: Comparison of Good and Non Examples
1. What
does
the
Good
Example
include
that
the
Non-‐Example
doesn’t?
2. Why
is
this
a
“good”
example
when
compared
to
the
other?
3. List
some
reasons
the
Non-‐Example
doesn’t
score
well
on
specific
items.
4. Why
would
the
Good
Example
be
more
helpful
to
an
FBA
Team?
What
is
an
FBA?
(For
parents
and
teachers)
An
FBA
is
a
Functional
Behavioral
Assessment.
It
is
a
form
with
guiding
questions
to
look
at
a
student's
behavior.
An
FBA
includes
these
areas:
Setting
Events
What
is
the
student's
background?
Target
Behavior
What
is
the
most
challenging
behavior
a
student
does?
Antecedents
(set-‐up
and
set-‐off)
When
and
where
does
this
behavior
happen?
Desired
Replacement
Behavior
What
can
the
student
do
instead
of
the
challenging
behavior
to
still
get
his
or
her
needs
met?
Long-‐term
Goal
(other
peers)
How
do
other
students
behave
in
the
same
situation?
Consequence
(immediate
response)
What
happens
right
after
the
target
behavior
or
desired
replacement
behavior?
Function
(pay-‐off)
Why
do
we
think
this
behavior
is
happening?
What
needs
are
being
communicated?
What
is
the
student
trying
to
get
or
get
out
of?
(someone’s
attention,
an
activity,
some
stimulation)
What
information
is
collected?
FBA's
use
information
from
lots
of
places:
the
student's
file,
interviews
with
the
school
staff,
observing
the
student
trying
techniques,
observing
the
student,
talking
to
the
student,
talking
to
the
family
and
more.
Why
are
we
doing
an
FBA?
An
FBA
helps
people
focus
on
one
behavior.
It
helps
people
understand
why
a
student
is
doing
something
and
gives
suggestions
of
what
he
or
she
can
do
instead
of
the
challenging
behavior.
FBA Facilitator Toolkit designed by R. Kirschmann 142
What is a BIP?
(For parents and teachers)
A BIP is a Behavior Intervention Plan. It is a form that gives ideas about ways to
change a student's behavior.
A BIP includes these areas:
Teaching the Desired Behavior -‐ What does the student need to learn how to be
able to use a different behavior?
Changing the Environment -‐ How can we change the school situation to help the
student use the desired behavior?
Reinforcing the Desired Behavior -‐ What can the student get to encourage him or
her to use the desired behavior?
How are we making sure that his or her needs are met?
Correcting the Challenging Behavior -‐ What do we do if the student continues to
use the challenging behavior? What are the logical consequences?
Why are we doing a BIP?
A BIP helps people pick which ideas and interventions to try in the classroom to
help the student change his or her behavior. It helps people decide who will be
responsible for which interventions. It helps people see where they can make a
difference.
FBA Facilitator Toolkit designed by R. Kirschmann 143
FBA Key Concepts
Behavior serves a Purpose (intent) & has a Function (payoff)
• To get something the student desires
• To avoid or protest something the student does not desire
• It is Attention, an Activity/Object or Stimulation
Behavior occurs in a specific Context (situation) or Environment (place)
• Something is present or not present in the environment
-‐Which-‐
• Increases the likelihood the problem behavior will occur
Stopping problem behavior requires change
• Environmental changes (adult behavior)
-‐And-‐
• Teaching new behaviors (adult & student)
New
Behaviors
must
make
the
problem
behavior
inefficient
&
ineffective
• Make
it
easier
to
get
intent
(purpose)
met
-‐And-‐
• Make
it
easier
or
better
to
get
payoff
(function)
There
needs
to
be
a
plan
for
responding
to
problem
behavior
• Response
can
not
serve
purpose
and
function
• Corrective
consequences
are
natural
and
not
punitive
Communication, Communication, Communication
• Regular and consistent between all involved in student’s life
FBA Facilitator Toolkit designed by R. Kirschmann 144
FBA Behavior Intensity Level
Mild
Moderate
Severe
Annoying
Bothering
others
Dangerous
Off-‐task
behaviors
that
are
relatively
Disrupting
peers
or
class
with
Violence
or
injury
to
self/other
or
quiet
or
can
be
ignored.
behaviors
that
other
cannot
ignore
threat
thereof
Tapping
pencil
Name-‐calling
Bullying
Talking
to
self
Swearing
Yelling/loud
voice
Kicking
Humming
Not
following
directions
Hitting
Sitting
quietly
Leaving
classroom
Threatening
Reading
Verbally
refuse
direction
("No,
I
won't)
Throwing
objects
Drawing
Insulting
teacher
Leaving
classroom
Looking
out
the
window
Insulting
peers
Leaving
building
Social
conversation
with
peers
Wandering
room
Self-‐injurious
(hitting
head,
picking
at
hands,
Not
completing
assignments
Engaging
peers
pinching
self)
Not
handing
in
assignments
Getting
into
peer's
materials
Pushing
furniture
Whining
Taking
out
teacher
materials
Sexualized
peer
touching
Picking
nose
Damaging/breaking
materials
Throwing
self
on
floor
Asking
for
help
frequently
Spitting
Asking
to
go
to
the
bathroom
frequently
Touching
peers
(hugging,
tapping)
Dropping
materials
on
the
floor
Touching
self
Sharpening
pencil
repeatedly
Crying
Head
down
on
desk
Hiding
under
furniture
Teasing
peers
FBA Facilitator Toolkit designed by R. Kirschmann 145
Positive Reinforcement Negative Reinforcement
Getting
a
desired
condition
strengthens
a
behavior.
Stopping
an
undesirable
condition
strengthens
a
behavior.
Functions of Behavior
Problem Behavior
Obtain Escape
Sensory/Stimulation Attention Object/Activity
Adult Peer
FBA Facilitator Toolkit designed by R. Kirschmann 146
Identify function of
Function-based the behavior.
Intervention
Decision Model Select a replacement behavior.
Yes Can the student perform the No
replacement behavior?
Method 1: Develop a function-based intervention
No ! Adjust the antecedent conditions so that new
Do the antecedent conditions
behavior can be learned and aversive conditions
represent best practice?
can be avoided.
! Provide positive reinforcer for appropriate behavior.
Yes
Method 3: Develop a function-based intervention Method 2: Develop a function-based intervention
! Adjust the antecedent conditions so that the ! Adjust the antecedent conditions so that (a) the conditions that
replacement behavior will be more likely to occur. set the occasion for the target behavior are eliminated and (b)
! When the replacement behavior occurs, provide the the replacement behavior is more likely to occur.
consequence that previously reinforced the target ! Provide appropriate positive reinforcement for the replacement
(problem) behavior. behavior.
! When the target (problem) behavior occurs, withhold ! Withhold the consequence that previously reinforced the target
the consequence that previously reinforced it (problem) behavior is withheld when the target behavior
(extinction). occurs (extinction).
Identify an appropriate measurement system.
Test the function-based intervention.
FBA Facilitator Toolkit
138
Intervention Ideas Based on Functions of Behavior
• Antecedent Modifications • Transition Supports
o Verbal/nonverbal reminders o Retraining o Reminders
o Check in Check out o Posted Rules
• Premack Principle • Problem-‐Solving Strategies
o If this then that o Replacement Behavior
• Providing Choices o Stop and Think
o Every other o Breathing
o 1⁄2 assignment on own, 1⁄2 with partner • Learning Strategies
• Environmental Supports o Peer Tutoring
o Agenda/organizer o Specific Academic Skills
Escape o Verbal reminders o Independent Responding
o Break card • Self-‐Management/Monitoring
o 1 on 1 assistance o Graphing
o Increased engagement time o Pennies in Pocket
• Curricular Modification • Set up Reinforcement Schedule/Program
o Shortened assignment o Behavior Contract
o Alternative assignment o Withhold reinforcement
• Peer Supports o Home-‐School Reinforcement System
o Tutor/mentor
o Positive peer reporting
• Antecedent Modifications • Problem-‐Solving Strategies
o Class/line leader o Hand Raise
o 1 on 1 reminder o Break Card
• Environmental Supports o Buddy Card
o Planned Ignoring • Set up Reinforcement Schedule/Program
o Proximity Control o Leadership Role
o Teacher response time o Reinforce Replacement Behavior
o Peer Tutoring Requesting a break
Attention • Peer Supports Raising hand
o Tutor/mentor o Increase Non-‐Contingent Reinforcement
o Positive peer reporting o Withhold Reinforcement
• Transition Supports o Group Contingencies
o 1 on 1 assistance o Increase Ratio of Positive to Negative Responses
o Hallway ‘buddy’ o Home-‐School Reinforcement System
FBA Facilitator Toolkit 148
Intervention Ideas Based on Functions of Behavior
• Premack
Principle
o If
this
then
that
• Token
economy
o Marble
jar
o Tickets/tokens
o Stamps
• Transition
Supports
Object
o Hall
pass
&
o Manipulative
Tangible
o Hallway
‘buddy’
• Set
up
Reinforcement
Schedule/Program
o Reinforce
Replacement
Behavior
Requesting
a
break
Raising
hand
o Withhold
reinforcement
o Home-‐School
Reinforcement
System
• Antecedent
Modifications
• Transition
Supports
o Change
of
Seating
o Manipulative
o Change
Schedule
o Hallway
‘buddy’
• Providing
Choices
• Environmental
Supports
Stimulation
o Seat
in
front
or
seat
in
back
o Music
&
o Pencil
or
pen
o Manipulative
Sensory
• Environmental
Supports
o Computer
assistance
o Music
• Set
up
Reinforcement
Schedule/Program
o Stress
ball
o Reinforce
Replacement
Behavior
• Curricular
Modification
o Withhold
reinforcement
o Type
assignment
o Home-‐School
Reinforcement
System
o Oral
dictation
Florida’s Positive Behavior Support: RtIB Project Coaches’ Training 2008
FBA Facilitator Toolkit 149
Function-Based Interventions
Attention Seeking Behavior
Below are guidelines for interventions addressing the function of student problem behavior when
seeking adult attention. Teams will still need to tailor each of the suggestions below to the specific
needs of the student, teacher and context.
PREVENTION
A- Interventions occurring before the behavior occurs to prevent problem
behavior and prompt desired behavior
Prevention (give attention early & often for desired/neutral behavior)
Check-in – provide adult attention immediately upon student arrival
Give student leadership responsibility or a class ‘job’ that gives the student the
opportunity to interact w/ staff
Place student in desk where they are easily accessible for frequent staff attention
Give student frequent intermittent attention for positive or neutral behavior
PreCorrect - Frequently & deliberately remind student to raise their hand and wait
patiently if they want your attention
TEACHING BEHAVIOR
B- Teaching more appropriate/less disruptive behaviors to use instead of
the problem behavior to get student needs met (in this case Attention)
Identify and teach specific examples of ways to ask for attention
Raise hand and wait patiently for teacher to call on you
May need to differentiate signals for large group, small group, work time, etc.
RESPONSE TO BEHAVIOR
C- Intervention that occur after (or in response to) desired or non-desired
behavior to encourage desired behavior and limit pay-off for non-
desired behavior
Respond quickly if student appropriately requests (raises hand) adult attention
Give the student frequent adult attention for positive behavior
Eliminate/minimize the amount of attention provided to a student for engaging in
problem behavior
Limit verbal interaction – create a signal to prompt the student to stop the
problem behavior & to raise hand to request attention more appropriately
Avoid power struggles
Often students need additional encouragement to engage in the desired behavior…
Student can earn an activity that provides teacher attention (e.g. lunch or game w/
teacher) when student consistently earns points for paying attn in class &
asking appropriately for attention
FBA Facilitator Toolkit
Created by C. Borgmeier (2007) Portland State University 141
Function-Based Interventions
Behavior to Avoid Tasks
Below are guidelines for interventions addressing the function of student problem behavior to avoid
task. Teams will still need to tailor each of the suggestions below to the specific needs of the student,
teacher and context… particularly with regard to the specific aspects of the task that are leading the
student to choose to avoid the task.
PREVENTION
A- Interventions occurring before the behavior occurs to prevent problem
behavior and prompt desired behavior
Prevention (modify task or provide support)
Modify assignments to meet student instructional/skill level (adjust timelines, provide graphic
organizers, break in to smaller chunks, etc.)
Assign student to work with a peer
Provide add’l instruction/support; help get the student started to ensure understanding/ mastery
Provide visual prompt to cue steps for completing tasks student struggles with
Provide additional support focused on instructional skills (Homework Club, study hall, etc.)
PreTeaching content
PreCorrect - Frequently & deliberately remind student to ask for help
TEACHING BEHAVIOR
B- Teaching more appropriate/less disruptive behaviors to use instead of
the problem behavior to get student needs met (in this case Avoid task)
Identify & teach specific examples of ways to ask for help (from teacher or peers) or to ask for a break
Raise hand and wait patiently for teacher to provide help
Teach student how to ask an assigned peer for help
Teach & role play with student and peer what peer help should look like
Teach student to use a break card and how to take a break appropriately
Provide additional academic instruction/support to address student skill deficits
May require additional assessment to ID specific skill deficits limiting student success
More focused instruction in class
Additional support and practice in school or at home
Additional instructional group
Special Education support for academic deficit
RESPONSE TO BEHAVIOR
C- Intervention that occur after (or in response to) desired or non-desire behavior to
encourage desired behavior and limit pay-off for non-desired behavior
Respond quickly if student asks for help or for a break & provide praise
Praise/reward students for being on task, trying hard & work
Eliminate/minimize the amount of missed instructional time or work provided to a student for
engaging in problem behavior
However, we need to make sure student is capable of doing work… if not, provide support/
instruction so student can complete the work
Often students need additional encouragement to engage in the desired behavior…
Student could earn opportunity to avoid task (e.g. free homework passes or reduced numbers of
problems) as an incentive for consistently being on task & completing work in class
FBA Facilitator Toolkit
Created by C. Borgmeier (2007) Portland State University
151
Date:
MM/DD/YY
PRIOR NOTICE ABOUT EVALUATION/CONSENT FOR EVALUATION
Dear __________________________________________
___________________________________ has been referred for an evaluation. The Team is proposing the following:
To evaluate your To reevaluate No additional evaluation data are needed to determine that your
child’s need for your child’s child continues to need special education. The reason(s) why are:
special education needs for special ____________________________________________________
services. education If you disagree, you may request an assessment to determine
services. whether your child continues to be a child with a disability.
Because: Based on behavior, The School Team is requesting your permission to conduct a Functional Behavioral
Assessment (FBA) and develop a Behavior Intervention Plan (BIP).
This proposal is based on the following evaluation procedures, tests, records or reports:
Other options we considered were:
Fill This Section Out
We decided against these options because:
Any other factors considered by the team:
Consent for Evaluation
We request your consent because:
This is an initial evaluation and will be used to determine whether your child is a child with a disability and to determine
early intervention or special education needs.
This evaluation will include intelligence or personality testing.
This is a reevaluation and will be used to decide your child’s continued eligibility and/or education needs.
The evaluation procedure(s), assessment and/or test(s) we plan to use include the following:
A Functional Behavioral Assessment (FBA) is an individualized assessment of the student used to develop a
Behavior Intervention Plan (BIP). This will include observation, interviews of staff/student and review of student
records.
I give my permission for the evaluation. I understand my consent is voluntary and may be revoked any time before the
evaluation process begins; or
I refuse permission for the evaluation.
If this evaluation includes release of student educational records requiring parent consent, the “Records Release
Form(s)” identifies the records to be released, and to whom; see Record Release dated: _________________________
______________________________________ ______________________________________
Signature (Parent/Guardian/Surrogate Parent) (mm/dd/yy)
Parents of a child with a disability have protection under the procedural safeguards (enclosed if this is an initial evaluation).
For a copy of the procedural safeguards or assistance in understanding this information you may contact the person named
below.
If you believe that your child or you have not received the rights due to you under the Individuals with Disabilities Education
Act, you may file a written complaint with the Oregon Department of Education. Complaints must include a description of the
problem(s) and the complainant’s name and contact information. Complaints are sent to the Oregon Department of Education
(ODE). The ODE must investigate and send a written order within 60 days. This timeline may be extended under certain
circumstances.
_______________________________________________ ________________________________________________ ___________________
NAME TITLE PHONE
FBA Facilitator Toolkit designed by R. Kirschmann 152
FBA Roles, Responsibilities and Requirements
This year we will continue to refine the FBA process for students with challenging
behaviors. The following information should help as school teams determine roles
and ensure that best practices are in place for students.
STAFF ROLES AND RESPONSIBILITIES:
• School Psychologists are building FBA consultants.
• School Psychologists will only facilitate FBAs for students who are not
identified for special education services. They can however, assist with
comprehensive FBA’s at the request of the IEP case manager.
• IEP case managers are the facilitators of FBA/BIPs for students on their
caseloads.
• Special education staff should not facilitate ABC Worksheets.
REQUIREMENTS FOR STUDENTS WITH DISABILTIES:
• The eligibility process, when considering ED, must include an FBA/BIP.
• All students eligible under the category ED will have an active FBA/BIP
through which IEP behavior goals are determined and monitored.
• For students who do not have the eligibility of ED but behavior is a concern,
IEP goals related to behavior are determined and monitored through the
FBA/BIP process.
• All BIPs (behavior intervention plans) and/or behavior plans for all students
with special education eligibilities are determined and monitored through
the FBA process.
• All FBA/BIPs will include all of the completed components;
1. FBA Planning
2. Routines Analysis/FACTS,
3. FBA Report
4. BIP
• 5 Point Plan for Managing Escalating Behavior (if needed)
5. BIP Implementation Plan,
6. BIP Progress Monitoring,
7. Data
• Baseline, ABC observation, Implementation, and Progress
Centennial School District 2011-12 153
Centennial School District Interim Behavior Intervention Plan
Based on record review and interview. Use for students transitioning into CSD. Review and determine need for FBA within 30 days.
Name: Date: Recorder: Sources of info:
Setting Events/Antecedents Problem Behaviors Responses which escalate problem behavior
Antecedent
Strategies
Skills
Learned
(academic,
executive
functioning,
Responses
which
de-‐escalate
problem
behavior
and
social
skills,
language
processing,
emotional
prompt
learned
skills
regulation)
Centennial
2011-‐12
Functional Behavior Assessment Planning
Student: Date:
DOB: IEP: IEP Case Manager:
Teacher: ELL: Grade:
FBA Facilitator: YTD Removals: School:
Brief FBA Date of ABC Worksheet:
Comprehensive FBA
What By Who By When
Planning
X X Parental Permission
X X FBA Meeting
X X BIP Meeting
X X First BIP Follow-‐Up Meeting
Records Review
X X Discipline (referrals, suspension)
X X Academic (assessment, work sample)
X X Permanent Record File
X X Medical/Health
X X Special Education
Interviews
X Principal, Support Staff, Medical, Other
1.
2.
3.
X Student
X Parent/Family
X X FACTS w/:
X X Routines Analysis w/:
Data
X X ABC Observation
1.
2.
X X Baseline
X Scatter Plot
Forms
X X FBA Report
X X Behavior Intervention Plan (BIP)
X X BIP Implementation Plan
X X BIP Progress Monitoring
X 5-‐Point Plan for Escalating Behavior
X Safety/Crisis Plan
X Restraint/Seclusion Plan
Notes:
Centennial
2011-‐12
FBA
Coversheet
Student: Facilitator: Date:
_______ 1. FBA Planning
_______ 2. Interviews/Routines Analysis/FACTS
_______ 3. ABC Data Collection
_______ 4. FBA Report
_______ 5. BIP
_______ 6. BIP Implementation Plan
_______ 7. Progress Monitoring
Additional:
Centennial 2012
Functional Behavior Assessment Report
Student: School: Date:
Teacher: Grade: Age:
IEP: Case Manager: ELL: FBA Facilitator:
FBA Team Members Initial FBA Revision of FBA Dated
Name/Role Name/Role
Sources
of
Information
Suspensions:
ODRs
Days
Tardy:
Days
Absent:
Records
Review
By
Whom
Attached
Discipline
Cumulative
Records
Medical
Records
Interviews
Routines
Analysis
FACTS
Student
Other:
Data
ABC
Observations:
(list
dates)
Baseline
Other:
Academic
Profile
Level:
Reading:
Select
Math:
Select
Writing:
Select
Classroom
Performance
(Preferred
Tasks,
Work
Completion,
Participation,
etc.)
Level
At Grade
Student’s Strengths, Talents, or Specific Interests
Summary
of
Behavior
(From
FACTS
or
Routines
Analysis)
Routine/Activity:
Setting
Events:
Problem
Behavior:
Consequence:
Select Function
Antecedents:
Obtain Adult Attention
Describe:
Centennial
2011-‐12
FBA Routines Analysis
Student: Date:
Reporter: Interviewer:
Schedule Activity Problem Behavior Likelihood Who is around?
Low 1—3— 6 High
Summary
of
Antecedents
Routines
Analysis
(pick
routine/activity
from
above
rated
at
5
or
6)
What
situations
seem
to
set
off
the
problem
behavior?
When
is
the
problem
behavior
most
likely
to
occur?
When
is
the
problem
behavior
least
likely
to
occur?
Setting
Events:
Are
there
specific
conditions,
events
that
make
the
problem
behavior
worse?
Description of Consequences
What usually happens after the behavior occurs?
Summary of Routine for ABC Observation
Routine:
Setting Events: When (A): Student will (B): Therefore the Function (C) is:
Select Function
Describe:
Centennial
2011-‐12
Behavior Intervention Plan
Student FBA Date BIP Revision
Date
Competing Behavior Pathway
Routine/Activity:
Long-‐Term Skill Consequence
Setting Event Antecedent Problem Behavior Consequence Function
Select Function
Obtain Adult Attention
Describe
Replacement Behavior
Intervention Strategies
Change the Environment to Make Prob. Beh. Irrelevant Make Prob. Beh. Inefficient Make Prob. Beh. Ineffective
Setting Events Antecedent Teach Behavior Consequence
Reinforcement of
Replacement Behavior
Replacement Behavior
Long-‐Term Skill Corrective Consequence
Centennial
2011-‐12
5-‐Point
Plan
For
Managing
Escalating
Behavior
Student: Date of FBA/BIP: Date:
5 Point Scale Student Behavior Staff Behavior Cool Down Options
Peak Time of anxiety and
5 stress. Safety is focus.
Problem solve when calm.
Acceleration Give clear
4 direction, direct to relax, give
time, and disengage.
Agitation Use specific words,
3 change setting or task. Don’t
discuss the incident.
Triggers Prompt skills,
2 problem solve, redirect to
calm.
PREVENTION
Calm Time for skill
1 building and teaching.
Praise desired behaviors.
List Antecedents and How to Prevent Teach Replacement Behavior Long-term Skill
Centennial
2011-‐12
BIP
Implementation
Plan
Student:
FBA
Date:
BIP
Date:
Date:
Include
for
Each
Section:
1)
Materials
2)
Teaching
Student
3)
Supporting
Staff
Setting
Events/Antecedent
Who
When
Written
procedure
for
intervention
and
data
collection
tool
(attach)
Criteria
for
fidelity:
Teach
Behavior:
Replacement
Behavior
and/or
Long
Term
Skill
Who
When
Written
procedure
for
intervention
and
data
collection
tool
(attach)
Criteria
for
fidelity:
Consequence-‐Reinforcement
of
Replacement
Behavior
and/or
Long
Term
Skill
Who
When
Written
procedure
for
intervention
and
data
collection
tool
(attach)
Criteria
for
fidelity:
Consequence-‐Correction
of
Replacement
Behavior
and/or
Long
Term
Skill
Who
When
Written
procedure
for
intervention
and
data
collection
tool
(attach)
Criteria
for
fidelity:
Implementation
Check-‐in
and
Evaluation
Date:
Centennial
2011-‐12
BIP
Progress
Monitoring
Student:
FBA
Date:
BIP
Date:
Progress
Check
#:
Date:
Behavioral
Goals
Replacement
Behavior
Long-‐term
Skill
Data
Collection
Plan
Data
Who
How
Starting
Review
Date
Baseline
Problem
Behavior
Replacement
Behavior
Long-‐term
Skill
BIP
Progress
Monitoring
Meeting
Has
implementation
fidelity
been
established?
(Check
if
“Yes”)
Antecedent
Interventions:
Teach
Behavior:
Consequences:
If
“No”,
review/adjust
BIP
Implementation
Plan.
If
all
“Yes”,
proceed
with
progress
review
Data
Review
Data
Results
Problem
Behavior
Replacement
Behavior
Long-‐term
Skill
BIP
Next
Steps:
Celebrate & Fade Artifical Components
Describe:
Centennial
2011-‐12
BIP
Progress
Monitoring
Student:
FBA
Date:
BIP
Date:
Progress
Check
#:
Date:
Behavioral
Goals
Replacement
Behavior
Long-‐term
Skill
Data
Collection
Plan
Data
Who
How
Starting
Review
Date
Baseline
Problem
Behavior
Replacement
Behavior
Long-‐term
Skill
BIP
Progress
Monitoring
Meeting
Has
implementation
fidelity
been
established?
(Check
if
“Yes”)
Antecedent
Interventions:
Teach
Behavior:
Consequences:
If
“No”,
review/adjust
BIP
Implementation
Plan.
If
all
“Yes”,
proceed
with
progress
review
Data
Review
Data
Results
Problem
Behavior
Replacement
Behavior
Long-‐term
Skill
BIP
Next
Steps:
Celebrate & Fade Artifical Components
Describe:
Centennial
2011-‐12
BIP
Progress
Monitoring
Student:
FBA
Date:
BIP
Date:
Progress
Check
#:
Date:
Behavioral
Goals
Replacement
Behavior
Long-‐term
Skill
Data
Collection
Plan
Data
Who
How
Starting
Review
Date
Baseline
Problem
Behavior
Replacement
Behavior
Long-‐term
Skill
BIP
Progress
Monitoring
Meeting
Has
implementation
fidelity
been
established?
(Check
if
“Yes”)
Antecedent
Interventions:
Teach
Behavior:
Consequences:
If
“No”,
review/adjust
BIP
Implementation
Plan.
If
all
“Yes”,
proceed
with
progress
review
Data
Review
Data
Results
Problem
Behavior
Replacement
Behavior
Long-‐term
Skill
BIP
Next
Steps:
Celebrate & Fade Artifical Components
Describe:
Centennial
2011-‐12
FBA/BIP
Meeting
Notes
Student:
Date:
FBA
Facilitator:
Note
Taker:
Meeting
Purpose:
FBA
Team
Members
Name/Role
Name/Role
Notes:
Centennial
2011-‐12
Centennial
School
District
Permission
For
Functional
Behavioral
Assessment
(FBA)
School
Date
Student
Grade
School Contact Title Phone
The
School
Team
is
requesting
your
permission
to
conduct
a
Functional
Behavioral
Assessment
(FBA)
and
develop
a
Behavior
Intervention
Plan
(BIP).
A
Functional
Behavioral
Assessment
(FBA)
is
an
individualized
assessment
of
the
student
used
to
develop
a
Behavior
Intervention
Plan
(BIP).
This
will
include
observation,
interviews
of
staff/student
and
review
of
student
records.
Yes,
I
give
permission
to
conduct
an
FBA/BIP.
No,
I
do
not
give
permission
to
conduct
an
FBA/BIP.
I
would
like
more
information
before
I
give
my
consent.
Contact
me
to
schedule
a
meeting.
Contact
me
(parent)
at
______________________
____________________________________________________________________________________
Signature
of
Parent/Guardian
Date
______________________________________________________
Print
Parent
Name
Centennial
2011-‐12
ABC Worksheet
Student: Grade: Date:
Teacher: Interviewer: Attempt:
ABC Summary of Behavior
During (time of day, class, activity, routine)
When (A) (antecedents/triggers)
Student will (B) (looks like, sounds like)
Then (C) (behavior of adults and peers)
So, the function is to: Select Function
Describe: Obtain Adult Attention
What is the preferred behavior?
Core Intervention Summary
Which Expectations have been retaught and acknowledged with increased intensity?
Result:
Which Procedures/Routines have been retaught and acknowledged with increased intensity?
Result:
What academic and/or behavioral instructional differentiation has occurred?
Result:
Action Plan
Describe: (differentiation, re-teaching and/or development of Expectations, Routines/Procedures, Acknowledgement)
Follow-Up Meeting Date:
Follow-Up Meeting
Results of Action Plan implementation:
Next Steps
Decision:
Describe:
Centennial 2012
1
For Students: Functional Assessment ChecklisT for Students (FACTS-Part A)
Student: Grade Date:
Interviewer:
Strengths: Identify some things that you like to do, that you are interested in, or that you are good at
In Class/at School -
Out of school-
Other -
ROUTINES ANALYSIS: Where, When and With Whom Problem Behaviors are Most Likely.
Time Activity & Staff Likelihood of Problem Specific Problem What happens when you do this
Involved Behavior Behavior 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
**If more than 2 routines where problem behaviors occur, refer case to behavior specialist.**
BEHAVIOR(s): What are some things you do in <identify routine above> that get you in trouble? Rank:
___ Tardy ___ Fight/physical Aggression ___ Disruptive ___ Theft
___ Unresponsive ___ Inappropriate Language ___ Insubordination ___ Vandalism
___ Self-injury ___ Verbal Harassment ___ Work not done ___ Other ________________
Describe what the problem behavior(s) look like: _____________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
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)?
Behavior is immediate danger to self and others? Y N If Yes, refer case to behavior specialist **
Adapted by S. Loman (2009) from C. Borgmeier (2005); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999)
2
Functional Assessment ChecklisT for Students (FACTS-Part B)
Identify the Target Routine: Select ONE of the prioritized routines from FACTS-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 stronges 3t) Follow Up Questions – Get as Specific as possible
___ a. when I’m not sure what to do or there is If b or c -- what classmates? ______________________
nothing to do _____________________________________
___ b. my classmates are bugging me If d – what work do you do alone that leads to problem?
___ c. I sit by a certain classmate _____________________________________________
___ d. when I work alone If e –what don’t you like about how the teacher tells you
___ e. teacher tells me what to do or not do _____________________________________________
___ f. teacher gives me work that’s too hard If f, g, h -- describe what is too hard/easy/long/boring?
___ g. work is too boring or too long What assignments or activities?
___ h. when work is too easy ___________________________________________
___ i. when I need to talk to teacher or need help If i –why do you need to talk to the teacher?
___ j. Other, 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/ to talk to me If a or b -- Whose attention is obtained?__________________________
___ b. get peer attention/get peers to ___________________________________________________________
look /talk/laugh at me How is the attention provided?__________________________________
___ c. get preferred activity/
something I like to do If c or d -- What specific items or activities are obtained?
___ d. get money/things ___________________________________________________________
___ e. get other, describe __________
_________________________ If f, g or h – Describe specific task/ activity avoided? _______________
___ f. avoid work that’s too hard ___________________________________________________________
___ g. avoid activities I don’t like Be specific, DO NOT simply list subject area, but specifically describe
___ h. avoid boring or easy work type of work within the subject area (be precise)?___________________
___ i. avoid peers I don’t like ___________________________________________________________
___ j. avoid adults I don’t want to talk to ______________Can the student perform the task independently? Y N
___ k. avoid adults telling me what to do Is academic assessment needed to ID specific skill deficits? Y N
___ l. avoid other, describe ___________ If i, j or k -- Who is avoided? __________________________________
_____________________________ Why avoiding this person?
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
Adapted by S. Loman (2009) from C. Borgmeier (2005); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999)
1
For Teachers/Staff: Functional Assessment Checklist for Teachers and Staff (FACTS-Part A)
Student: Grade Date:
Staff Interviewed: Interviewer:
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 Likelihood of Problem Specific Problem Current Intervention for
Involved Behavior Behavior 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
**If problem behaviors occur in more than 2 routines, refer case to behavior specialist**
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)?
Is Behavior Immediate Danger to Y N
self/others? If Yes, refer case to behavior specialist
Adapted by S.Loman (2009) from C. Borgmeier (2005) ;March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999)
2
Functional Assessment Checklist for Teachers & Staff (FACTS-Part B)
Identify the Target Routine: Select ONE of the prioritized routines from FACTS-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 2) Follow Up Questions – Get as Specific as possible
___a. task too hard ___g. large group instruction If a,b,c,d or e - describe task/demand in detail ___________
___b. task too easy ___h. small group work _________________________________________________
___c. bored w/ task ___i. independent work If f - describe purpose of correction, voice tone, volume etc.
___d. task too long ___j. unstructured time _________________________________________________
___e. physical demand ___k. transitions If g, h, I, j or k - describe setting/activity/content in detail
___f. correction/reprimand ___l. with peers _________________________________________________
___Other ___________________ ___m. isolated/no attention 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 (positive or negative) attention provided?
___ d. get object/things/money
___ e. get sensation
___ f. get other, describe _________ If c,d, e, or f -- What specific items, activities, or sensations are obtained?
__________________________
___ g. avoid adult attention
___ h. avoid peer attention If g or h – Who is avoided? _____________________________________
___ i. avoid undesired activity/task Why avoiding this person?
___ j. avoid sensation If i, j, or k- Describe specific task/activity/sensation avoided?
___ k. avoid/escape other, describe Be specific, DO NOT simply list subject area, but specifically describe type of work within the
_________________________ subject area?
Can the student perform the task independently? Y N
Is academic assessment needed to ID specific skill deficits? Y N
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
Adapted by S.Loman (2009) from C. Borgmeier (2005) ;March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999)
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