FBA - BIP

Michelle Levy, Carolyn Candela, Krista Legge

RSE-TASC
Regional Special Education Technical Assistance Support Center
Eastern Suffolk BOCES
(631) 218-4197
mlevy@esboces.org, ccandela@esboces.org, klegge@esboces.org
http://www.esboces.org/Page/89
Inclusion Activity

Lateral Thinking
FBA NYSED document
1. What is a Functional Behavioral Assessment?
2. When must an FBA be conducted?
3. What must an FBA include?
4. What information must an FBA include?
5. What information is an FBA based on?
6. Is an FBA the same as a Behavior Intervention
Plan?
7. Is consent required to conduct an FBA?

FBA document
FBA and the Law

 The legal minimum…

 “Functional behavioral assessment” means the process of determining

why a student engages in behaviors that impede learning and how the
student’s behavior relates to the environment. (Spec. Ed. Regulation
200.1(r).

 The Functional Behavioral Assessment shall include the identification

of the problem behavior, the definition of the behavior in concrete
terms, the identification of the contextual factors that contribute to the
behavior and the formulation of a hypothesis regarding the general
conditions under which a behavior usually occurs and probable
consequences that serve to maintain it (Spec. Ed. Regulation 200.22(a)
Regulation packet
FBA and Law

Whenever there is a manifestation determination

(behavior is related to the student’s disability), CSE
must:

Conduct an FBA

Implement (or review and modify) a BIP).

 What is FBA?
 A systematic process for developing statements about
environmental and contextual factors that
 Contribute to the occurrence and maintenance of problem
behavior,

And,
 If a BIP is warranted, it serves as basis for developing
proactive and comprehensive behavior support plans
Turn & Talk
Discuss the challenges you have faced in the
conducting of a FBA.
How have you addressed those challenges?
1.
What are the Steps to Conducting an FBA?
Establish a Knowledgeable FBA Team

2. Use interviews to identify:

Student strengths
Target behavior(s)
Identification of relevant routines
Identification of environmental
variables
Antecedents, Consequences, Setting Events
Use to create testable Summary Statement

3. Conduct observations
Focus on Antecedents, Behaviors,
Conseque
nces,
Setting
Events
Use observation data to confirm
informatio
n from
interview

4. Use FBA information to recommend strategies, modifications or a BIP

FBA checklist
Critical Features and Outcomes of an
FBA

Quality indicators
 Component 1- FBA

Component 1: FBA Team Process and Composition

 Administration understands and supports the FBA process and
team decision, and allocates resources.

 Team has understanding and sensitivity to student’s culture and

community.

 Team can articulate established problem solving process.

FBA’s should be FBA team list, FBA, survey,
 Team includes people who understand the FBA process, can
developed through a implementation fidelity, team
conduct functional assessments, and can analyze and monitor data.
team process. interview, team notes, BIP.
 Team contributes to development of FBA and consists of persons
who know the student across multiple settings (e.g., teachers,
student, parents, support staff, administrators).

 Team reviews and summarizes data, refines description of

problem behavior, and develops BIP or other intervention.
Establish a Knowledgeable FBA Team
 Knowledgeable about the individual
His/her behavior, interests, strengths, challenges, future
 Knowledgeable about the context
Instructional goals, curriculum, social contingencies, schedule,
physical setting
 Knowledgeable about behavior
Elements of behavior
Principles of behavior
Intervention strategies
 Administrative support
 Parent support
 Involving the student
Choosing reinforcers
Older students for assessment interviews
Member Roles
REGARDLESS of your title (parent, teacher,
etc.), you could end up being a:
- data collector
- reinforcement agent
- observer
- behavior plan contributor/writer
- teacher of skills & expectations
- role model
Reflection
Have Example FBA and Blank FBA

Does example have team process area?

Look at your FBA, does yours have team process

component?
 Component 2 - FBA
Identifying Problem Behavior

 Data are collected to clearly define problem behavior using multiple

sources and individuals such as referral form, attendance, anecdotal.

 Problem behavior is defined in concrete, measurable and observable

terms: Behavior is described in sufficient detail so if a stranger sees
the behavior h/s would be able to identify it.

 Only one problem behavior is described at a time (behaviors may

serve multiple functions).

 Direct observation of the problem behavior and additional multiple

sources of relevant data are collected using a variety of tools,
including but not limited to:
Baseline data are  anecdotal reports and behavioral referrals; Problem behavior defined in FBA,
collected on the  review of student records; and copy of data collection
clearly defined  interviews with the parent/s and student tools/summary of data, progress
behavior using surveys/checklists. monitoring report dates set,
multiple sources. conducted and noted
 Baseline measures are taken to determine occurrence/non-
occurrence of problem behavior across:
 activities
 settings
 people
 times of day.

 Baseline measures include frequency, duration, intensity and/or

latency (how long it takes a student to respond).
Defining Observable Behaviors

Definitions of behaviors need to be:

Observable: The behavior is an action that can be seen.

Measurable: The behavior can be counted or timed.

Defined so clearly that a person

unfamiliar with the student could
recognize the behavior without any
doubts!
 Observable/Measurable Definition Non-observable/measurable Definition

Talks when teacher is lecturing, calling out Disruptive behaviors

in a loud voice, singing

Draws pictures during group work time Off-task behaviors

Throwing objects, Kicking over chairs Angry, Hostile Behaviors

Calls peers names Inappropriate language

Tapping/ drumming on desk, looking Attention problems

around the classroom

Refusal to do work, failure to follow Non-compliance

directions

Yells “No” or “You can’t make me” when Defiance

given direction

Target behavior
Measurements
Direct (60-80% reliable) Indirect (30% Reliable)
Per Opportunity – trial based Interviews
(discrete trial)
Duration
Surveys
– length of time
Frequency – number of times Questionnaires
Latency – the time between the SD and the Permanent products
onset of the response
Record review
ABC – competing behavior pathway
Observational
Student health history
– observation of
individual and the environment
Task Analysis – step by step
breakdown of a skill
Interval Recording – the behavior
did or did not occur during a short period of
time (ex. Scatterplot)
Time Sampling - the behavior did or
did not occur at the end of an interval of time
FBA Interview

https://www.youtube.com/watch?v=SPjLZflC8r4

https://
www.youtube.com/watch?time_continue=37&v=osuxF0c-vYg
Website with all videos:
https://sites.google.com/a/pdx.edu/basicfba/home/fbainterview
Data Collection Videos
Frequency Recording:
https://www.youtube.com/watch?v=8Vv8zpT96SM

Partial Interval Recording:

https://
www.youtube.com/watch?v=nBfFOE4Q4X4&t=44s

Average duration recording:

https://
www.youtube.com/watch?v=rmVJuVrOmgo&list=PLdLG4ekcFpwhLaT1fy4t
zxwntgwQdDOvP&index=2
Reflection
Example and blank FBA
Target Behaviors - concrete, observable
Data collection – baseline, frequency, duration, intensity
Look at your FBA – what should be modified, added,
removed?
 Component 3 -FBA
Component 3: Contextual Factors: Factors Influencing Behavior

 Setting events (factors that increase the likelihood of the behavior occurring such as problems at
home, on the bus, classroom activities, tasks) are identified.

 Antecedents (people, events, activities that occur before the problem behavior) of the problem
behavior are identified.

 Consequences (events that consistently follow the problem behavior) that maintain the problem
behavior are identified.

 Consideration is given to:

Factors that maintain the
problem behavior are
identified.
 Medical/psychological/psychiatric diagnoses
 Parental input
 Cultural/ethnic factors
 Gender
 Developmental/maturational level
Focus on the Water

• Instruction
• Curriculum
• Environment
X
*
Antecedent
Can be defined as what occurs immediately prior to
target behavior
Ex: Teacher says “line up for lunch” and Tommy drops
to floor
Antecedent = Teacher saying “line up for lunch”
 Remember: With the ABCs,
always start with the Behavior
1. Once you have defined the behaviors (What)
2. Then you want to know the Where & When of
the behavior’s occurrence (Routine &
Antecedents)

What happens right before the behavior?

2 1
Antecedent/Trigger: Behavior:

When _____ the student does

happens…. (what)__
 Practice Scenario
When he goes to math class and peers tease him
about his walk, A.J. calls them names and hits
them.

Routine: “During______________________________”

Antecedent/Trigger: Behavior:
When _____ The student does
______________

25
Practice Scenario

When he goes to math class and peers tease him

about his walk, A.J. calls them names and hits
them.

Routine: “During transition to Math Class ”

Antecedent/Trigger:
Behavior:
When _____
The student CALLS
PEERS TEASE
NAMES & HITS
ABOUT HIS WALK
Consequence
A change that occurs immediately following the
behavior of interest
Ex: Teacher says “line up for lunch” and Tommy drops
to the floor. Teacher yells, “Tommy stand up!”
Consequence: Teacher yells “Tommy stand up!”
 Ask about the Consequences
What is the response to the behavior?
What happened immediately following the behavior?
How do peers respond?
How do adults respond?
What are the consequences for the student?
How many times out of 10 do each of these responses occur
following the problem behavior?
 Why is the student engaging in this behavior?
 What is the student gaining as a result of engaging in the
behavior?
 How is it paying off for the student?
 What is the most valuable payoff for the student?
Identifying Possible Function/
Maintaining Consequences
Listen For… Ask About… Investigate…
WHAT DO THEY GET? WHAT DO THEY AVOID?

Social reaction/attention
Proximity of contact
Achieving changes to the sequence of activities/routines
Increased/Decreased assistance from adults or peers
Access to materials, activities, food/drink
Sensory stimulation/gratification/reduction
Changes to the physical environment
Access to space or movement
Delay of activity/event
Avoidance of negative peer attention, ridicule
Avoid academic demand
1. Once you have defined the behaviors (What)
2. & know the Where & When the behaviors occur
(Antecedents)
3. Then find out WHY - the outcome of the behavior…what
happens right afterwards
(Consequence)

2 1 3
Antecedent/Trigger: Behavior:
Consequence/Outcome
When _____ the student does
..because (why) ______
happens…. (what)__ 30
Setting Events
“I woke up on the wrong side of the bed”
Setting Events

Infrequent events that indirectly impact the

antecedent to increase or decrease the value of
the behavioral outcome/consequence.
Either increase or decrease the likelihood that a
behavior will occur.
Identifying Setting Events (Slow Triggers)

Listen For… Ask About… Investigate…

Broader Issues that may be influencing behavior:
Daily activity schedule
Lack of predictability of routines
Overwhelmed by activities or materials
Quality of skills for social relationships
Lack of preferences of the student
Past history of successful intervention
History of academic success & failure
Medical and physical issues (nutrition, illness, medications, sleep
patterns)

http://
www.midwestpbis.org/materials/fba-bip-training-materials#TOC-Tools
-that-are-used-to-complete-the-FBA-BIP-process-with-fidelity
Small group activity
 Behavior

Gain/ Avoid/
Obtain Escape

Tangible item or
Sensory Attention
Activity

Adult Peer
Function Based Thinking
“The WHY of Behavior”
 Turn and Talk
Share your current practices in uncovering all aspects of
the behavior chain

Setting Consequence
Antecedent Behavior
Event & Function
Reflection
Example FBA and Blank FBA
Setting Event,
Antecedent,
Consequence
Your FBA – what can be modified, added, removed
 Component 4 - FBA
Component 4: Hypothesis and replacement behavior development
 A competing behavior pathway (the relationship between setting events, antecedents,
problem behavior and consequences) is developed and written.

 A written hypothesis statement is developed as to the function the problem behavior

serves for the student (e.g., avoidance, control, attention, etc.) based on that
competing pathway.

Function of the behavior and  The hypothesis is written in terms that are observable and measurable.
replacement behavior(s) are FBA
identified.  The hypothesis is tested by manipulating the setting event, antecedent and/or
consequence.

 A replacement behavior(s) (appropriate behaviors that serves the same function as the
problem behavior) is identified.

 Baseline data are collected on the replacement behavior(s).

 Hypothesis Statements

Global Specific
• Like a social history • Cause and effect
• More useful for chain for behavior
overall treatment plan • Theory to design the
• Story about the kid intervention around
• Lists strengths • More specific for the
behavioral plan
• Life circumstances
• Refined with data
• Family history too
collection
Global Hypothesis
Broad influences/Student skills, health, preferences,
daily routines, relationships, general quality of life
Example:
Karen has limited means of formal communication
Karen has a history of colds which adversely affect her
sleep patterns
Karen’s self-injury appears to signal her desire for social
interactions, teacher assistance or comfort when she is
tired and/or not feeling well
 Generate a Hypothesis Statement

A hypothesis statement is
a summary statement that describes the team’s best guess
about the relationship between the problem behavior
and the characteristics of the environment (the specific
contexts and the specific function)

The goal of which is

to identify specific CONCRETE circumstances regularly
associated with the occurrence and non-occurrence of
the problem behavior.
 BRENDA HITS OTHER STUDENTS - WHY WOULD SHE DO THIS?

Antecedents Behavior Consequences

Susan calls Brenda a Brenda punches Susan on Susan stops laughing and
“creep face” and laughs the arm walks away
at her
Summary Statement
AWHEN
WHENgroup ofOTHER
students STUDENTS
at BrendaCALL
kicks HER NAMES
several of OR
The TEASE
ANTECEDENT students HER
run away
recess call Brenda
BRENDA HURTSfat THEM SO THAT THEY GO AWAY
them
Brenda spells a word Brenda pulls the child’s Brenda is sent to the
incorrectly during an oral hair office
review and the child
behind her laughs

Brenda is playing blocks Brenda hits Ben over the Ben puts the block down
with Ben. Ben takes a head with another block and runs away
block from Brenda
 Sample Hypothesis Statements

• When the teacher’s attention is withdrawn or focused on another

child, Lisa makes noises; this results in the teacher scolding her
and moving her closer.

• When Donna finishes work before the other students, she

scribbles on her desk; this alleviates her boredom.

• When Marcus is unclear about the directions for an assignment,

he stays in his seat and talks to peers; this keeps him from feeling
frustrated.

• When unanticipated changes occur in the schedule, Ben throws

his materials; having to pick them up delays the transition to the
next activity.
Turn and Talk
Share how you currently develop a hypothesis
statement

Hypothesis sheet
Build a Competing Behavior Pathway

Triggering Problem
Setting Event Antecedent Maintaining
Behavior
Consequence

Replacement
Behavior

Blank pathway chart

Identifying Replacement Behaviors
Use the information from the competing behavior
pathway to develop functionally equivalent replacement
behaviors
Data should be taken on the replacement behavior if the
behavior is demonstrated in other settings. If the
behavior is not exhibited in other settings the baseline is
zero.
Replacement Behaviors ~ Matched to Function

Get/Obtain Escape/Avoid
Request Request break
 Help Request help
 A turn Say “No”
 An item
Say “All done”
 Attention
Request a different
Raise your hand
activity
Request to work with a
partner

Replacement handout
Teaching Replacement Behaviors
Model how to demonstrate skill

Provide explicit instructions

Rehearse skill

Provide feedback

Practice in natural setting

Reinforce students for demonstrating the skill

Build a Competing Behavior Pathway

Triggering Problem
Setting Event Antecedent Maintaining
Behavior
Consequence

Replacement
Behavior

Blank pathway chart

Reflection
Example FBA and Blank FBA
Hypothesis
Replacement Behavior
Your FBA – what can be modified, added or removed
Behavior Pathway
Using the FBAs you brought, fill in a behavior
Pathway – top section, create a hypothesis statement
and choose replacement behaviors
Case Study Activity
Use the Case study to create a FBA
Work as a team to used the data provided to create a
FBA
Questions, Comments

on the
Components of FBA
Good Morning
The Troublemakers
Read through the beginning of the article
Six important truths (groups of 6)
1. Keep children in class
2. Let children be heard, and really listen when they
speak
3. Partner with families
4. Seek out our students’ strengths
5. Strategize with students
6. Create opportunities for students to realize their
potential and be publically recognized for their academic
achievements
Critical Features of a BIP
BIP NYSED document
What is a Behavior Intervention Plan?
When must a Behavior Intervention Plan be
developed?
What information must a be included?
What must be included in the IEP?
How often must progress monitoring occur?
BIP and the Law
Refer to the Regulation packet from yesterday
Behavioral intervention plan means a plan that is based
on the results of a functional behavioral assessment
and, at minimum, includes a description of the
problem behavior, global and specific hypotheses as to
why the problem behavior occurs and intervention
strategies that include positive behavioral supports and
services to address the behavior. reg. 200.1 (mm)
Turn & Talk
Discuss the challenges you have faced in the
implementation and monitoring of a BIP
How have you addressed those challenges?
Component 1 - BIP
Plan for Implementation of the BIP

Behavioral Intervention Plans outline specifically:

 What replacement behaviors will be taught to the student?

 How will the student be taught to use the replacement

behaviors and who will teach the behaviors?

 What will be used to signal the student to use the new skill(s).
(natural events, teacher prompt, time, peer)?

 How will crises be handled?

A Context for Behavior Support Plans
Behavior support is the redesign of
environments, not the redesign of individuals
(e.g., disability is not cured).

Define changes in the behavior of those

who will implement the plan. A behavior
support plan describes what we will do
differently.

Make the environment effective

The BIP answers two basic questions:

1. What will occur when the student

exhibits the appropriate target
behavior?

2. What will occur when the student

exhibits the problem behavior?
 Addressing the Problem Behavior:
Make it ….
Irrelevant – Can Inefficient – Ineffective –
we change Can we teach Can whatever was
things so that an alternative “rewarding” the
whatever set off behavior that problem
the problem gets results behavior be
behavior is no more quickly discontinued or
longer an issue? or easily than switched to
the problem reward
behavior did? appropriate
behavior
instead?

Pathway chart –
Bottom portion
Design a Behavior Intervention Plan
Preventive Strategies (middle pathway)
at Setting Event/Trigger
(AKA: Make the problem behavior irrelevant)

What modifications to the environment (academic,

social, physical) may PREVENT the problem
behavior?

What adjustments will make the problem behavior

unnecessary?
 Design a Behavior Intervention Plan
Function/Consequence Strategies
(Middle Pathway)
(AKA: Make the problem behavior ineffective)
“manage what maintains the behavior”

 Make sure the child gets what he/she wants or wants to

avoid ONLY when the positive/replacement behavior
is displayed.

 Make sure child does NOT get what he/she wants or

successfully avoids situation when engaging in the
problem behavior.
Design a Behavior Intervention Plan
Teaching Strategies for Replacement Behaviors
(Lower Pathway)
(AKA: Make the problem behavior inefficient)

What skills can be taught to the student that:

1) will meet the same need, or function, as the problem

behavior,
AND
2) will improve the student’s ability to cope and adjust to
the circumstances?
Reflection
Example BIP and Blank BIP
Description of Behavior
Global and specific hypothesis statement
Baseline data
Look at your BIP – what can be modified, added,
removed
Turn and Talk
Share your thoughts regarding preparation for
developing a behavior plan using the behavior chain as
preparation for determining interventions
Component 2 - BIP
Acceptable Alternative/Replacement
Behavior(s): Lower Pathway
Must maintain the same function for the
student with the same accuracy and efficiency
as the problem behavior

Is a compromise we will accept to create a

better situation for all as we work toward the
Desired Behavior

Is a bridge to Desired Behavior as we build

trust and implement the plan
 Selecting an alternative behavior
Alternative behaviors:
1. Produce the SAME outcome as problem behaviors
2. Are socially appropriate
3. Are as (or more) efficient than problem behavior
Amount of physical effort
Speed of effect
Number of times performed to get
reinforcement

Replacement behaviors
COMPETING PATHWAYS Do quiz without Discussion about
complaints. answers & homework.

On Monday Daily non-graded quiz Verbal protests, slump

when has had on previous night’s in chair, walks out of Avoids doing quiz &
little sleep. homework room. homework discussion.

BEHAVIOR SUPPORT Turn in with name &

sit quietly w/o
PLANNING interrupting.

Teach options to With first sign of

Give time to Give easy “warm- problem behavior: problem behaviors,
review up” task before remove task, or
homework. doing quiz. 1. Turn in blank request completion
2. Turn in with name of task next period.
Give quiet time Precorrect 3. Turn in with name
& first item done. Remove task based
before starting. behavior options
4. Turn in with name on step in task
& consequences.
& 50% completed analysis (STO).

Provide effective
verbal praise &
other reinforcers.
 Behavior Intervention Planning
S e ttin g E ve nt
S u pp o rts
H o m e w o rk ro u tin e
c re a te d fo r h o m e
A t-s c h o ol
h o m e w o rk s u pp o rts
id e n tifie d
R o u tin e fo r b a d
m o o d at s c ho o l
c re a te d
S ta ff m e m b e r to co n d u ct
h a llw a y s w e e p d u rin g 1 st
p e riod o r e sc o rt stu d e n t
to c la ss
T rig ge rin g A nte c e d a nt
S u pp o rts
P ro vis io n o f a lte rn a te
a s s ig n m e n t w ith w o rk
P re p s tud e n t w ith
c o rre ct a n s w e rs for
a lo ud Q & A
E n su re tha t stu de n t
h a s "d o a b le " o u t
lo u d re a d in g ta sk
E n s u re w o rk a nd
s k ills le v e l c o ng ru e nt
a n d m a k e c u rric u lar a n d
w o rk d e m a n d a d ju s tm e n t
B e h a v io r T e ac h in g
& S u p p o rts
T e a c h s tud e nt a nd sta ff
h o w to u s e c o v e rt
ta k in g o f bre a k
T e a c h s k ills for
a c c e p tab le pa s s o n w o rk
1 . S ig n a l p a ss o n w o rk
2 . Q u ie tly p re te n d to w o rk
T e ac h s tu d e n t to
s e le ct a cc o m m o d a tio n
1 . w o rk w ith p e e r
2 . s e le c t a lt. w o rk
T e a ch p u b lic s p ea k in g
s k ills
Behavior Pathway
C o n s e q u e n ce
S u p p o rts
S ta ff do e s no t a rg u e
a b o ut w o rk w ith
s tu d e n t (b ro k e n re c o rd)
S tu d e n t o nly re m ov e d
if o th e rs c an n o t te a ch
o r le a rn
If ta rd y, stu d e n t is
d e p o s e d o f p ro m p tly
& ta k en d irec tly to c la ss
S tu d e n t re c e iv es
re in fo rc em e n t fo r
s u c c e s sfu l w o rk
o r ta s k c o m ple tio n
Reflection
Example BIP and Blank BIP
Replacement Behavior
 Teaching strategies
Intervention Strategies at Setting Event/Antecedent
Look at your BIP – what can be modified, added or
removed
Component 3 - BIP
Appropriate Consequences

Nature of surface behavior

has little to do with
selecting an appropriate
consequence

The function of behavior

should direct the
consequences
 Consequence Strategies

C. Change consequences that have supported rather

than eliminated the problem behavior.

 Do NOT allow the negative behavior to pay off for

the student, put the negative behavior on extinction
 Reward appropriate behavior to make the problem
behavior Ineffective

Pre-test activity
Reflection
Example BIP and Blank BIP
Consequences – positive and negative
Look at your BIP – what can be modified, added or
removed
Component 4 - BIP
Implement/Monitor BIP
BIP should always be implemented with high levels of
staff training
“Modeling” implementation
Data should be recorded on BIP to monitor student
progress
Used to determine future modifications
Steps to Progress Monitor Goals
Collaborativel
y review and
discuss goals

Assess Determine
Progress Interventions

Determine
Collect and
Measurement
chart data Tools
BIP Monitoring & Modification

Behavioral Intervention Plans outline specifically:

What behavioral changes we will expect:
­ general outcome,
­ long & short term goals,
­ maintenance & generalization
What methods will be used to measure and monitor
progress toward the goals:
“How will progress be recorded, at what
frequency, duration, etc., and by whom?”
 How to answer the question:
“Is it Working?”

 Collect Progress Monitoring Data

­ Know your goal
­ What is easiest evaluation tool?
­ When? How often? Who?

 Schedule a follow-up meeting

 Evaluate effectiveness of BIP & make data-based

decisions
Goals should...
Show what it will look like when things are going
right

Be about the student doing well

Be satisfactory to child & family

Not just be the absence of misbehavior

 BIP Goals & Annual Goals

Reasonably can be accomplished in 12

months
Observable and measurable outcomes to
demonstrate progress

Example: Michael will use verbal de-escalation,

avoidance tactics, or seek help in conflict situations.
Goal Example
Procedure/Schedule/Criteria
Objective criteria – create fewer than 10 disruptions
per day for 6 consecutive days
Evaluation procedure – as observed and recorded by
the teacher
Schedules – each day

Written – When given an instructional task by staff,

John will engage in fewer than 10 disruptions per day
for 6 consecutive days as observed and recorded by the
teacher.
Process for Goal Writing
(Student name) will (do what) (to what extent) (over
what period of time) or (by when) as evaluated
through (evaluation procedures) on the following
schedule (weeks, quarterly, term.)

Example – Katherine will wait her turn during group

activities for 3 out of 4 turn-taking opportunities over
3 consecutive days as evaluated through teacher
charting of the targeted behavior every 4 weeks.
Progress Monitoring Graphs

9
2
Comparing Non-Intervention and
Intervention Patterns: Example 1
In this graph, we can see that
preintervention or baseline data
had a slightly lower average level
than the data in the intervention
phase. However, both sets of data
have increasing trends, and much
of the data overlaps, so the
change between the phases does
not seem to be strong. At this
point, we cannot be confident that
the student is responding to this
intervention. The team may
decide to collect more data if they
have reason to think the
intervention may need more time 94
Comparing Non-Intervention and
Intervention Patterns: Example 2

In this case, there is

a very clear change
in level after the
intervention is
introduced. The team
would likely decide
that the student is
responding to this
intervention,
depending on the 95
Comparing Non-Intervention and
Intervention Patterns: Example 3

In this case, the

engagement data show a
clearly ascending trend
during intervention.
Again, we would
probably suspect this
intervention is working.
The student should be on
track to meet his or her
goal. 96
What you shouldn’t do…
 What to do with the data
“The reason most interventions fail is that they are not used… and the reason they
are not used is because they are not feasible”

Meet as a team at a minimum every 8 school weeks

Ask yourself… Was the plan implemented with
integrity?
If not, was it impractical or was it simply not
implemented?
If it was impractical, modify the plan.
If it simply was not implemented, implement it
with integrity before determining the
effectiveness of the plan.
Behavior Graphing
On graph paper, excel (https://www.youtube.com/watch?v=vGIiYo_6-QQ)
Reflection
Example BIP and Blank BIP
Goal Setting
Progress monitoring
Look at your BIP – what can be modified, added or
removed
 Potential Potholes

No plan

No basis for plan

Plan not followed

No data on effectiveness

Case Study Activity
Use the Case study that was started yesterday to
complete a BIP
Work as a team to create the BIP using the data from
the case study and the FBA created yesterday
Questions to ponder…

What changes need to be made for this

process to happen in your school/district?

What are the next steps to move your

school/district forward?
Please fill out your evaluation form