aligning fbas/bips with the iep
DESCRIPTION
Aligning FBAs/BIPs with the IEP. 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485. ctserc.org. Outcomes. Use the Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) to determine the specially designed instruction for students with behavior needs - PowerPoint PPT PresentationTRANSCRIPT
Aligning FBAs/BIPs with the IEP
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
ctserc.org
Outcomes
• Use the Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) to determine the specially designed instruction for students with behavior needs
• Determine the specially designed instruction that provides access to general education setting demands or curriculum standards
Essential Questions
• How does an FBA/BIP inform an IEP?
• What is the distinction between specially designed instruction and general education curriculum?
Traditional Approach to Managing Challenging Behaviors
Challengingbehavior
Perception of noncompliance
Look to “Control “or “Punish”
Design/applymanipulativeinterventionsto have power over student
Maintain/increasechallenging behaviors
Student’s needsremain unaddressed
(Knoster and Lapos, 1993)
Effective Behavior SupportChallengingbehavior
Perception of unmet needs
Look to understand needs anddevelop hypothesis
Design/deliverprevention/interventionstrategies based on hypothesis
Reductions in challenging behaviors by learning alternativeskills
Meet needs in a moresocially acceptablemanner
Personal growth improvesself control
ImprovedQuality ofLife
(Knoster and Lapos, 1993)
Behaviors Exist in Context
• Behaviors are context related
• Challenging behaviors result from unmet needs
• Effective supports come from an understanding of why a behavior occurs
What is the Function of Behavior?
• Avoidance– What is avoided with the behavior?
• Gains– What is gained or achieved with the behavior?
Make a Statement About the Behavior
Three parts include:• When {antecedent/trigger} occurs,
• The {student(s)} do/does {behavior of concern},
• In order to {perceived function}.
Pennsylvania Department of Education, Initial Line of Inquiry
Hypothesis Statement:
• When Steven is working or playing in a small group of his peers and there is conflict, he kicks, hits, yells or cries, in order to escape from his peers.
Impact Statement
Hypothesis Statement• When Steven is working
or playing in a small group of his peers and there is conflict, he kicks, hits, yells or cries, in order to escape from his peers.
Impact Statement• Steven’s difficulty in
resolving conflicts and need to escape from his peers prevents him from participating in small group work and being able to focus on the learning in all subject areas.
Is There Really a Gap??
Behavior expectations for age appropriate peers:
•Use basic strategies to be able compromise with peers•Use basic skills to resolve conflicts with peers•Go to adults for assistance when unable to resolve conflicts (sometimes crying)
Current behaviors exhibited:
•Kicks, hits, or shouts when disagrees with peers•Walks out of the room during small group activities•Cries to an adult when other students do not do what he asks
Function of behavior:To avoid peers due to lack of skills/strategies to compromise or resolve conflict
.
Demands/
Skills
Years in School
The Behavior Gaps
KU-CRL
Missing Skills & Strategies
Present Level of Performance
Expected Performance
Three Components to Consider…
PreventEnvironment
Instruction & Curriculum
Social/ Interpersonal
TeachStrategies
Skills & Concepts
Replacement/Alternative Behaviors
RespondReinforcement
Cueing & Feedback
Management
(Ayres & Hedeen, 2003)
Prevent
Does the plan address…• How the concern can be prevented?
– Fits with the function of the behavior• E.g. Providing breaks from peers (peer avoidance)
– Provides for an unmet need • E.g. Sitting 1 to 1 with an adult (coping ad de-
escalation)– Changes context/triggers/antecedents
• E.g. Teacher check-in 5 minutes into a group activity• E.g. A choice of working independently
What Do We Change?
Context of learning
What we teach
Outcomes of Learning
How we teach
Student(s)
Instruction
Environment
Curriculum
Adapted from Heartland Area Education Agency
PreventDoes the plan address…• How the concern can be prevented?
– Changes in environment/organization• Space• Transitions• Clear expectations
– Changes in instructional delivery• Instructional level• Student interest/choice• Grouping
– Changes in social/interpersonal connections• Peers• Adult-student relationship• Providing attention
Teach
• Does the plan address…• What the student needs to learn?
– Missing skills and strategies• E.g. Compromise
– Alternative/replacement behaviors • E.g. Counting to 10
Competing Behavior Pathway
Desired Behavior
Maintaining Consequences
Setting Event
Triggering Antecedent
Behavior of Concern
Maintaining Consequences
Function
Alternative Behavior
O’Neill et al., 1997
Teach• Does the plan address…• What the student needs to learn?
– Strategies• Problem-solving and decision-making • Study skills• Coping• Compensation• Self-awareness• Self-management
– Skills • Able to do• Specific applications
– Concepts• Need to know• Abstract ideas
Respond• Does the plan address…• How to respond to student actions?
– Avoids feeding the function of the behavior• E.g. removal from peers
– Provides the “real” reinforcer/consequence• E.g. time away from peers/ 1:1 adult time-positive• E.g. need to speak to peer after a conflict
– Provides instruction• E.g. “what strategy can you use right now?”
– Manages (vs. changes)• E.g. brief removal only for de-escalation (with a script)
Respond• Does the plan address…• How to respond to student actions?
– Reinforcement• To increase the likelihood of it occurring again• To move from short term to long term memory (practice)• To create automaticity
– Cueing and Feedback• To provide prompts for recall• To provide guided practice• To provide specific information on what is done well and what needs to
change• To increase the number of responses to support automaticity
– Management• To decrease the likelihood of it occurring again• To redirect an incorrect or inappropriate action• To address safety and disruptions to learning
Three Components to Consider…Prevent
EnvironmentSpace for breaksGroup near door
Instruction & Curriculum
Connect to S.S. expectation
Social/ InterpersonalTeacher check in after 5 mins
TeachStrategies
Asking for adult helpRecording conflicting ideas
Skills & ConceptsCompromise, negotiation
Replacement/ Alternative Behaviors
Counting to 10
RespondReinforcement
2 min break from peers
Cueing & Feedback“Which strategy will you try (adult or recording ideas)?”
ManagementRemoval with de-escalation (script)Resolve conflict directly with peer with adult support (script)
(Ayres & Hedeen, 2003)