Group #2

Takoa, Carly, Mariah, Madison, Gretchen, Christina, Camelia, Marisa

Developing a Functional Behavioral Assessment and

Behavioral Intervention Plan

A Sequential Approach

Legal Requirements

• Individuals with Disabilities Education Act (IDEA) 1997 Amendments Requires Functional Behavioral Assessments Requires Behavioral Intervention Plan

• Changes to policy concerning Special Education 1999 Final Regulations

• School district personnel formal requirements Strategies for students with disabilities with significant

behavior problems

Legal Requirements Continued…• Must be conducted when a student:

Has a disability Demonstrate Severe Behavior difficulties Peers are at risk

• Requirement applies when: Serious disciplinary action Before or no more than 10 days

• Plan already in effect: Review plan Modify it Respond to behavior

What is Functional Behavioral Assessment (FBA)?• Process for collecting information:

Determine why problem behavior occurs Basis for development of BIP

• Process which looks at behavior: What Behavior accomplishes for the individual child Not the effects of the behavior on others.

• Assumes: Child attempts to adapt to specific situation

• Conducting an FBA: Gather information about the child’s behavior Useful function’s for the child

FBA aims to:

• Define behavior in specific, objective, and measurable terms.

• Determine what aspects of the environment or situation elicit the behavior

• Identify what consequences maintain the behavior.

Addressing the Underlying Motivation• Beyond Discipline

The need to address the roots of misbehavior

• Intrinsic motivation• Strong motivational dispositions • Related Patterns of misbehavior• Misbehavior

often reactive stemming from avoidance motivation protective reactions.

Motivation continued…

• Avoid situations where student can’t cope effectively

• Protect themselves• Misbehavior reflects efforts to cope and defend

against aversive experiences.

Intrinsic Motivational Theory

• Corrective intervention Steps are designed to reduce reactance enhance positive motivation Participation in an Intervention

• Intervention Identify and follow through

• Alternatives Producing greater feelings of self-determination Competence relatedness

Skit• Welcome to Mrs. Lovelace’s 3rd grade

class!

• First week of school…

• Please get into groups of 3.

• Fill out the worksheet within your group

• Discuss the Student’s behavior and possible disorder.

• What are some possible disorders and reasons why?

• Any new suggestions on how to create a better functioning classroom?

Legal Case: Dallas ISD2003• School district failed to demonstrate student’s

behavior problems• Before alternative Educational Program• Failure:

School didn’t prove behavior problems were not caused by disability

• Placement was inappropriate• Failed to provide FAPE

Free Appropriate Public Education (FAPE)

• Disciplinary action must be voided

Considerations when developing FBA and BIP

• Skill Deficits vs. Performance Deficits

• Implementing Interventions• Student Supports of BIP

Including parents, guardians, family

• Reinforcement of Appropriate Student Behavior

References

• Buck, G. (2000). Developing Behavioral Intervention Plans: A Sequential Approach. In LD Online. Retrieved November 14, 2011, from http://www.ldonline.org/article/6031/

• Philpot, D. (2002). Texas Case Law. In Attorney at Law. Retrieved November 12, 2011, from http://www.dphilpotlaw.com/html/texas_case_law.html

• Malott, R. W, Whaley, D. L., & Malott, M. E. (1997). Elementary principles of behavior (3rd ed.). Upper Saddle River, NU: Prentice Hall.

• CECP. Functional Behvior Assessment (2004). In Center for Effective Collaboration and Practice. Retrieved November 15, 2011, from http://cecpair.org/fba/

• Yell, M. L. (2000). The law and students with behavior disorders. In P. Gunther (Ed.), Effective practices for teachers of children with social/ emotional behavior disorders. Manuscript submitted for publication.