The Van Buren Intermediate School District Policy and ... Policy and Guidelines for FBA/BIP Page 6 Michigan Department of Education policy (1993) requires parent consent to implement

The Van Buren Intermediate School District Policy and Guidelines for Functional Behavior Assessment (FBA) and Behavior Intervention Planning (BIP) October 25, 2007

Introduction and Acknowledgements

The following documents were helpful in writing this Van Buren ISD Policy and Guidelines for Functional Behavior Assessment (FBA) and Behavior Intervention Planning (BIP): Center for Educational Networking. (2004). Michigan’s integrated behavior and learning support initiative. Web site: http://www.cenmi.org.html Michigan Department of Education. (2000). Positive behavior support for all Michigan students: Creating environments that assure learning. Lansing, MI: Author. Michigan Department of Education. (1993). Standards for policy and procedure development in the use of behavioral interventions. Lansing, MI: Author. Thomas, A., & Grimes, J. (Eds.) (2002), Best practices in school psychology IV. Silver Spring, MD: National Association of School Psychologists. Witt, J.C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West. In this document:

• R340.1700 and following refers to the Michigan Revised Administrative Rules for Special Education.

• §300 and following refers to regulations at 34 CFR §300 that implement the Individuals with Disabilities Education Act (IDEA), 1997.

The following VBISD staff participated in the writing, editing and reviewing of this document:

Penny Axe, Former VBISD Director of Special Education Robin Buchler, VBISD Coordinator of Planning, Monitoring, & Data Collection Daris Delsi, VBISD Supervisor for Early Childhood Programs/Services John Dickey, Former VBISD Coordinator of Planning, Monitoring & Data Collection Katy Holverstott, VBISD School Psychologist, Behavioral Consultant Candy Kniss, Former VBISD Parent Advisory Committee Representative Dave Manson, VBISD Director of Special Education Gene Vogds, VBISD Supervisor

Table of Contents

Page

4 Purpose 4 What is Functional Behavior Assessment (FBA)? 4 What is a Behavior Intervention Plan (BIP)? 5 Recommendations and Legal Definitions/Obligations 5 • Required Consideration of Behavior Interventions in the IEP

6 • The Required Use of FBA/BIP for Students Receiving Special Education

6 • Using FBA/BIP for a Manifestation Determination Review

7 • Using FBA/BIP in Multidisciplinary Evaluation Team (MET) Assessment for Emotional Impairment

8 Roles and Responsibilities in the FBA/BIP Process 8 • Operating Local District Team

8 • VBISD Support Staff

8 • FBA/BIP Coordinator

10 How are Students’ Needs Addressed Through the FBA and BIP Process?

10 Process for Completing the FBA and BIP

Appendix A: Model FBA/BIP Form

Appendix B: Request for Observation and Consultation (ROCs)

Appendix C: FBA and BIP Resource Guide

Appendix D: A Guide for Parents for Functional Behavior Assessment (FBA) and Behavior Intervention Planning (BIP)

Appendix E: Example of Completed FBA/BIP

VBISD Policy and Guidelines for FBA/BIP Page 4

POLICY AND GUIDELINES FOR FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) AND BEHAVIOR INTERVENTION PLANNING (BIP)

Purpose

The primary purpose of this document is to provide guidance and technical assistance to help Operating Local Districts use FBA/BIP procedures to meet various legal and practical demands. Specifically, this document provides the following: • A definition of FBA and BIP • A summary of recommended and legal obligations for conducting a FBA/BIP, including

those cases in which the student is receiving special education • An outline of policy, procedures, roles, and responsibilities for Operating Local District and

Intermediate School District (ISD) professional staff conducting and implementing FBA/BIPs

• Practical suggestions on how to reference FBA/BIP in an Individualized Education Plan (IEP)

• Recommended forms, resources, and parent guide

What is Functional Behavior Assessment (FBA)?

Consideration by an IEP Team of a “Functional Behavior Assessment” (FBA) and “Behavior Intervention Plan” (BIP) is required in some disciplinary procedures, yet neither term is defined in state or federal law. In everyday practice, FBA is an assessment process for gathering information to develop BIPs. FBA is not a single test or observation; it is a collection of methods including observations, informal tests, interviews, and review of records (Witt, Daly, & Noell, 2000). The purpose of a FBA is to identify a target behavior(s), identify the context in which it most often occurs (i.e., antecedents and consequences), and from this information, to identify the reason(s) for that behavior (Michigan Department of Education, 2000). The identification of the reason(s) for the target behavior is important to consider before selecting an intervention because if you understand why the child is performing the behavior (e.g., attention, escape, avoidance), you can teach the child other, more appropriate behaviors (replacement behaviors) that will achieve the same outcome as the target behavior. See Appendix A, Part I, for a form to help collect FBA information. It is noted that many other forms are available and the selection of a particular form may vary from school to school depending on information needs and preference.

What is a Behavior Intervention Plan (BIP)?

A BIP is an individualized support plan that is based on a FBA. A BIP is not simply a plan to reduce a target behavior; rather, it should also include strategies to increase appropriate


replacement behaviors. Research literature clearly shows that BIPs that only reduce behavior are not as effective as BIPs that also increase a replacement behavior. See Appendix A, Part II for a form to help collect BIP information. As noted in the previous section, many other forms are available and the selection of a particular form may vary from school to school depending on information needs and preference.

Recommendations and Legal Definitions/Obligations

A FBA/BIP is recommended whenever any student demonstrates significant behavior problems that impede his or others learning, and initial and typical classroom strategies implemented have not been effective. The following sections describe legal definitions and obligations in cases where FBA/BIP is mandated for students receiving special education and are subject to discipline procedures. Required Consideration of Behavior Interventions in the IEP Currently, the Individuals with Disabilities Education Act (IDEA) requires that every IEP must document the consideration of the need for positive behavior intervention in a student’s individualized education plan (IEP)(§300.346). This consideration appears in the “Additional Considerations” section of the IEP form. As needs become more involved and complex, students, staff and parents may need to consider a FBA/BIP. Students found to have a disability under the IDEA may need a FBA/BIP to receive a free appropriate public education (FAPE) as determined by the Individualized Education Program Team (IEP Team). While FBA/BIP does not necessarily need to be included within the IEP, a strong, well-written BIP is vital in developing an IEP for a student with challenging behavior. Most schools and families prefer to separate the BIP from the IEP. An advantage of having a BIP stand apart from the IEP is that it can be updated and changed without a formal IEP Team meeting. If a BIP has been developed and is being implemented, the BIP should be referenced in the “Additional Considerations” section of the IEP. A statement such as, “See student file for positive behavior intervention plan” is sufficient.

Although FBA refers to “assessment,” the techniques are usually customized and non-standard. In some cases, however, it may be necessary to conduct a formal educational assessment (i.e., use of a standardized test) to gather information relevant to the FBA/BIP process. Such assessments would be subject to the usual consents for a typical educational evaluation. Given that a FBA in itself does not usually involve formal assessment, parent consent is not required; however, a FBA is less likely to be conducted successfully without a working consensus among the parent(s) and school staff.


Michigan Department of Education policy (1993) requires parent consent to implement a BIP. While the FBA/BIP is a methodology that need not be included in the IEP, it should be referenced in the IEP, and the IEP should contain a relevant goal. The Required Use of FBA/BIP for Students Receiving Special Education

FBA/BIP when removing a student for less than 10 consecutive school days at one time but accumulating in a series to more than 10 school days in a school year:

1. If, in a series of removals of less than 10 school days each, the student is removed from

school for more than 10 accumulated school days in a school year, a FBA/BIP is required “as appropriate.” If the student already has a BIP, the IEP Team shall meet to review and if necessary modify the plan and its implementation. Determination of what is “appropriate” should be to a low threshold.

2. If the student is subject to further removals during the school year, or continues to exhibit

interfering behavior, the school shall contact the IEP Team to determine if another IEP team meeting is needed to review the plan. If any member of the IEP Team (including the parent) requests a review, the IEP Team shall meet to review the BIP.

The educational reason for these provisions is that the use of repeated or lengthy suspension from school is essentially a “consequences-only” approach that may not address the reason for the persistent behavior. A well documented FBA/BIP implementation provides evidence for the consideration (or reconsideration) of both consequences and antecedents to challenging behaviors that precipitate lengthy and/or frequent removals from school.

Using FBA/BIP for a Manifestation Determination Review when removing a student for more than 10 consecutive school days in a single removal (change in placement):

In more serious disciplinary actions, the IEP Team must first determine: Was the behavior that resulted in disciplinary action a result of the disability? While not explicitly required, a previously existing FBA/BIP can help the IEP Team conduct the prerequisite manifestation determination review. A manifestation determination review by the IEP Team is required within 10 school days of disciplinary procedures after first removing a student for more than 10 consecutive school days. Specifically, the IEP Team must determine if the behavior in question was:

1. Caused by, or had a direct and substantial relationship to, the child's disability; or 2. The direct result of the Operating Local District’s failure to implement the IEP.

If the IEP Team determines that either of the two statements above is true then the behavior subject to discipline is considered to be a manifestation of the disability. In this case, the disciplinary procedures are halted, the student is returned to school, and the IEP must be immediately revised, including considerations for a FBA/BIP (see section below).


If the IEP team decides that the behavior is not related to either a disability or a faulty implementation of an IEP, then the student is subject to the same disciplinary procedures as are students without disabilities. Special education services, however, do not cease. (For more technical information, see Special Education Considerations in Discipline Procedures, Michigan Department of Education, 2000). In either case, a well implemented and documented FBA/BIP provides an evidence base for the IEP Team’s manifestation decision.

Required FBA/BIP When Behavior is a Manifestation of the Disability. If, during a disciplinary procedure requiring removal from school for more than 10 days, the Operating Local District, the parent, and relevant members of the IEP Team make the determination that the conduct was a manifestation of the child’s disability, the IEP Team shall:

1. Conduct a FBA and implement a BIP for such child, provided that the Operating Local

District had not conducted such assessment prior to such determination before the behavior that resulted in the change in placement;

2. In the situation where a BIP has already been developed, review the BIP, and modify it, as necessary, to address the behavior; and

3. Except as provided in Section 616(k)(1)(G), return the child to the placement from which the child was removed, unless the IEP Team agrees to a change of placement as part of the modification of the BIP.

Matters relating to discipline and special education can be legally sensitive. Building staff are strongly encouraged to consult with their local special education Coordinator and/or special education staff at the VBISD with questions or concerns.

Using FBA/BIP in Multidisciplinary Evaluation Team (MET) Assessment for Emotional Impairment (R340.1706). In conducting a MET evaluation for emotional impairment (EI), the Michigan Revised Administrative Rules for Special Education stipulate that the evaluation must include [R340.1706(2)(b)(c)]:

(b) The systematic observation of the behaviors of primary concern which interfere with educational and social needs. (c) The intervention strategies used to improve the behaviors and the length of time the strategies were utilized.

Use of a systematic FBA/BIP process is an effective way to meet these requirements. Evaluation reports must contain data indicating the dates of implementation and associated student performance. General narrative descriptions of behavioral problems are insufficient to meet these standards. Suspension is not considered an intervention strategy, unless suspension has been formally written into a BIP.


Roles and Responsibilities in the FBA/BIP Process: Who Does What? Operating Local District Team The Operating Local District Team is comprised of the student, the parent(s)/guardian(s), special and/or general education teachers, and school administrator(s) (i.e., school principal, vice principal, special education coordinator, etc.). Other persons with relevant expertise about the student’s needs (e.g., paraprofessionals, outside agency staff, etc.) might also be members of the Operating Local District Team. The Operating Local District Team may complete the FBA/BIP independently, or they may request consultation and assistance from VBISD Support Staff via the Request for Observation and Consultation (ROCs) for FBA and BIP form (Appendix B). The Operating Local District Team designates the FBA/BIP Coordinator. Should assistance from VBISD Support Staff be requested, the Operating Local District Team also determines the specific VBISD Support Staff to be involved. VBISD Support Staff VBISD Support Staff refers to, but is not limited to, the school psychologist and school social worker assigned to service the Operating Local District. Other service providers that may be involved include speech therapists, occupational therapists, physical therapists, and teacher consultants. FBA/BIP Coordinator The FBA/BIP Coordinator is designated by the Operating Local District Team. Ideally, the FBA/BIP Coordinator is familiar with the student’s needs and with the FBA/BIP process. In most cases, the classroom teacher will be identified as the FBA/BIP Coordinator; however, the Operating Local District may decide to assign this role to a VBISD Support Staff or to an Operating Local District Team member depending on individual strengths and availability. The following table lists the persons involved in the FBA/BIP process as well as the contributions they may provide. Distribution of roles and contributions/responsibilities may vary from team to team and should not be limited to the chart on the next page.


Operating Local District Team Typical Contributions

Student • Provides input during the FBA/BIP • May assist in data collection and evaluating plan effectiveness

Parent(s)/Guardian(s) • Provides input and support at home during the FBA/BIP • May assist in data collection and evaluating plan effectiveness

Teachers (special and/or general education teachers)

• Provides input during the FBA/BIP • Collects data during FBA/BIP • Implements the intervention • Assists in evaluating plan effectiveness

School Administrator

• Provides input and leadership during FBA/BIP meetings • Ensures alignment with school code of conduct/school policies • Supports classroom teacher(s) • Approves and/or allocates resources • Assists in evaluating plan effectiveness

Other Persons (e.g., paraprofessionals, outside agency staff and administrators)

• May provide input during the FBA/BIP • May assist in data collection, plan implementation, and

evaluating plan effectiveness VBISD Support Staff Typical Contributions

School Psychologist

• Reviews file, collects observational data, informal academic assessment, assesses the environment, and interviews teacher(s) for FBA

• Leads team in developing the hypothesis regarding the function of the behavior(s) during FBA

• Leads team in developing the BIP • Assists in implementing the intervention and may assess the

extent to which the plan is being implemented as intended • May develop and assist in collecting data regarding intervention

effectiveness and summarize data to evaluate plan effectiveness • Leads team in planning for BIP fading, if necessary

School Social Worker • Reviews file, conducts parent and student interviews for FBA • Assists in developing and implementing the BIP • May assist in data collection and evaluating plan effectiveness

Other VBISD Service Providers (e.g., speech therapist, occupational therapist, physical therapist, and teacher consultants)

• May provide input during the FBA/BIP • May assist in data collection and plan implementation • May assist in evaluating plan effectiveness OR • May complete tasks typically completed by the School

Psychologist or School Social Worker

FBA/BIP Coordinator

• Schedules and leads team meetings • Designates someone to collect meeting minutes and complete

FBA/BIP forms • Keeps data and paperwork organized, distributes meeting

minutes, forms, and all updates to relevant parties • May provide input and support during the FBA/BIP


How are Students’ Needs Addressed Through the FBA/BIP Process?

Toward the goal of efficiency and effectiveness, it is the policy of the VBISD to provide a process to build local capacity for FBA and BIP by offering the following:

• A FBA/BIP form to document assessment efforts and intervention procedures (Appendix A)

• A systematic referral process that efficiently sorts requests for involvement of VBISD Support Staff for consultation to assist Operating Local District Teams in completing the FBA/BIP process (Appendix B)

• FBA/BIP Resource Guide (Appendix C)

Process for Completing the FBA/BIP 1. Pre-Consultation The classroom teacher begins by first addressing or ruling out any unresolved medical issues that may be influencing the target behavior(s). For example, the classroom teacher should determine if the target behavior is related to difficulty hearing, difficulty seeing, difficulty associated with a medication side effect, etc. Secondly, the classroom teacher identifies and implements classroom strategies to prevent the behavior problem(s) and to build up, or reinforce, more appropriate alternative or replacement behavior(s). 2. Operating Local District Team Determines if a FBA/BIP is Necessary A formal FBA/BIP is not always necessary. According to the IDEA, a FBA/BIP is recommended whenever a student demonstrates significant behavior problems that impede his or others’ learning and initial classroom strategies (implemented during Pre-Consultation) were not effective. A FBA/BIP is required by law when a special education student has been suspended more than 10 days at one time. It is not always necessary to complete a formal FBA prior to implementing an intervention; however, it is best practice to consider the probable function of a target behavior(s) as this information is critical to the selection of an effective intervention. For example, if the function of the target behavior, work refusal, is to escape (or get out of) work, the use of time-out, which allows for escape, is not likely to be an effective intervention. 3. Operating Local District Team Completes a FBA/BIP -OR- Operating Local District Team Requests Formal VBISD Consultation to Complete the FBA/BIP The Operating Local District Team may choose to complete the process independent of the VBISD or the Operating Local District Team may request consultation from VBISD Support Staff by completing a Request for Observation and Consultation (ROCs) form (Appendix B).


Along with pertinent demographic information, the ROCs form documents the specific target behavior of interest and strategies that were attempted prior to the referral. The ROCs form also specifies the requested VBISD Support Staff and the FBA/BIP Coordinator as identified by the Operating Local District Team. 4. VBISD Support Staff Review the ROCS 5. VBISD Support Staff Provide Consultation -OR- VBISD Support Staff and Operating Local District Team Complete a FBA and BIP Depending on the nature of the situation, VBISD Support Staff may provide consultation which includes meeting with the Operating Local District Team and recommending additional classroom strategies or other alternatives (e.g., recommending an alternative placement, recommending additional services, etc.). Alternatively, the VBISD Support Staff may contact the Operating Local District Team to begin the FBA/BIP process. Generally, the FBA/BIP process should involve the following: • FBA/BIP Coordinator is identified by the Operating Local District • Other roles and responsibilities are identified and assigned • Informal data is collected and shared. Parent input is requested and considered • Completed evaluation review, parent consent, and all other paperwork if the team determines

that an educational evaluation is needed • The FBA/BIP forms are completed • The BIP is implemented • The BIP is evaluated (e.g., progress is summarized, necessary revisions are made, etc.) • The BIP is faded, when possible (See chart on following page)


Process for Functional Behavior Assessment (FBA) and Behavior Intervention Planning (BIP)

Operating District Team Determines if a FBA/BIP is Necessary • According to IDEA, a FBA/BIP is required, as appropriate, whenever an IEP Team determines that a student

demonstrates significant behavior problems that impede his or others’ learning, or in any instance precipitating a disciplinary action and mandated manifestation determination.

• The IEP Team must plan for a FBA within 10 business days when a special education student has been suspended more than 10 days at one time.

• The IEP Team must plan for a FBA within 10 business days when a special education student has been suspended for more than 10 accumulated days in a school year.

Pre-Consultation • Classroom teacher(s) address any unresolved medical issues. • Classroom teacher(s) attempt initial classroom strategies.

Operating District Team Complete a FBA/BIP • FBA/BIP Coordinator is identified. • Other roles and responsibilities are identified

and assigned. • Informal data is collected and shared. Parent

input is considered. • If the team determines that an educational

evaluation is needed, an evaluation review and parent consent are obtained.

• The FBA/BIP forms are completed. • BIP is implemented. • BIP is evaluated (e.g., progress is

summarized, necessary revisions are made, etc.).

• BIP is faded, when possible.

Operating District Requests Formal VBISD Consultation to Complete the FBA and BIP

• Operating District completes a Request for Observation and Consultation Services (ROCs).

• ROCs form is signed off by local administrator and sent to VBISD Support Staff (e.g., School Psychologist, School Social Worker, etc.) and VBISD.

VBISD Support Staff Provide Consultation • VBISD Support Staff meet with Operating

District Team and recommend additional classroom strategies or other alternatives.

OR

VBISD Support Staff and Operating District Team Completes a FBA and BIP

• FBA/BIP Coordinator is identified by the Operating District.

• Other roles and responsibilities are identified and assigned.

• Informal data is collected and shared. Parent input is considered.

• If the team determines that an educational evaluation is needed, evaluation review and parent consent are obtained.

• The FBA/BIP forms are completed. • BIP is implemented. • BIP is evaluated (e.g., progress is summarized,

necessary revisions are made, etc.). • BIP is faded, when possible.

OR

VBISD Support Staff Review ROCs

1

2

3

4

5

VBISD Policy and Guidelines for FBA/BIP Appendix A-1

A. FBA Participants: Student: Birth Date: Date of Report: FBA/BIP Coordinator: Other Participants:

Note: The Following Should be Completed for Each Target Behavior

B. Define the Target Behavior in Observable/Measurable Terms and its Frequency/Duration (Baseline): C. Identify What Happens Just Before the Target Behavior (Antecedents or Triggers): D. Consider Settings, Situations, and Other Influencing Variables:

1. Schedule or time of day: 2. Particular subject areas or settings (math, P.E., hallway, bus, etc.): 3. Type or length of task (written, transitions, independent, unstructured): 4. Manner of presenting instruction (language used, pacing, individual vs. group, etc.): 5. Manner of presenting feedback or correction (tone, facial expression, etc.): 6. Particular persons (relationship factors): 7. Environmental characteristics (sensory issues, seating, etc.): 8. Medical/physical factors: 9. Home/family factors: 10. Other:

E. Consider Any Skill Deficit(s) That Interfere With Student’s Ability To Behave As Expected: 1. Is student aware of or have the ability/skill necessary to behave as expected? Yes No 2. Does the student have an academic skill deficit that affects the target behavior(s)? Yes No

F. What Occurs Immediately Following The Behavior (Consequences)? G. Identify Function of Target Behavior: What does the student get, avoid, and/or escape?

H. Identify Student Strengths, Interests, and Possible Reinforcers: I. Review of Previous Interventions and Disciplinary Measures Attempted:

VAN BUREN INTERMEDIATE SCHOOL DISTRICT Part I. Functional Behavior Assessment (FBA) Revised 10/15/07


A. BIP Participants: Student: Birth Date: Date of Report: FBA/BIP Coordinator: Other Participants:


B. Interventions(s) to Reduce or Eliminate Target Behavior: Given the function of the student’s behavior, identify intervention to be implemented after target behavior occurs. Check those that apply and describe below.

Provide corrective feedback or redirection Time-out (detention, etc.) Planned ignoring Loss of privilege Self-monitoring (self-recording) Physical prompt/escort/restraint Overcorrection or positive practice Other:

Describe specific reductive procedures (what, who, how, and how often): C. Identify and Define Appropriate Alternative Behavior(s) (Replacement Behavior): D. Intervention(s) to Teach and/or Reinforce Replacement Behavior(s). Check those that apply and describe below.

Behavior contract Contingent reward/privilege Attention/praise (peer or adult) Contingent break from task Self-monitoring/self reward Prompting strategies Social skills training Other:

Describe teaching/reinforcement procedures for replacement behavior(s) (what, who, how, and how often): E. Strategies to Prevent the Target Behaviors from Occurring: Check those that apply and describe below.

Modification in school day/schedule Changes in classes/subject areas Changes in the manner of presenting instruction Changes in providing feedback Modification of physical environment (seating) Changes in instructional setting(s) Changes in instructor Relationships (peers, teachers) Modification of expectations/requirements Curricular modifications Modifications of learning activities Increased supervision Home/family issues to be addressed Other:

VAN BUREN INTERMEDIATE SCHOOL DISTRICT Part II. Behavior Intervention Plan (BIP) Revised 10/15/07


Describe specific preventative procedures (what, who, how, how often): F. Plan Evaluation: 1. Identify specific/observable goal(s) to be measured to determine progress:

2. How will progress be measured? Who is responsible for collecting data? 3. Identify the meeting schedule to review progress, make plan modifications, and plan for BIP fading: G. Persons Involved and Roles/Responsibilities:

Name/Title Specific Role/Responsibilities

H. Parent Signature: ________________________________ ______________________

Signature Date I. Plan Revisions: Document any changes made to the plan including comments regarding the outcome of such changes:

Date Revisions, Outcome

VBISD Policy and Guidelines for FBA/BIP Appendix B

Van Buren Intermediate School District Request for Observation and/or Consultation (ROCs)

rev. 9/17/07

Student Name:_________________________________ Birthdate:____________ Parent(s) Name:___________________________ Home Phone:_______________ School District:__________________ Building:_________________ Grade:____ School Contact Person:__________________________ Phone:_______________ Describe Presenting Problem (be specific): Check Consultation Requested:

Visually Impaired TC (submit to ISD) PT (submit to ISD) Hearing Impaired TC (submit to ISD) OT (submit to ISD) Autism Spectrum Disorder TC (submit to ISD) Behavioral Consult (submit to ISD) Emotionally Impaired TC (submit to BEC) Work Exper (submit to ISD) Cognitively Impaired TC (submit to ISD) Assistive Tech (submit to ISD) Other: _________________________________

(please specify) Check Placement Option to be Considered:

Instructional Base (submit to ISD) Young Adult Program/MiCI Program (submit to ISD) Bert Goens Learning Center (submit to BGLC) Behavioral Education Center (submit to BEC) Other: _______________________________

(please specify)

________________________________ ___________ Operating District Administrator Signature Date

**NOTE: “Submit to ISD” = Special Education Department Supervisor or Secretary located at the Special Services Center. -----------------------------(for office use only)---------------------------------------------- Actions Taken: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Date Received: _______ Initials: ________ Staff Assigned:_____________

VBISD Policy and Guidelines for FBA/BIP Appendix C-1

Functional Behavior Assessment (FBA) and Behavior Intervention Planning (BIP) Resource Guide

FBA Resources: FBA Forms:

• Functional Assessment Screening Tool (FAST) (Lewis, Scott, & Sugai, 1994). • Motivation Assessment Scale (Durand & Crimmins, 1992). • Problem Behavior Questionnaire (Lewis, Scott, & Sugai, 1994). • Designing Proactive Interventions: Student Interview Form (Ervin & Radford, 1997). • Parent Interview Form for Functional Behavioral Assessments (Witt, Daly, & Noell, 2000). • Teacher Interview Form for Functional Behavioral Assessments (Witt, Daly, & Noell, 2000). • Student Interview Form for Functional Behavioral Assessments (Witt, Daly, & Noell, 2000).

FBA Books:

• Assessment for Intervention (Brown-Chidsey, 2005). Available from Guilford Press. • Conducting Functional Behavioral Assessments: A Practical Guide (Nelson, Roberts, & Smith,

2000). Available from Sopris West. • Functional Assessment: A Step-by-Step Guide to Solving Academic & Behavior Problems

(Witt, Daly, & Noell, 2000). Available from Sopris West. • Functional Assessment and Program Development for Problem Behavior: A Practical

Handbook (O’Neil, Horner, Albin, Sprague, Storey, & Newton, 1997). Available from Brooks/Cole Publishers.

• Functional Assessment of Academic Behavior: Creating Successful Learning Environments (Ysseldyke & Christienson, 2002). Available from Sopris West.

• One-Minute Academic Functional Assessment & Interventions: “Can’t” Do It or “Won’t” Do It? (Witt & Beck, 1999). Available from Sopris West.

• School-Based Behavioral Assessment: Informing Intervention and Instruction (Chafouleas, Riley-Tillman, & Sugai, 2007). Available from Guilford Press.

FBA Data Collection Forms:

• Behavior Record Form (Cautela, Cautela, & Esonis, 1983). • Functional Assessment Checklist for Teachers and Staff (FACTS) (March Horner, Lewis-

Palmer, Brown, Crone, & Todd, 1999). • A-B-C Record Sheet for Use by Consultant (Witt, Daly, & Noell, 2000). • A-B-C Record Sheet for Use by Parent or Teacher (Witt, Daly, & Noell, 2000).

BIP Resources: BIP Books:

• 25 Minutes to Better Behavior (Sprick, 1999). Available from Pacific Northwest Publishing. • Best Practices: Behavioral and Educational Strategies for Teachers (Reavis, et al., 1996).

Available from Sopris West. • Behavior Change in the Classroom: Self-Management Interventions (Shapiro & Cole, 1994).

Available from Guilford Press. • Behavior Intervention Planning: Using the Functional Behavioral Assessment Data (Scott,

Liaupsin, & Nelson, 2001). Available from Sopris West.


• Building Positive Behavioral Support Systems in Schools (Crone & Horner, 2003). Available

from Guilford Press. • Bully-Proofing Your Elementary School (Garrity, Jens, Porter, Sager, & Short-Camilli, 2004).

Available from Sopris West. • Effective School Interventions (Rathvon, 2003) Available from Guilford Press. • Forms for Behavior Analysis with Children (Cautela, Cautela, & Esonis, 1983). Available from

Research Press. • How to Manage Behavior Series (Hall & Hall). Available from Pro-ed. • Individualized Supports for Students with Problem Behaviors (Bambara & Kern, 2004).

Available from Guilford Press. • Interventions: Collaborative Planning for Students at Risk (Sprick, Sprick & Garrison, 1999).

Available from Sopris West. • Interventions for Academic and Behavior Problems II: Preventive and Remedial Approaches

(Shinn, Walker & Stoner, 2002). Available from NASP. • Responding to Problem Behavior in Schools: The Behavior Education Program (Crone, Horner

& Hawken, 2003). Available from Guilford Press. • Second Step: A Violence Prevention Curriculum (Committee for Children). Available from

Committee for Children. • Skills Training for Children with Behavior Problems (Bloomquist, 2005). Available from

Guilford Press. • Skillstreaming in Early Childhood (McGinnis & Goldstein, 1997). Available from Research

Press. • Skillstreaming the Elementary School Child (McGinnis & Goldstein, 1997). Available from

Research Press. • Skillstreaming the Adolescent (Goldstein & McGinnis, 1997). Available from Research Press. • Strategies & Tactics for Effective Instruction (Algozzine, Ysseldyke, & Elliott, 1997).

Available from Sopris West. • The Teacher’s Encyclopedia of Behavior Management (Sprick & Howard, 1995). Available

from Sopris West. • Time Savers for Educators (Elliot, Algozzine, & Ysseldyke, 1997). Available from Sopris

West. • The Tough Kid Book: Practical Classroom Management Strategies (Rhode, Jenson & Reavis,

1992). Available from Sopris West. • The Tough Kid Social Skills Book (Sheridan, 2000). Available from Sopris West. • The Tough Kid Tool Box (Jenson, Rhode & Reavis, 1994). Available from Sopris West.

BIP Classwide Kits & Systems: • Tough Class Discipline Kit (McNeil, 2001). • Classroom Management: The California Resource Guide (free! just email

[email protected]). BIP Web-based Resources:

• www.interventioncentral.org Intervention Centralwww.behavioradvisor.com Behavior Advisorwww.cenmi.org Center for Educational Networking-Michigan’s Integrated Behavior and Learning Support Initiative

Related Publishers:

• Brookes Publishing Co. (800) 638-3775, www.brookespublishing.com


• Brook/Cole Publishers (800) 354-9706, www.thomsonedu.com • Committee for Children (800) 634-4449, www.cfchildren.org • Childswork Childsplay (800) 962-1141, www.childswork.com • Different Roads to Learning (800) 317-9146, www.difflearn.com • Guilford Press, (800) 365-7006, www.guilford.com • National Association of School Psychologists (NASP), (866) 331-NASP, www.nasponline.org • Pro-ed Psychological Products (800) 397-7633, www.proedinc.com • Research Press (800) 519-2707, www.researchpress.com • Sopris West (888) 819-7767, www.sopriswest.com

VBISD Policy and Guidelines for FBA/BIP Appendix D-1

A Guide for Parents for Functional Behavior Assessment (FBA) and Behavior Intervention Planning (BIP)

Purpose of this Guide The purpose of this guide is to assist parents who have a student who might benefit from a Functional Behavior Assessment (FBA) and/or a Behavior Intervention Plan (BIP).This guide provides definitions for FBA and BIP as well as general information in a question and answer format. This guide is part of the Van Buren Intermediate School District Policy and Guidelines for Functional Behavior Assessment and Behavior Intervention Planning. Definitions The term Functional Behavior Assessment (FBA) refers to an assessment process for gathering information to develop a BIP. FBA is not a single test or observation; it is a collection of methods including observations, informal tests, interviews, and review of records (Witt, Daly, & Noell, 2000). The purpose of a FBA is to identify a target behavior(s), identify the context in which it most often occurs (i.e., antecedents and consequences), and from this information, to identify the reason(s) for that behavior. It is important to identify the reason(s) for a behavior before selecting an intervention because if you understand why the child is performing the behavior, you can teach the child other, more appropriate behaviors (replacement behaviors) that will achieve the same outcome as the target behavior. A Behavior Intervention Plan (BIP) is an individualized support plan carried out by teachers and other school professionals that is based on a FBA. A BIP is not simply a plan to reduce a target behavior; rather it should also include strategies to increase appropriate replacement behaviors. Research literature clearly shows that BIPs that only reduce behavior are not as effective as BIPs that also increase a replacement behavior. Frequently Asked Questions 1. When does a student need a FBA and BIP?

According to the law, a FBA/BIP is recommended whenever a student demonstrates significant behavior problems that impede his or others’ learning, and initial classroom strategies were not effective. The IEP Team must plan for a FBA within 10 business days when a special education student has been suspended more than 10 days at one time, and the IEP Team must review an existing FBA when a special education student has accumulated more than 10 days of suspension within a school year.

2. Can I request a FBA and BIP for my student?

Yes. Write a note to your student’s teacher requesting a FBA and BIP. Be sure to sign and date it. 3. What specifically is involved in a FBA and BIP?

• A school support team will collect informal data regarding your student’s behavior. This may include classroom observations, review of records, interviews with you and your student, and your student’s teacher(s).

VBISD Policy and Guidelines for FBA/BIP Appendix D-2

• If the school support team determines that a comprehensive educational evaluation is needed,

then an evaluation review meeting will be held to obtain your input and consent. • You and the school support team will meet to complete the FBA and BIP process. • The BIP is then implemented by the school support team. • The BIP is evaluated which includes a summary of progress and the development and

implementation of revisions to the plan, if necessary. • The BIP is faded, if possible. This means that in some situations, parts or all of the intervention

can be slowly removed so that the student is no longer dependent upon the special strategies. 4. What if the plan doesn’t work?

It usually takes a few weeks to see if a BIP is working. If after a few weeks have passed with no improvement, the school support team should consider revising the plan. Most plans need to be revised.

5. How long does the FBA/BIP process take? The length of time depends on the complexity of the problem and the time it takes to arrange for the BIP (e.g., gather or develop materials and data sheets, make changes to the classroom, etc.).

6. How can I help?

Your participation in the FBA/BIP process is critical. You can help by participating in meetings, keeping up to date on your child’s progress, praising and supporting your child’s successes, and if relevant, implementing some or all of the strategies at home.

7. I need more information, who can I contact?

Start by contacting your student’s classroom teacher and school principal. For additional FBA/BIP resources contact: Department of Special Education, Van Buren Intermediate School District, Special Services Center, 490 South Paw Paw Street, Lawrence, MI 49064, telephone (269) 674-8091.

VBISD Policy and Guidelines for FBA/BIP Appendix E-1

A. FBA Participants: Student: Joe Student Birth Date: 12/21/91 Date of Report: 10/1/07 FBA/BIP Coordinator: Sally School Psych Other Participants: Tina Teacher, Paul Parent, Sam SSW, Penny Principal


B. Define the Target Behavior in Observable/Measurable Terms and its Frequency/Duration (Baseline): Non-compliance: includes refusing to follow teacher directions (e.g., puts head down, says, "I'm not doing it" etc.) about 50% of the time for math, and 70% of the time for reading. C. Identify What Happens Just Before the Target Behavior (Antecedents or Triggers): -Academic task is presented (happens most with writing and reading tasks). -Transition from a preferred activity to a less preferred activity. -An audience is available (peers are around and watching). D. Consider Settings, Situations, and Other Influencing Variables:

1. Schedule or time of day: 2. Particular subject areas or settings (math, P.E., hallway, bus, etc.): 3. Type or length of task (written, transitions, independent, unstructured): 4. Manner of presenting instruction (language used, pacing, individual vs. group, etc.): 5. Manner of presenting feedback or correction (tone, facial expression, etc.): 6. Particular persons (relationship factors): 7. Environmental characteristics (sensory issues, seating, etc.): 8. Medical/physical factors: 9. Home/family factors: 10. Other:

E. Consider Any Skill Deficit(s) That Interfere With Student’s Ability To Behave As Expected: 3. Is student aware of or have the ability/skill necessary to behave as expected? Yes No 4. Does the student have an academic skill deficit that affects the target behavior(s)? Yes No

F. What Occurs Immediately Following The Behavior (Consequences)? Joe’s teacher gives several reminders, talks with Joe about consequences, and after about 10 minutes, assigns detention, and walks away to attend to other students. G. Identify Function of Target Behavior: What does the student get, avoid, and/or escape? Attention from teacher and escape from task

H. Identify Student Strengths, Interests, and Possible Reinforcers: Joe is very successful in math, science, and P.E. He enjoys hands-on activities and socializing with his peers. Joe likes "free time," computer games, and homework passes. He also likes to help his teacher (e.g., pass out papers, run errands, etc.). I. Review of Previous Interventions and Disciplinary Measures Attempted: In-school detention, after-school detention, and notes home

VAN BUREN INTERMEDIATE SCHOOL DISTRICT Part I. Functional Behavior Assessment (FBA) Revised 10/15/07


A. BIP Participants: Student: Joe Student Birth Date: 12/21/91 Date of Report: 10/1/07 FBA/BIP Coordinator: Sally School Psych Other Participants: Tina Teacher, Paul Parent, Sam SSW, Penny Principal


B. Interventions(s) to Reduce or Eliminate Target Behavior: Given the function of the student’s behavior, identify intervention to be implemented after target behavior occurs. Check those that apply and describe below.

Provide corrective feedback or redirection Time-out (detention, etc.) Planned ignoring Loss of privilege Self-monitoring (self-recording) Physical prompt/escort/restraint Overcorrection or positive practice Other:

Describe specific reductive procedures (what, who, how, and how often): Tina Teacher will prompt Joe once by offering help or offering a short (5 min.) break. If Joe declines the help or break and continues to refuse, Tina will mark "no" on his check sheet. If Joe receives a "no" for greater than 25% of the blocks per day, Joe will not be able to participate in the special free time described below. Joe will calculate his daily percentages and Tina Teacher will check his work. C. Identify and Define Appropriate Alternative Behavior(s) (Replacement Behavior): Compliance: Follow directions with one or less warning. D. Intervention(s) to Teach and/or Reinforce Replacement Behavior (s). Check those that apply and describe below.

Behavior contract Contingent reward/privilege Attention/praise (peer or adult) Contingent break from task Self-monitoring/self reward Prompting strategies Social skills training Other:

Describe teaching/reinforcement procedures for replacement behavior(s) (what, who, how, and how often): Joe will circle "yes" for each block of time he followed directions with one or less warning. Joe's teacher will check his work. If a "yes" is marked for 75% or more blocks per day, at the end of the day, Joe will be able to invite a friend to either, (a) play 15 min. in the gym, (b) play 15 min. on computer, or (c) have 15 min. of free time. Joe will calculate his daily percentages and Tina Teacher will check his work. Tina Teacher will arrange for the gym, computer and free times. E. Strategies to Prevent the Target Behaviors from Occurring: Check those that apply and describe below.

Modification in school day/schedule Changes in classes/subject areas Changes in the manner of presenting instruction Changes in providing feedback Modification of physical environment (seating) Changes in instructional setting(s) Changes in instructor Relationships (peers, teachers) Modification of expectations/requirements Curricular modifications Modifications of learning activities Increased supervision Home/family issues to be addressed Other:

VAN BUREN INTERMEDIATE SCHOOL DISTRICT Part II. Behavior Intervention Plan (BIP) Revised 10/15/07


Describe specific preventative procedures (what, who, how, how often): -Whenever possible, Joe will be able to work with a peer during writing activities. -During reading and writing tasks, Joe will sit in the seat closest to his teacher and by the mentor student. Joe may ask the mentor student questions when he gets stuck. -Joe will be offered a break or assistance when he is having difficulty performing reading or writing activities. -Joe will not be asked to read aloud to the class until he feels more comfortable with his reading skills. F. Plan Evaluation: 1. Identify specific/observable goal(s) to be measured to determine progress: Joe will follow directions 80% of the day. (If Joe meets this criteria for a few consecutive weeks, the team may decide to increase the goal to 90% or 95%.) 2. How will progress be measured? Who is responsible for collecting data? Data will be collected and summarized (percentages) by Joe and Tina Teacher using the attached check sheet. 3. Identify the meeting schedule to review progress, make plan modifications, and plan for BIP fading: The next meeting is scheduled for October 15, 2007 at 2:45 p.m. to review progress. Subsequent meetings will be scheduled at that meeting. G. Persons Involved and Roles/Responsibilities:

Name/Title Specific Role/Responsibilities

Joe Student Meet goals (see check sheet), keep track of check sheet, and fill it out accurately Sally School Psych Support Joe and Tina by checking in and helping to troubleshoot. Lead meetings,

send reminders of meetings, and maintain records. Sam SSW Support Joe and Tina by checking in and helping to troubleshoot. Keep Paul Parent

informed. Tina Teacher Monitor all aspects of the plan, summarize and store data for meetings. Paul Parent Ask Joe how his day went, and provide additional praise and privileges for positive

days. Penny Principal Support team by helping Tina Teacher arrange for the extra free time and attend

meetings to keep up to date on progress. H. Parent Signature: ________________________________ _______10/1/07_______________

Signature Date I. Plan Revisions: Document any changes made to the plan including comments regarding the outcome of such changes:

Date Revisions, Outcome 10/15/07 Joe met the 80% criterion for two consecutive weeks. Team decided to increase the goal to 90% per day.


Name: Joe Student Date: ___________________ Class Goal: Followed Directions with One Warning (circle one) Bus Y or N Homeroom Y or N Block 1 Y or N Block 2 Y or N Lunch Y or N Recess Y or N Block 3 Y or N Block 4 Y or N Bus Y or N Total & Percent: Comments: ---------------------------------------------------------------------------------------------------------- Name: Joe Student Date: ___________________ Class Goal: Followed Directions with One Warning (circle one) Bus Y or N Homeroom Y or N Block 1 Y or N Block 2 Y or N Lunch Y or N Recess Y or N Block 3 Y or N Block 4 Y or N Bus Y or N Total & Percent: Comments:

Documents

The Van Buren Intermediate School District Policy and ... Policy and Guidelines for FBA/BIP Page 6 Michigan Department of Education policy (1993) requires parent consent to implement