Functional Behavioral Assessment & Behavior Intervention Plan
Disruptive classroom behaviors frequent and intense enough to disturb learning can be frustrating for teachers and students, especially if behavioral disturbances transpire for prolonged periods of time. Our tutorials provide insight into the process of collecting information and creating a Functional Behavior Assessment.
FBA Process Overview
Working with students that have behavioral and emotional disorders or other unique needs can present challenges far differently than any other students in the building. Determining the root causes of problematic behaviors is paramount in order to create and maintain a positive working environment where learning can thrive. In order to do this, some students benefit from the addition of Functional Behavior Assessments, or FBAs and Behavior Intervention Plans, or BIPs into their existing IEPs. Our videos on disruptive student behavior and FBA/BIPs provide our members with a step by step process and explanation for what can otherwise be a tedious process.
Identify Problematic Behaviors
When it has been determined that a Functional Behavior Assessment is necessary in order to reduce and extinguish problematic behaviors frequent and intense to disturb classroom learning, staff must first identify the student’s problematic behaviors. Our tutorial on this step of the FBA/BIP process provides a succinct guide to assist teachers.
Select & Define Student's Problematic Behaviors
By this step of the FBA/BIP process, a list of problematic behaviors should already be drafted, along with a rough count of how often they are happening. In this tutorial, we will be identifying and defining these targeted behaviors in order to make sure that they are objective, measurable, and observable in nature.
Target Behavior Data
In Step 3 teachers are either analyzing data on targeted behaviors, or teachers should pause in order to begin collecting data on the targeted problematic behaviors already defined. In this tutorial, we discuss baseline data, behavioral frequency, intensity, and duration.
Identifying Behavioral Context
We examine the context of behaviors in order to determine how students respond to certain settings, people and/or times of the day. Determining each behavior’s context provides meaning and insight into what is happening and why. In our tutorial, we discuss the steps within this process.
Behavior Function & Hypothesis
In this tutorial, we review all steps of the Functional Behavior Assessment process and hypothesize behavioral function. The hypothesis is developed with the setting, context, and behavioral function and based on collected and analyzed data. Each hypothesis becomes the most important part of the Behavior Intervention Plan or BIP.
Some of the videos have associated documents. Click on the document to download the pdf.