"Research suggest that a lack of skill in collecting, interpreting and using data is a barrier to frequent and systematic use."

"Using data in decision making helps teachers be objective, in order to accurately identify a problem, identify a solution and assess the solution's effectiveness."  

Functional Behavioral  Assessments (FBA)

Sometimes it may be difficult to know what causes certain behaviors to occur with children at home, school, or in the community. Some behaviors cause concerns for an individual’s learning, safety, or well-being but serve a function (or purpose) for the individual by getting a need or want met. Examples of behaviors which may cause a problem with living or learning include tantrums, hitting, biting, verbal aggression, blurt outs in class, not staying on task, not staying seated, and many others. 

Functional behavior assessments (FBAs) are based on the science of behavior. An FBA is a process to collect and study data to better understand what may be prompting the behavior which occurs and to understand the function of the behavior. FBAs are also addressed in the Individuals With Disabilities Education Act (IDEA). Parents of a child with an individualized education program (IEP) can request an FBA when their child’s behaviors interfere with learning or when their child has a placement changed due to disciplinary reasons. The results of the FBA may aid teachers, parents, and providers in using strategies and supports to reduce or replace the behavior with more appropriate behavior.

Importance of Data for FBAs

Data is important to help understand why behaviors are happening. Data needs to be recorded by observing what happens before and after the behavior of concern. Before the FBA, additional information needs to be collected by talking to parents and teachers about when, where, and how often the behavior occurs, and who is around when the behavior happens. The person completing the FBA must be trained and data must be recorded accurately. More than one person can observe and collect data and results are then compared for agreement. Taking these steps and involving parents in the process can result in a more successful and higher quality FBA. Data collected from the FBA will be used in creating the behavior intervention plan (BIP).

From the Michigan Department of Education Office of Special Education FBA Fact Sheet

These are the in-house procedures for developing Functional Behavior Assessments and Behavior Intervention Plans for TST BOCES' Smith School.

**All forms italicized below in ( ) can also be found on the shared Google Drive -> FBA/BIP.  Examples of forms are in the FBA/BIP manual.

FUNCTIONAL BEHAVIOR ASSESSMENT:

__________ 1.  Once a team decides that the student is not functioning optimally within the program as it exists, the team may want to do a functional behavior assessment.  This decision may or may not come out of an Administrative Review or Student Study Team.

__________ 2.  If a team decides that they want to go in the direction of an FBA, they MUST notify the instructional supervisor so that she/he can ask the CSE chairperson to secure parental consent.

__________ 3. Once we have signed parental consent, we may proceed with the FBA.  The team then initially meets to begin the process and assign tasks.

__________ 4. Multiple observations of of the student and the target behavior will be completed over time.  This can be completed by multiple staff on a shared form. (Behavior Observation) 

__________ 5. Input is gathered on the student’s behavior at home.

__________ 6. The team asks the student, when appropriate, to fill out the Student Questionnaire and/or  Student Behavior Rating Scale

__________ 7. Teachers or other classroom staff collect baseline data. Additional sources are explored to best understand the student and the behavior. (see sources and examples in FBA/BIP manual.) 

__________ 8. All team members (teacher, aide, counselor, involved support staff, others) complete a Motivation Assessment Scale. (Motivation Assessment Scale)

__________ 9. The team, including parents, meets to complete the FBA form. An hypothesis is developed regarding the student’s behaviors.  (FBA form - don't complete BIP section yet!)

__________10. The team schedules an administrative review/SST (administrator is present) where the FBA is discussed prior to the CSE meeting.  As a result of this meeting, the supervisor or team requests a CSE meeting for the purposes of reviewing the FBA and considering whether or not a BIP is advisable. When filling out the Request for CSE meeting sheet, be sure to attach the FBA so that the district can review prior to the meeting.

Behavior Intervention Plans (BIPs)

A behavior intervention plan (BIP) is a written improvement plan created for a student based on the outcome of the functional behavior assessment (FBA). The FBA should identify what is maintaining or causing a challenging behavior, and the BIP specifies the actions to take to improve or replace the behavior. A BIP is not a punishment but an individualized plan for success with more intensive supports and oversight. A BIP could result in changes in instruction, types of support or intervention, or the environment. A BIP focuses on teaching alternate behaviors that meet the child’s needs and serves the same function as the behavior of concern. The process of creating a BIP is led by the individualized education program (IEP) team and includes the parents, teachers, support staff, and the student.

When a BIP May Be Needed

BIPs are not created for every child, every situation, or only students with individualized education programs (IEPs) or 504 plans. Any child having difficulty with behavior could have a BIP. They are intended to support children who have behaviors interfering with learning at school. If a child has an IEP or 504 plan, the team will decide if an FBA and BIP are needed. The BIP becomes a legal document and part of the IEP. According to the Individuals with Disabilities Education Act (IDEA), if a child’s disability (including learning and thinking differences) is causing a challenging behavior to interfere with the child’s learning or the learning of others, the school must consider whether the child needs positive behavior supports and other strategies, which may include an FBA and a BIP, to reduce or eliminate the behavior and its resulting impact on learning.

From the Michigan Department of Education Office of Special Education BIP Fact Sheet

If the CSE recommends the development of a BIP, then proceed as follows:

BEHAVIOR INTERVENTION PLAN:

Remember that the purpose of this process is to identify behaviors that are interfering with the student’s success and to develop a plan to attempt to extinguish these behaviors.

1. The team meets to develop the BIP.   The parent must be included. If parent is unable to participate, make sure you document your attempts to include. (BIP form)

2. Begin implementing the BIP and collecting data, either using the form provided (Behavior Observation Form) or a form that better suits your purpose.

3. BIPs are reviewed every 10 weeks, at the end of each quarter. Use an Administrative Review or Student Study Team to do so. 

4. A BIP Evaluation Meeting Sheet will be generated at the meeting.

5. Review forms are completed and sent to the district following each review so that they continue to be well-informed.

6. Updates are made as necessary. (i.e. Additional CSE meetings are not required.

7. Information from these reviews should be discussed with parents by the case manager and team.

8. Summaries of the quarterly progress monitoring of BIP goals are sent home with report cards.

The plan must be reviewed every 6 weeks thereafter.  Always use the form indicated to record information from the meeting.  The form will be shared with the CSE so that they continue to be well-informed.                  

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