Education

Functional Behavior Assessment/Behavior Intervention Plan Instructions

PART 1: Functional Behavior Assessment (FBA)

During the course of your educational journey, you will encounter students who exhibit behavior that impedes the teaching/learning process. After trying unsuccessful strategies, a functional behavior assessment may be necessary. The primary goal of the FBA is to identify the purpose of the inappropriate or impeding behavior. One important data collection tool used in the FBA process is the Functional Assessment Interview (FAI).

For this assignment you will gather data from a provided student scenario or through student observations in the field to complete the provided Functional Assessment Interview (FAI) form. You MUST use the provided FAI Interview Form for this assignment. Each section of the form must be thoroughly completed using professional terminology and address the student data provided or collected.

If you are gathering data from a field observation, the observed student must have diverse learning needs and specific behavior difficulties.

Student Description

If you are using data collected from student observations in the field, a thorough description of the observed student must be provided on the FAI Interview Form. You will include a description of the student’s social interactions, overall academic performance, gender, and other relevant data. If the student has a documented disability, the description of the student should depict a clear understanding of the student’s disability, the criteria/characteristic for having a disability, and how this disability impacts their academic achievement and functional performance in the learning environment.

PART 2: Behavior Intervention Plan (BIP)

Once difficult behaviors have been identified through the FBA, a Behavior Intervention Plan (BIP) will be created in an attempt to decrease those behaviors and increase (i.e., reinforce) replacement behaviors. For this part of the assignment you will create a Behavior Intervention Plan (BIP) for the student identified in Part 1 of the assignment. You must use the provided BIP template to complete this portion of the assignment.

Attachments

You will complete two attachments that support the content of the BIP. The first attachment will be the method of record keeping that will be used by anyone identified in the BIP as responsible for the collection of data related to the student’s behavior. The second attachment will be a letter to the student’s parent(s)/guardian(s) that briefly explains the plan and describes a system of ongoing communication regarding the student’s behavior.

 

Functional Behavior Assessment (FBA) Interview Form

 

Student’s   Name:

Student’s   Date of Birth:

 

Gender:

Date   of Interview:

 

Interviewer:

Respondents:

A. Describe the behaviors

 

1. For   EACH of the behaviors of concern,   define the topography (how it is performed), frequency (how often it occurs   per day, week, or month), duration (how long it lasts when it occurs), and   intensity (how damaging or destructive the behaviors are when they occur).

 

Behavior

Topography

Frequency

Duration

Intensity

 

a.

 

b.

 

c.

 

d.

 

e.

 

f.

 

g.

 

h.

 

i.

 

j.

 

2. Which of the behaviors   described above are likely to occur together in some way? Do they occur about   the same time? In some kind of predictable sequence or “chain”? In response   to the same type of situation? Discuss in detail.

 

B. Define ecological events (setting events) that predict or set up the problem behaviors

 

1. What   medications is the person taking   (if any), and how do you believe these may affect his or her behavior?

 

 

2. What medical or physical   conditions (if any) does the person experience that may affect his or her   behavior (e.g., asthma, allergies, rashes, sinus infections, seizures,   problems related to menstruation)?

 

 

3. Describe the sleep patterns of the individual and   the extent to which these patterns may affect his or her behavior.

 

 

4. Describe the eating routines and diet of the person and the extent to which these may affect   his or her behavior.

 

 

5.

a. Briefly   list below the person’s typical daily schedule of activities. (Check the   boxes by those activities the person enjoys and those activities most   associated with problems.)

 

Time

Activity   Description

Enjoys

Problems

 

6:00   AM

 

7:00

 

8:00

 

9:00

 

10:00

 

11:00

 

12:00   PM

 

1:00

 

2:00

 

3:00

 

4;00

 

5:00

 

6:00

 

7:00

 

8:00

 

9:00

 

10:00

 

b.  To what extent are the activities on the   daily schedule predictable for the   person, with regard to what will be happening, when it will occur, with whom,   and for how long?

 

 

c.  To what extent does the person have the   opportunity during the day to make   choices about his or her activities and reinforcing events? (e.g., food,   clothing, social companions, leisure activities)

 

 

6.  How many other persons are typically around   the individual at home, school, or work (including staff, classmates, and   housemates)? Does the person typically seem bothered in situations that are   more crowded and noisy?

 

 

7.  What is the pattern of staffing support that the person receives in home, school, work,   and other settings (e.g., 1:1, 2:1)? Do you believe that the number of staff, the training of staff, or their social interactions with the person   affect the problem behaviors?

 

 

C. Define specific, immediate antecedent events that predict when the behaviors are likely and not likely to occur.

 

1. Times   of DayWhen are the behaviors most and least   likely to happen?

 

Most likely:

 

Least likely:

 

2.  Settings:   Where are the behaviors most and   least likely to happen?

 

Most likely:

 

Least likely:

 

3.  PeopleWith whom   are the behaviors most and least likely to happen?

 

Most likely:

 

Least likely:

 

4.  Activity:   What activities are most and least   likely to produce the behaviors?

 

Most likely:

 

Least likely:

 

5.  Are there particular or idiosyncratic   situations or events not listed above that sometimes seem to “set off” the   behaviors, such as particular demands, noises, lights, clothing?

 

 

6.  What one   thing could you do that would most likely make the undesirable behaviors   occur?

 

 

7.  Briefly describe how the person’s behavior   would be affected if…

 

a.  You asked him or her to perform a difficult   task.

 

 

b.  You interrupted a desired activity, such as   eating ice cream or watching TV.

 

 

c.  You unexpectedly changed his or her typical   routine or schedule of activities.

 

 

d.  She or he wanted something but wasn’t able   to get it (e.g., a food item up on a shelf).

 

 

e.  You didn’t pay attention to the person or   left her or him alone for a while (e.g., 15 minutes).

 

 

D. Identify the consequences of outcomes of the problem behaviors that may be maintaining them (i.e., the functions they serve for the person in particular situations)

 

1. Think   of EACH of the behaviors listed in   Section A, and try to identify the specific   consequences or outcomes the person gets when the behaviors occur in   different situations.

 

Behavior

Particular   situations

What exactly does he or she get?

What exactly does she or he avoid?

 

a.

 

b.

 

c.

 

d.

 

e.

 

f.

 

g.

 

h.

 

i.

 

j.

E. Consider the overall efficiency of the problem behaviors. Efficiency is the combined result of (1) how much physical effort is required, (2) how often the behavior is performed before it is rewarded, and (3) how long the person must wait to get the reward

 

Problem Behavior

Low Efficiency

High Efficiency

 

a.

1

2

3

4

5

 

b.

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