FBA/BIP

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FBA/BIP

• SPED 583
• March 24, 2005

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Todays Objectives

• Link an FBA and a BIP
• Identify the key components of a BIP
• List the types of changes that can be made to
  help reduce problem behavior
• Use a Behavior Pathways Chart (Competing Behavior
  Model) to select a behavioral equivalent

3
Todays Objectives

• Develop a plan for teaching the replacement
  behavior
• Develop a plan for structuring the environment to
  reduce the inappropriate behavior and to
  reinforce the replacement behavior

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Building a Behavior Support Plan

• The plan should
• indicate how staff, family, or support personnel
  will change and not just focus on how the person
  of concern will change
• be directly based on the functional assessment
  information

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Building a Behavior Support Plan

• The plan should
• be technically sound
• Be a good fit with values, resources, and skills
  of persons responsible for implementation
• (ONeil, et al., 1997)

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indicate how staff, family, or support personnel
will change and not just focus on how the person
of concern will change

• Changes to
• Physical setting
• Curriculum
• Medication
• Schedule
• Methods of instruction
• Rewards and punishers
• (ONeil, et al., 1997)

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be directly based on the functional assessment
information

• List summary statements in BIP
• Foundation for plan
• All intervention procedures must be consistent
  with this statement
• Competing behaviors model
• BIP indicates what person should not do
• BIP indicates what person should do
• (ONeil, et al., 1997)

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be technically sound

• Make problem behaviors
• Irrelevant
• Reduce aversive features of task
• Increase activity and interest
• (ONeil, et al., 1997)

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• Inefficient
• Physical effort required to perform behavior
• Number of times behavior must be performed before
  reinforcement
• Time delay between first problem behavior and
  reinforcement
• (ONeil, et al., 1997)

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• Ineffective
• Extinction of problem behavior
• (ONeil, et al., 1997)

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Be a good fit with values, resources, and skills
of persons responsible for implementation

• Time
• Money
• Effort
• Aversive
• (ONeil, et al., 1997)

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Competing Behavior Model

• The link between the FBA and the BIP

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Diagram functional assessment summary statements

• Setting Event Antecedent Problem
  Consequence
• Little sleep Difficult Vomiting Escape task
• task
• Negative Biology Talking out Peer attention
• Interactions lecture
• (ONeil, et al., 1997)

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2. Define alternative behaviors and
contingencies associated with those behaviors

• Desired Consequence
• Do the work Praise
• More tasks
• Setting Event Antecedent Problem Consequence
• Little sleep Difficult Vomiting Escape task
• task
• Replacement
• Ask for a break
• (ONeil, et al., 1997)

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• Setting Event Antecedent Problem Consequence
• No setting Independent Whine, talk Teacher
• Events assignment out, refuse attention
• Identified to work,
• tantrum
• (ONeil, et al., 1997)

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• Desired Consequence
• Work w/ More work
• little attn
• Setting Event Antecedent Problem Consequence
• None identified Independent Whine, talk
  out Teacher attention
• work refuse, tantrum
• Replacement
• Ask for help/
• teacher attention (ONeil, et al., 1997)

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Replacement behaviors

• Should be as normal and typical as possible
• Useful class-wide
• Useful behavior/skill for student to learn?
• Useful in multiple settings?
• Age and developmentally appropriate?
• Chandler Dahlquist, 2002

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Replacement behaviors

• Acceptable to
• Student
• Family
• Teachers
• Administrators
• Team members
• School and greater community
• Chandler Dahlquist, 2002

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Replacement behaviors

• Efficient
• Less time
• More reinforcement
• Produce function more frequently
• More immediate reinforcement
• Incompatible with challenging behaviors
• When appropriate
• Chandler Dahlquist, 2002

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Positive Reinforcement Function

• Use reinforcer obtained for inappropriate
  behavior for replacement behavior
• Eliminate reinforcer for inappropriate behavior
• Teach methods to request reinforcement
• Signals and prompts
• Chandler Dahlquist, 2002

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Positive Reinforcement Function

• Differential reinforcement to increase
  appropriate behavior
• DR of incompatible behavior
• DR of alternative behavior
• DR of other behavior
• DR of low rates of behavior
• Chandler Dahlquist, 2002

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Positive Reinforcement Function

• More reinforcement for appropriate behavior than
  received for inappropriate
• Reinforcement for peers engaging in replacement
  behavior
• Identify behavior Tell student what to do vs
  what not to do
• Redirect student to appropriate behavior
• Chandler Dahlquist, 2002

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Negative Reinforcement Function

• Difficult tasks
• Nonpreferred tasks
• Teacher-directed activities
• Instructions to perform difficult or nonpreferred
  tasks
• Instructions to use difficult or nonpreferred
  materials
• Chandler Dahlquist, 2002

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Negative Reinforcement Function

• Unwanted attention
• Specific locations and seating arrangements
• Requirements and instructions for participation
• Chandler Dahlquist, 2002

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Appropriate behaviors that result in avoidance or
escape

• Teach appropriate way to communicate need to
  avoid activity
• Teach appropriate way to request alternative
• Teach appropriate way to request a break
• Teach appropriate way to request an end to
  activities, interactions, tasks.
• Chandler Dahlquist, 2002

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Strategies to change the function

• Reduce difficulty
• Reduce or change task demands or shorten duration
  or length of task
• Provide choice of task, activity, peers
• Make task more interesting
• Chandler Dahlquist, 2002

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Arrange for incremental success

• Provide assistance during task
• Provide positive corrective feedback during the
  task
• Model task-related behavior and appropriate
  behavior
• Provide prompts and cues prior to task
• Reinforce partial task completion
• Chandler Dahlquist, 2002

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Arrange for incremental success

• Reinforce participation and successive
  approximations toward behavioral objective
• Teach appropriate ways to request assistance
• Use small cooperative groups or peer tutoring
• Chandler Dahlquist, 2002

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Intersperse activities, tasks, and materials

• Alternate tasks, activities, materials
• Use behavioral momentum
• Use preferred activities to reinforce
  participation in non-preferred activities
• Provide breaks
• Chandler Dahlquist, 2002

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Other strategies

• Presignals and safety signals to increase
  self-control
• Ignore challenging behavior
• End task or activity on positive note
• Chandler Dahlquist, 2002

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Select intervention procedures

• Assemble the implementation team
• Diagram the competing behavior model
• Begin with more distant setting events and
  identify changes
• Focus on changes in immediate antecedent events
• List strategies
• Examine changes to consequences
• (ONeil, et al., 1997)

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Writing a Positive Behavior Support Plan

• Operational definitions of behaviors
• Summary statements
• General approach
• Key routines
• Monitoring and evaluation
• (ONeil, et al., 1997)

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• General approach
• Setting event strategies
• Immediate predictor strategies
• Teaching strategies
• Consequence strategies
• (ONeil, et al., 1997)

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• Key routines
• Scripted descriptions of daily routines
• Problem situations
• Crisis plan
• (ONeil, et al., 1997)

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• Monitoring and evaluation
• Is plan having effect on family and staff?
• Is plan impacting target student
• System for collecting data
• Process for data review
• by whom and how often
• (ONeil, et al., 1997)