610 #5 FBA/BIP Process

Tammie Zentgraf

The Functional Behavioral Assessment (FBA) and Behavior Improvement Plan (BIP) are

integral pieces of helping a special needs student develop skills to be successful. While the

topography of a behavior may look similar for multiple students, the antecedent may be

completely different. This is why punishment may not decrease the behavior as it does not

address the cause of the behavior. The BIP utilizes the FBA findings to develop a plan

addressing the problem behavior by working through the foundational cause, identifying what

payoff the student is receiving through that behavior.

In helping any student demonstrating an unacceptable or detrimental behavior, determining the

origins and triggers for the behavior is essential. The below description of finding the antecedent

is found on http://cecp.air.org/fba/problembehavior/necessary.htm

Functional behavioral assessment is an approach that incorporates a variety of techniques

and strategies to diagnose the causes and to identify likely interventions intended to address

problem behaviors. In other words, functional behavioral assessment looks beyond the

overt topography of the behavior, and focuses, instead, upon identifying biological, social,

affective, and environmental factors that initiate, sustain, or end the behavior in question.

This approach is important because it leads the observer beyond the "symptom" (the

behavior) to the students underlying motivation to escape, "avoid," or "get" something

(which is, to the functional analyst, the root of all behavior). Research and experience has
demonstrated that behavior intervention plans stemming from the knowledge of why a

student misbehaves (i.e., based on a functional behavioral assessment) are extremely useful

in addressing a wide range of problems.

One student may be needing attention and gets it by acting out, another student may also be

needing attention but seeks it by getting good grades. They both have the same need but

seek it in different ways. Once a determination of both what the student is seeking and

what causes the behavior, then a plan can be sculpted with a specific students needs and

desired outcomes in mind. There are different interventions that can bring positive

behavioral changes while helping the student get their needs met in more positive and

socially acceptable ways. For example, if attention is what a student is seeking, help them

self monitor for that feeling to arise and provide alternatives to getting that pay off. The

student can have practiced phrases they can say to their peers or teachers as appropriate that

can help them meet that need for attention but in a positive way.

If the acting out behavior is due to a student feeling overwhelmed by the academic rigor of

work, then working with their teacher to make sure appropriate modifications and

accommodations are being made so the student can be making academic progress without

constant frustration. This positive adjustment can lead to better effort, academic growth

and appropriate classroom behavior.

Another example that could be part of a BIP is using a replacement behavior such as when

a student uses self-injurious behavior out of boredom or the inability to keep still. Finding

a safe, non-harmful behavior to meet the need to fidget and expend some physical energy

to replace the inappropriate or self-injurious behavior will benefit the student. Using a

stress or squeeze ball provides a chance to utilize that energy that they need to expend but

causes them no harm and is not disruptive to classmates.

When done well, a self-monitoring chart can be another positive intervention to help a

student identify and change behaviors. The key to success in this process is for the student

to be clear what triggers their behavior, what their new choices are and what their benefit

will be to implementing these better choices. For example, if the student is given a

tracking sheet to increase focused reading time, staying on task and eliminating disruptive

behaviors, the student may have a timer with them that softly chimes at their designated

monitoring time. The student records what they were doing at that moment, reads their

choices and indicates how they will proceed. Helping the student have a plan to get

themselves back on track empowers students to be key in their own progress.

These above listed strategies are just a few examples of what may be part of a BIP written

after an FBA has been completed. Helping students monitor and be aware of appropriate

choices is a way to bring positive, measurable results to behavioral changes. When the

behaviors change, this can open up the social acceptance of a student among their peers as

well. It is a strategy designed to be a win for all parties involved.