Running head: FUNCTION-BASED BIP

Sarah Shaw

Development and Implementation of a Function-Based BIP

University of North Texas

BEHAVIOR INTERVENTION PLAN 2

Development and Implementation of a Function-Based BIP

Summary of Intervention

Student and Setting

Blaine is an 8-year-old, 3rd grade boy who was diagnosed with autism at the age of 3. As a toddler, Blaine was almost

completely non-verbal, and started attending speech therapy classes to help build his vocabulary and strengthen his language

acquisition skills. Overtime, Blaines expressive language and communication skills have dramatically improved, and his speech now

mirrors that of a typically-developed, same-aged peer. Despite these improvements, however, Blaine is still prone to outbursts of

emotion that have negatively impacted his social relationships and academic achievement at school.

When he arrived at David Elementary in the 2nd grade, Blaine was placed in a general education classroom, and was pulled out

for resource. However, his behavior problems soon prevented him from participating in the general classroom setting. In 3rd grade,

Blaine is now in a life skills class and receives resource support for his academic needs. His life skills class has a 1:5 teacher to student

ratio, and he receives one on one assistance from his resource teacher, Mrs. Ruppert. When asked about Blaines behavior in class,

Mrs. Ruppert explained that Blaine is prone to seeking attention from other students, and will often act out in an attempt to make his

peers laugh. The classroom is arranged so that there is space for students to work in groups on life skills activities, but also has desks

placed in a separate area for one-on-one work. There is a designated quiet time area intended to give students a chance to calm down

when they feel emotionally overwhelmed.

BEHAVIOR INTERVENTION PLAN 3

Target Problem Behavior

Mrs. Ruppert explained that when Blaine is given work that he is able to complete independently and with relative ease due to

his familiarity with the topic, Blaines behavior presents no serious risk. However, when presented with work that involves new

academic concepts that might require him to receive help from a teacher, Blaine exhibits a number of problematic behaviors. Blaines

initial reaction to being given this kind of work is to resort to inappropriate language including curse words and verbal threats to harm

others. If his anger escalates, he resorts to physical violence, often hitting the person attempting to help him finish his schoolwork.

Both of these behaviors are discrete and were recorded using a tally system to measure behavior frequency.

Data Collection System

Baseline data was collected based on the frequency of occurrence of Blaines problem behaviors. Data collected in the baseline

phase did not show clear trend, as the frequency of Blaines problem behaviors varied throughout data collection.
BEHAVIOR INTERVENTION PLAN 4

Blaine's Behavior Frequency

8
Frequency of Problem Behavior

7
6
5
4
3
2
1
0
Session 1 Session 2 Session 3 Session 4 Session 5
Sessions

Baseline

Functional Assessment of Problem Behavior

To learn more about Blaines academic history, a Functional Behavior Assessment Interview (FBAI) was conducted with his

teacher, Mrs. Ruppert. A functional behavior assessment (FBAO) was then conducted in order to gather information about how and

why these problem behaviors occurred. This information was gathered during multiple observations using an Antecedent-Behavior-

Consequence (A-B-C) data form.

Hypothesized Function for Problem Behavior

When given academic work on topics with which he is not already familiar, Blaine employs language involving curse words

and verbal threats. If the situation escalates, he hits or attempts to hit the teacher asking him to complete the work. These problem
BEHAVIOR INTERVENTION PLAN 5

behaviors appear to occur due to work avoidance, and are often attention seeking in nature. Blaine seems to grow increasingly

frustrated when he is not able to complete work relatively quickly and independently. Additionally, when students audibly react to

Blaines behavior, the frequency of said behavior appears to increase.

BEHAVIOR INTERVENTION PLAN 6

Functional Behavior Assessment Interview (FBAI Protocol)

BEHAVIOR INTERVENTION PLAN 7

Functional Behavior Assessment A-B-C Observation

Functional Behavior Assessment A-B-C Observation

Student: Blaine Age: 8 Teacher: Mrs. Dana Ruppert Observer: Sarah Shaw

Problem Behavior: Cursing (frequency), Verbal Threat (frequency), Hitting/ Attempting to Hit (frequency)

Date, Time Antecedents Students Behavior Consequence for Behavior Likely Function of
& Activity (What specific event Behavior
(Actual behavior of student or (Who did what following
Period occurred immediately (What was the outcome
person in response to an the students behavior?
prior to the students of using the
antecedent stimulus or trigger) What specific event
behavior that occasioned consequence? Did
following the target
it?) behavior continue or
behavior?)
discontinue?)
Session Blaine introduced to new Cursing at teacher (2 times) Verbal reminder that work - Work avoidance
1: math work (multiplication must be completed in order (frustration with
10/7/16 facts in the x6 family) to receive a break (use new concept)
during resource time ipad), told that we do not - Behavior ceased
use that language at school) after verbal
prompts

Session Blaine was asked to Cursing at teacher (1 time) Verbal reminder that work - Work avoidance
2: complete a sorting activity must be completed in order (frustration with
10/21/16 involving suffixes (-ed, - to receive a break (use new concept)
ing, etc). ipad), told that we do not - Mrs. Ruppert
use that language at school) later explained
that suffixes had
not been covered
enough for
Blaine to
complete an
activity on them
BEHAVIOR INTERVENTION PLAN 8

without teacher
assistance
- (behavior
continued
below)
- Verbal reminder -attention
Session 2: (continuation) - Cursing at teacher
that we do not use seeking
( 3 times)
10/21/16 Verbal prompt to continue that language at (continued
working - Attempt to hit teacher
school cursing after
(1 time)
- Physically prompted fellow student
to stop hitting laughed at first
- Sent to quiet time occurrence)
area - PB ceased after
transition to
quiet time area
- Blaine demanding - Cursing at teacher (3 - Work avoidance
Session - Verbal reminder
to use ipad despite times)
3: about language use (wants to use ipad)
10/28/16 not finishing his - Verbal threat (1 time) at school
work - PB ceased after
I want to use the ipad, youd - If work, then ipad verbal reminder
better give me the ipad and if/then
statement

Session - After completing a - Cursing at teacher (3 - Verbal reminder - Work avoidance

variation of the times) about language use (Blaine seems to
4:
prefix sorting at school prefer hands-on
11/11/16
activity, Blaine is - Teacher rewrote activities as
given short pencil- problems on opposed to
and-paper miniature pencil- and
worksheet (5 whiteboard paper work)
problems) to - PB ceased after
review concept Blaine was given
the chance to
BEHAVIOR INTERVENTION PLAN 9

before returning to work out

life skills problems on
whiteboard
rather than on
paper

Session After using the ipad at the - Cursing at teacher (3 - Verbal reminder about -continue access to
5: end of resource time, times) language use at school preferred item
12/2/16 Blaine is asked to rejoin - Teacher attempt to - work avoidance (avoid
other students in life skills remove ipad from Blaine returning to class after
class break)
- behavior continues
- Ipad is physically
Session (continuation) - Cursing at teacher (3 -continue access to
5: removed from preferred item
Teacher attempts to times)
Blaine
12/2/16 remove ipad from Blaine - Hitting teacher (1 time) - work avoidance (avoid
- Verbal reminder
about language use returning to class after
at school break)
- Blaine is restrained - Behavior ceased after
by teacher to ipad removal and quiet
prevent further area time
hitting
- Blaine sent to quiet
time area to reflect
on behavior
BEHAVIOR INTERVENTION PLAN 10

Competing Behaviors Model for Blaine

Hypothesis for Problem Behavior: Cursing, Verbal Threat, Hitting/ Attempting to Hit
When given academic work on topics with which he is not already familiar, Blaine employs language involving curse words and
verbal threats. If the situation escalates, he hits or attempts to hit the teacher asking him to complete the work. These problem
behaviors seem to be maintained by the attention that Blaine receives from his classmates and work avoidance. They are more likely
to occur following unexpected transitions from breaks.
Desired Responses
-transition from breaks Maintaining Reinforcers
Setting Events or Antecedent without PB - Access to preferred
Establishing Events activities/items (ipad)
Operations - complete work on new
- Fewer reasons to engage
- Pen-and- concepts without
in non-preferred
paper work inappropriate language or
activities
- Transitions physical violence
- Being from
denied preferred Problem Responses
Maintaining Reinforcers
access to activities - Receives desired
preferred (ipad Cursing attention from
break) classmates and
items Verbal Threats
- Work that teachers
he cannot Hitting/Attempting to hit others - Escapes work (non-
- Sudden
do quickly preferred activity)
transition
away from and
preferred independen Replacement Responses
activities tly (new
concepts) - Adhere to 5 and 3 minute Maintaining Reinforcers
warnings to let Blaine know - Bypass sudden transitions
- Introductio that ipad break is almost - Avoid unexpected
n of new introduction of new topics
over (in order to transition
topics in
class without PB
- Following visual schedule of
new topics to be covered in
class so that B knows what
is coming
BEHAVIOR INTERVENTION PLAN
BIP Framework
Behavioral Function(s): Escape non-preferred activities (class work) to gain attention from peers and access to preferred items/
activities (ipad break)
Setting Event Strategies Antecedent Event Strategies
Make preferred items If, then cards to visually
more accessible show Blaine that
completing certain tasks
earns him time with the
ipad
Avoid unexpected Make a consistent visual
introduction of new schedule of new concepts
topics in class to be covered in class
Start and end lesson by
reviewing concepts that
Blaine knows well
Tasks involving new work
are broken down into
smaller sections
Make ipad break Visual timer for ipad breaks
schedule more
predictable
Strategies for Teaching
Replacement Behavior
Prompt parents to provide time
with preferred item at home
Visual schedule that is clearly
labeled and easily accessible to
Blaine
Verbal 3 and 5 minute
warnings for end of break
Visual reminders/cues (code
words, hand signals, etc.)
11
Consequence Strategies
Increased access to
preferred items
Schedule is more
predictable
Tasks that are broken
down and more
manageable
Lesson does not focus
entirely on things that
Blaine does not know
(implements topics he
is confident with)
Increased access to
preferred items
Break schedule is
more structured