Using your FBA to guide your BIP
By 1/06/2018 Joe’s episodes of making disrespectful and loud language in class will decrease to three episodes in a month over a two-month period as measured by his class teacher on a recording sheet that records every event of disrespectful and loud language behavior in class
|Future Intervention Planning
|Functional Behavior Assessment (FBA)
See the full Ohio FBA form to begin Part 2
|Behavior Intervention Plan (BIP)
See the full Ohio BIP form
|Antecedent (and Setting Events) Summary:
Joe is a student in the fifth grade and is enrolled in elementary school campus. His major strength is that he easily makes new friends, likes helping his teachers and also has positive attitude. Joe has a bad tendency of making disrespectful and loud language in class. The setting events is always in an academic setting especially when he gets distracted from his learning experience when new skill is being learned. The trigger or the antecedent of the problem is when he is instructed to start working on a classroom assignment which he is struggling.
|Antecedent-related intervention components:
Joe is completing or performing classroom assignments during the class time in every 4 out of 5 presented opportunities.
He is also provided by distraction free and acceptable free physical space.
The teacher assigns Joe academic tasks appropriate to his functional level 2 to 3 times a day. At first, the teacher usually reduces the number of assignments and increase them gradually in length or number depending on how Joe is showing success
|Target Behavior details (summary of frequency, intensity, topography, duration, etc.):
Joe uses disrespectful, loud language, make loud gestures and throw things around.
|Replacement behavior (identify the replacement behavior and how it will be taught as part of the intervention):
Joe receives assignments that are differentiated 2 to 3 times in a day and also asks for help or usually work with a partner on his assignments.
The teacher usually explains to Joe the rules and the expectations every day before any task. The rules are frequently reiterated using a neutral voice tone as well as providing him with the written list of what are expected. His understanding of the expectations and rules are also usually assessed
|(Current) Consequence Summary:
He then gets attention from his fellow students and the teachers.
|Consequence-related intervention components:
Joe normally receive positive feedbacks from his classmates or/and the teachers. The teacher also usually considers some tangible rewards.
The teacher usually uses immediate reinforcement frequently to demonstrate the desired behaviors such as classroom privileges, smile and praise. Thereafter, the teacher decreases the amount of positive reinforcements (5 to 10 in a day) that are immediate gradually but continue recognizing the desirable behaviors displayed by Joe with meaningful rewards to him.
It is hypothesized that Joe’s behavior in nature is for seeking attention and is also a way of avoiding class work
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For your problem-solving team meeting
|During class you will spend approximately 5-10 minutes reviewing the information in your completed FBA-to-BIP chart with at least 1 or 2 of your small discussion group members. Imagine you are holding a problem-solving team meeting.
Here, you should list specific questions that you have for your “team.” Consider requesting assistance from your team regarding (a) hypothesized function, (b) possible replacement behaviors and (c) hypothetical antecedent- or consequence-related intervention ideas.
Share this 2-page form with your peer(s) during the Live Session by either emailing it to them, asking them to find it on the discussion board post, showing your computer screen, or printing and showing the form.
n.a. (2018). SECTION 9: BEHAVIORAL GOALS. The BIP Desk Reference.
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