FBA and Designing Behavior Intervention Plans (BIP)
The staff at Learning Continuum (LC) understand the complexities of problem behavior and how to effectively manage inappropriate behaviors in a busy classroom.
Step one in reducing maladaptive behaviors is to identify the function or reason why the behaviors exist. Many behavior plans are drafted without knowing what the student is trying to communicate, which may lead to ineffective and sometimes dangerous results (i.e. increases in the problem behaviors). LC adheres to best practices in ABA when conducting FBA’s to assess the function of problem behaviors.
The FBA is a three tiered process which begins with an Indirect Assessment (IA) which consists of interviewing parents, teachers, teaching assistants, and administrators to identify possible antecedents and consequences associated with problem behaviors. Following the Indirect Assessment, we conduct a Descriptive Assessment (DA) wherein we schedule a time to observe the student within the classroom and score data on the antecedents and consequences related to maladaptive behaviors. If a clear function is identified for the behaviors of interest, a treatment plan will then be drafted; however, if uncertainty exists, we will request to implement a Functional Analysis (FA). A FA is a highly controlled systematic assessment to identify under which contrived test condition problem behavior worsens. Identifying the specific antecedents and consequences that lead to increase rates allows for the determination of function. LC utilizes the traditional FA test conditions described by Dr. Brian Iwata which include; Alone, Attention, Play, and Demand conditions. Additional test conditions can be included if deemed necessary (i.e. Tangible, Noise, Transition).
The results of the FBA will determine the proactive and reactive strategies recommended in the treatment plan. Proactive strategies consist of behavioral strategies to teach and increase appropriate responses/behaviors to gain access to the functional reinforcer (i.e. attention, break from work, access to tangibles). Essentially ,the proactive strategies are taught as a means of replacing the problem behavior displayed by the learner. In addition, the recommended reactive strategies will be based on the function of problem behavior as well. The FBA conducted by LC removes the guesswork which reduces the number of recommended strategies thus creating highly effective treatment plans that are practical to implement in busy classrooms. The LC staff will train the teaching team on how to implement the treatment plan and how to collect/graph data in preparation for ARD/IEP meetings in order to assess the effectiveness of the plan.
The staff at Learning Continuum (LC) understand the complexities of problem behavior and how to effectively manage inappropriate behaviors in a busy classroom.
Step one in reducing maladaptive behaviors is to identify the function or reason why the behaviors exist. Many behavior plans are drafted without knowing what the student is trying to communicate, which may lead to ineffective and sometimes dangerous results (i.e. increases in the problem behaviors). LC adheres to best practices in ABA when conducting FBA’s to assess the function of problem behaviors.
The FBA is a three tiered process which begins with an Indirect Assessment (IA) which consists of interviewing parents, teachers, teaching assistants, and administrators to identify possible antecedents and consequences associated with problem behaviors. Following the Indirect Assessment, we conduct a Descriptive Assessment (DA) wherein we schedule a time to observe the student within the classroom and score data on the antecedents and consequences related to maladaptive behaviors. If a clear function is identified for the behaviors of interest, a treatment plan will then be drafted; however, if uncertainty exists, we will request to implement a Functional Analysis (FA). A FA is a highly controlled systematic assessment to identify under which contrived test condition problem behavior worsens. Identifying the specific antecedents and consequences that lead to increase rates allows for the determination of function. LC utilizes the traditional FA test conditions described by Dr. Brian Iwata which include; Alone, Attention, Play, and Demand conditions. Additional test conditions can be included if deemed necessary (i.e. Tangible, Noise, Transition).
The results of the FBA will determine the proactive and reactive strategies recommended in the treatment plan. Proactive strategies consist of behavioral strategies to teach and increase appropriate responses/behaviors to gain access to the functional reinforcer (i.e. attention, break from work, access to tangibles). Essentially ,the proactive strategies are taught as a means of replacing the problem behavior displayed by the learner. In addition, the recommended reactive strategies will be based on the function of problem behavior as well. The FBA conducted by LC removes the guesswork which reduces the number of recommended strategies thus creating highly effective treatment plans that are practical to implement in busy classrooms. The LC staff will train the teaching team on how to implement the treatment plan and how to collect/graph data in preparation for ARD/IEP meetings in order to assess the effectiveness of the plan.
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