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Functional Behavior Assessment (FBA) and
Behavioral Intervention Plan (BIP)
A Functional Behavioral Assessment or FBA is warranted when the team is actively attempting to find the function (the “why”) behind a student’s behavior pattern. The FBA is a formal special education evaluation that is completed, with a parent’s consent. Data collection for this purpose can take place at any time without parental consent. In other words, in any educational situation, staff should always be recording data.
The FBA form itself is the evaluation document discussed by the team.
To properly complete the Functional Behavior Assessment the special education staff or district behavioral specialist will be involved in making formal classroom observations. These observations allow them to establish:
The Functional Behavioral Assessment form will serve as a guide for the IEP team in this process. The form contains prompts eliciting responses from the IEP team. Their responses, based on classroom observations, help find the root cause (or function) of a student’s behavioral challenge.
Some of the prompts you will see on the Functional Behavior Assessment form are:
The documented classroom observations will allow the IEP team to answer these prompts. The team’s accurate and considered responses form the basis for establishing a meaningful Behavior Intervention Plan
I feel that answering these prompts incorrectly or not completely on the FBA, is the most common issue when dealing with unsuccessful behavioral plans and goals.
For example, if a student’s target behavior is “student walks out of the classroom during circle-time every day”, the alternative positive behavior is NOT “student will stay in the classroom”. The student cannot yet perform that positive behavior, hence the challenging behavior is present.
An appropriate alternative positive behavior for a student to work toward might be “during circle-time, the student has the choice to sit in a separate area and look at a book or color”. As you might imagine, this alternative positive behavior response will vary. It is totally dependent upon each individual student.
It should also be noted that the consequence section is NOT documentation of a punishment following the target behavior. Instead, the consequence section documents what happens directly following the target behavior. For example, “After the student exits the classroom they run down the empty hallway with their arms spread open, giggling. Staff chases after them.”
You can find many printable examples of an FBA online. However, for reference CLICK HERE to see one.
Accurate, considered responses on the Functional Behavioral Assessment form provide the best basis for an effective Behavioral Intervention Plan (BIP).
Once completed, the Behavioral Intervention Plan becomes a list of instructions. These instructions form a “map” of the student’s progression to a specific behavior (the alternative positive behavior), or social-emotional goal.
The goals documented on a Behavioral Intervention Plan are just as important as the goals documented on an IEP (Individualized Education Plan). Progress for these goals needs to be tracked and reported. If a student is not progressing in these goals, the IEP team should meet and discuss how goals need to be adjusted so progression can be accomplished.
This is a continuous process that the team must review annually with the IEP review. The team, however, may have to re-visit the BIP more often if behavior is a greater concern. If revised interventions are repeatedly ineffective, teams may need to consider if the student is receiving enough supports in their current learning environment. They may have to consider a change in educational placement to maintain Least Restrictive Environment.
The Behavioral Intervention Plan is also is driven by prompts. Some of the key prompts and their meaning, or use, in the BIP are:
As with the FBA form, many examples of a BIP form can be found online. But for reference, you can view one HERE.
When your child is having behavioral challenges in school, just the thought of having to discuss the issues can be overwhelming.
But then, you also need to work with an IEP team to ensure proper evaluation, documentation, and progression of a plan. You want to advocate for your child, but I have watched it become slightly soul-crushing for a parent, given everything else you deal with in everyday life. Knowledge and support can often provide the peace of mind necessary for logical and effective parental participation in the FBA and BIP process.
Does your child need an FBA and BIP? Is your child’s FBA and BIP being monitored and updated? Let’s find out, give me a call for a free consultation. CLICK HERE for contact details.
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