Behaviour Intervention Plans and Functional Behavioural Assessment
A functional behavioural assessment (FBA) is a process that aims to determine behaviours that students may be struggling with in the classroom. It is used also to hypothesise reasons for the behaviour and to explain how the behaviour is hindering the student from getting the most out of their educational experience. The typical Functional Behaviour Assessment has five key steps.
1. The general education teacher and a team of others will identify the target behaviour that is preventing the child being successful. The target behaviour will be identified by using student records, observations by the teacher, and other documentation of student behaviour.
2. When the target behaviour has been identified, the team begin to collect data that might help understand what led to the target behaviour. This data must be recorded in an unbiased manner. The team will decide how frequently the behaviour occurs, what leads up to it and what comes after the behaviour, who is around when the behaviour occurs and what is the reactions of the adults in the room. Further, it is also important to consider the environment that the behaviour occurs in, what else is happening in the student's social, academic, and home life, and if any medical issues may be influencing the behaviour.
3. The team should create a hypothesis that suggests a reason for the behaviour based on the data collected. The hypothesis should include an idea of the purpose of the behaviour and what causes the behaviour to arise and at what times. Once a hypothesis has been made, the team will be able to create an intervention strategy for the behaviour.
4. Keeping the hypothesis in mind, the team will develop a Behaviour Intervention Plan (BIP) to try and reduce the regularity of the undesired behaviour. This plan generally should include a replacement behaviour that is similar to the target behaviour that is acceptable in the classroom. The BIP should also include a list of skills that need to be taught in order for the student to change from the target behaviour to the replacement behaviour. Accommodations and modifications should also be included in the BIP. Finally, it is extremely important that the student and their parents are involved in the planning process and that they support the plan. Once the plan has been finished and agreed upon, it is implemented in the appropriate setting.
5. The final step of the FBA is to repeat the information collection process of step two in order to evaluate the success of the plan. This data will then be used to decide if the target behaviour needs to be revaluated or if a new plan needs to be made and whether the BIP was successful and the intervention plan can be brought to an end.
1. The general education teacher and a team of others will identify the target behaviour that is preventing the child being successful. The target behaviour will be identified by using student records, observations by the teacher, and other documentation of student behaviour.
2. When the target behaviour has been identified, the team begin to collect data that might help understand what led to the target behaviour. This data must be recorded in an unbiased manner. The team will decide how frequently the behaviour occurs, what leads up to it and what comes after the behaviour, who is around when the behaviour occurs and what is the reactions of the adults in the room. Further, it is also important to consider the environment that the behaviour occurs in, what else is happening in the student's social, academic, and home life, and if any medical issues may be influencing the behaviour.
3. The team should create a hypothesis that suggests a reason for the behaviour based on the data collected. The hypothesis should include an idea of the purpose of the behaviour and what causes the behaviour to arise and at what times. Once a hypothesis has been made, the team will be able to create an intervention strategy for the behaviour.
4. Keeping the hypothesis in mind, the team will develop a Behaviour Intervention Plan (BIP) to try and reduce the regularity of the undesired behaviour. This plan generally should include a replacement behaviour that is similar to the target behaviour that is acceptable in the classroom. The BIP should also include a list of skills that need to be taught in order for the student to change from the target behaviour to the replacement behaviour. Accommodations and modifications should also be included in the BIP. Finally, it is extremely important that the student and their parents are involved in the planning process and that they support the plan. Once the plan has been finished and agreed upon, it is implemented in the appropriate setting.
5. The final step of the FBA is to repeat the information collection process of step two in order to evaluate the success of the plan. This data will then be used to decide if the target behaviour needs to be revaluated or if a new plan needs to be made and whether the BIP was successful and the intervention plan can be brought to an end.
An Example of a Behaviour Intervention Plan
This is an example of a behaviour intervention plan created in a Classroom Management course at Hope College.The plan is based on a fictional case and all of the information was created with the intent purpose of practicing the Behaviour Intervention Plan process.
Below is the data evaluation sheet that would be used if the BIP was implemented.
Below is the data evaluation sheet that would be used if the BIP was implemented.
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BIP | |
File Size: | 57 kb |
File Type: |
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Data Evaluation | |
File Size: | 44 kb |
File Type: | doc |