Behavior Frequency Counting Name: ______________________________
Date:____________________________
Challenging behavior to be counted:_________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________ Each time the challenging behavior occurs, place an “X” over the corresponding number (e.g., 1 X2X3 4 5 6….) Subject:___________ (Start______ End________) 1
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Comments: ______________________________________________________________________________________________
Behavior Intensity Recording Single Setting Name: ________________________________ Subject:_______________________________
Teacher:________________________ Task:___________________________
Date:_____________ Period/Time:____________
Challenging Behavior:________________________________________________________________________________________ Examples of Mild:____________________________________________________________________________________________ Examples of High:___________________________________________________________________________________________ Examples of Severe:__________________________________________________________________________________________ Type of Instruction Observed (circle all that apply) Variety of Instruction: lecture, pencil/paper activity, computer activity, small group, cooperative, or independent Additional Information:_______________________________________________________________________________________ _______________________________________________________________________________________ Tally mark each occurrence as it happens: Intensity of Behaviors Mild Medium High Severe
Frequency of Occurrences
Total
10-Second Interval Recording 10’ 1 2 3 4
20’
30’
40’
50’
60’ Student _____________________________ Date _____________________________ Observer _____________________________ Time Start _____________________________ Time End _____________________________ Behavior _____________________________
5
Minutes
6 7
Note occurrence within the 10-second interval
8
X = occurrence O = nonoccurrence
9 10 11 12 13 14 15
Data summary Number of intervals of occurrence: Percent of intervals of occurrence: Number of intervals of nonoccurrence: Percent of intervals of nonoccurrence:
Exceptional Children’s Department Change of Placement Form A Worksheet
CHANGE IN PLACEMENT FORM A WORKSHEET FOR MULTIPLE SHORT-TERM SUSPENSIONS GREATER THAN 10 TOTAL DAYS PER YEAR NAME: ___________________ NCWISE#:_________________ SCHOOL YEAR:________________ SCHOOL:__________________ Dates of this Proposed Short-Term Suspension:_______TO________ PREVIOUS SUSPENSIONS (*SEE BELOW) Begin Date
To
Days of Suspension
REASON FOR SUSPENSION
------------------------I.
Change of Placement Determination: 1. Will the suspension result in removal for more than 10 cumulative days in the school year? ____YES ____ NO: If no, there is no change of placement. 2. If yes, was the student’s behavior in this incident substantially similar to the student’s behavior in previous incidents that have resulted in suspension this year? ____YES ____ NO: If no, there is not a pattern resulting in a change of placement. 3. If yes, based upon one of the following: • the pattern of behavior(s) resulting in suspension(s) • the length of each suspension • the total of time the student has been suspended and • the proximity of the suspensions to one another Will the proposed suspension result in a significant disruption in the student’s education services? ____YES, there is a change of placement ____NO, there is not a change of placement
II.
III.
SCHOOL MANIFESTATION DETERMINATION HEARING. If there is a change of placement, an IEP team must schedule a MANIFESTATION DETEMINATION HEARING to be held within 3 to 5 school days of the suspensions. A completed DEC5a FORM and HANDBOOK ON PARENTS’ RIGHTS must be sent to the parent to notify them of the meeting
EDUCATION SERVICE PLAN. Whenever a special education student is removed from school for over 10 days in the school year, educational services must be continued to allow the student to appropriately progress in his or her educational program and a behavioral intervention plan developed to appropriately align problem behavior(s). Describe below the educational services that will be provided to the student during the period of suspension: ____________________ ________________________________________________________________________________ t d 7/28/10 4:07 PM ____________________________________________________________________________________Deleted: SIGNATURE EC TEACHER DATE ____________________________________________________________________________________ SIGNATURE EC TEACHER DATE *Include days of in-school IF student did not receive services specified in the IEP, including access to the general curriculum. Also, a BUS SUSPENSION must be counted as OSS if transportation is part of the student’s IEP and no alternative transportation is provided. *Retain record in the working folder.
Referral Process for Day treatment for Students’ with Exceptional Needs Contact Program Specialist a) Review FBA/BIP b) Review EC continuum at home school
EC Case Manager a) If PBSS have not been involved, then EC Case manager completes emergency observation request form in ECAP manual
Program Specialist a) Program Specialist will contact PBSS for further support b) Program Specialist contacts day treatment for available slots c) Program specialist contacts guidance counselor at home school
Guidance Counselor a) Guidance counselor contacts parent about day treatment options b) Parent contacts day treatment director at Nazareth/Expeditions c) Denise Linton (Nazareth/BASE programs) will assist parent in completing mental health paperwork to determine if student meets mental health eligibility
Parent Refuses Day Treatment
EC Student is Eligible for Day Treatment a) Student meets mental health requirements for day treatment b) Home school is responsible for holding an IEP mtg and completing EC paperwork c) The IEP meeting should be held within 2 weeks after the student begins attending the day treatment program
a) Guidance counselor contacts the LINKS staff for alternative options b) EC case manager schedules a staffing/IEP mtg to discuss BIP/crisis plan to be implemented at home school
ROWAN-SALISBURY DISCIPLINE OF STUDENTS WITH DISABILITIES PROCEDURES FOR LEVEL I, II, AND III PENALTY LEVELS FOR STUDENTS WITH A DISABILITY
Administrator decides to sanction student with Short Term Suspension (STS). Administrator determines student has a disability. Contact Parent A suspension that cumulates to 10 school days or less of STS from the current placement in current school year. Administrator disciplines student the same as a non-disabled student. No EC Services Required. No IEP Team/SAT Meeting required. No Manifestation Determination Hearing required.
A suspension that cumulates to more than 10 school days of STS from the current placement in current school year. Administrator/EC Case Manager completes FORM A to determine if STS demonstrate a pattern.
Suspensions ARE a “Pattern.” EC Case Manager completes DEC 5a (invitation to MDH) and sends home w/ Parent Handbook. Hold MDH within 3-5 days
Suspensions are NOT a “Pattern.” Discipline the same as a nondisabled student. Administrator consults w/ EC Case manager and determines the extent of services necessary to progress in the general curriculum and toward achieving IEP goals. No MDH required
If in Doubt Using “common sense” and “good judgment,” if EC case manager and SNAP cannot determine if there is a pattern in suspensions, hold a manifestation determination hearing
Discipline
• Discipline Flowchart • Manifestation Determination Procedures • Exceptional Children’s Department Service Delivery Form • Change in Placement Form A Worksheet
Exceptional Children’s Department Service Delivery Form Student’s Name: ___________________________ Dates of Suspension: ________________________ Number of Suspension Days: _________________ Classes/Assignments Block 1: __________________________________ Block 2: __________________________________ Block 3: __________________________________ Block 4: __________________________________ Elective 1: __________________________________ Elective 2: __________________________________ Academic Services Rendered ________ Sending home assignments (include date parent contacted) _________ Date parent obtained assignments _________ Assignments not obtained by parent ________ Teacher available via email/phone conference ________ Tutoring ________ Other arrangements made with parents (explain)
EC Teacher Signature: ________________________________________ Complete once EC student receives suspension and revisit at manifestation determination hearing if incident results in a change of placement. Attach completed manifestation paperwork in EC folder.
Parent Signature:_____________________________________________
DDDS
Rowan-Salisbury Schools Functional Behavioral Assessment Student Information Last Name: Mario
First Name:
Mario
Middle Initial: M.
School: Redwood Middle School
EC Category: SLD (Reading & Writing)
Date of Birth: 1-1-98
A functional behavioral assessment (FBA) is a systematic process of gathering information to determine why a student exhibits specific behaviors and how the school environment affects the student and their behavior(s). The Reauthorization of IDEA in 2007 requires an FBA and a BIP be conducted if suspensions or cumulative short-term suspensions exceed 10 days within the school year. If a behavioral intervention plan already exists, the IEP team must review and modify, as necessary, to address the behavior(s). Summarize all relevant school records (e.g., cumulative folder, IEP, psycho-educational evaluations, grades, discipline and attendance records, etc) Cumulative folder reflected 3-7th EOG scores ranging from 1s in reading and 2s in math. Psycho-educational report identified a 15pt discrepancy in reading comprehension and written expression, with clinically significant behaviors noted on the BASC. Mario’s grades in elementary were As &Bs and middle school grades dropped to an average of Ds & Fs. Within the current school year, Mario has had 17 office referrals for becoming verbally and physically aggressive toward peers/staff during trips to his locker and in P.E. class. According to attendance records, he attends school on a regular basis with minimal absences other than when he is assigned OSS.
Description of the Challenging Behavior(s)
SAMPLE
What is the behavior of concern? (Describe in observable and measurable terms) Mario refuses to complete in-class assignments in reading and math classes. He cusses at teachers if he doesn’t get his way or starts arguments with peers that lead to him becoming physically aggressive by pushing, shoving, punching students or throwing objects across the room out of anger. How often does the challenging behavior(s) occur? Refusal to complete work happens about twice a week, but can be easily directed by reading and math teachers. The cussing and physical aggression toward peers/staff transpires at least two or three times a week during transitional times such as bathroom breaks, locker time and P.E., or when other teachers whom he doesn’t know confronts him over an issue or situation with another student. How long does the challenging behavior(s) last when it does occur? The above behaviors can last from 15-45 minutes depending on his mood and are congruent with his level of frustration/agitation. How disruptive is the challenging behavior (mild, medium, high, and severe: mild to medium behaviors are manageable within the classroom, and high to severe behaviors require significant removal from the classroom)? According to his reading and math teachers, the work refusal and his use of profanity are typically mild-medium behaviors that are manageable in the classroom. Conversely, physical aggression incidents occur during unstructured and transitional times are high to severe in nature, which require immediate intervention from staff.
Ecological/Setting Events that predict or set up the challenging behavior(s) When the behavior occurs……
When the behavior does not occur….
People present (students/adults)
Mondays & Wednesdays-9-10am Transitional times-P.E. Teacher assigns sm. grp activities/peers Specific female student in P.E.
Tues., TR, & Fri.(no sm. grp reading/math) Teacher escort to class/setting-no beh(s) Large grp instruction, with minimal peer interactions or independent seatwork Female student isn’t present in other classes
Type of activity (quiet, group, etc) Subject/Activity Type of activity (peer interaction, alone, adult interaction, organized play, or parallel play) Location (cafeteria, recess, etc) Type of instruction (oral or visual) Support available (other staff in classroom or modifications,
Small grp instruction/activities Reading/Math/P.E. Reading comprehension questions; math word problems; transitional times (locker, BB, cafeteria, P.E.); lecture, auditory, and hands-on activities Behaviors increase in intensity when EC teacher isn’t in close
Large grp instruction/indep. seatwork SS/Science classes SS/Science classes and when EC teacher escorts him to and from classes; visual aids, teacher provided lecture notes, and individual hands-on thematic units
Day or Time After a certain activity/event Before a certain activity/event
Behaviors decrease significantly when EC teacher is present during transitional times
Support available (other staff in classroom or modifications, accommodations, assistive technology, or related services) Communication Abilities
Behaviors increase in intensity when EC teacher isn’t in close proximity of him or small grp or if teacher is absent
Behaviors decrease significantly when EC teacher is present during transitional times and is available to speak to him in given moment
Other Describe the student’s communication abilities: Mario’s communication abilities fall within normal range but regress to one-word utterances when he becomes agitated or frustrated over an issue/situation. Expressive (speak and understand language): Receptive (listen and understand language): He’s able to use complex sentences and multiple word-phrases Mario appears to become easily agitated if there’s too much to communicate his needs and wants to others. Conversely, information coming to him all at once. Often, when stable in when he becomes agitated over an issue that doesn’t go his mood and affect, he’ll request staff to repeat the instruction or way, he’ll regress to one-word utterances, obscenities or other if teachers are attempting to calm him down-they’ll have to vocalizations such as yelling-out nonsense words/phrases repeat aloud verbatim what his side of the story is so that he feels as if they’re on his side and being attentive to his needs
Are there health, medical, or family factor(s) that may contribute to the challenging behavior(s)? Please note: Mario was diagnosed with ADHD in the 3rd grade, but mom decided against medication due to adverse side effects of meds prescribed by family doctor. Recently, Mario moved in with his biological father whom he hasn’t seen in many years due to mom abandoning him and grandparents passing away. History of behavior(s)-include effectiveness of previously used behavioral intervention plans: Mario’s aggressive behaviors were not noted in elementary school. Behaviors appear to be increasing in intensity over the course of him transitioning to middle school, as evidence by declining grades, mom abandoning him and living with his father whom he does not know. IEP team drafted an FBA and BIP, but behavioral interventions outlined on the plan appear to be ineffective and Mario appears uninterested in reinforcers.
SAMPLE
Describe how the teacher(s) integrate(s) the following areas into their academic instruction: Independence (identify specific things the student can successfully perform by themselves throughout the day without assistance from others and how the teacher is integrating “independence” into their instruction [e.g., academic, social, or functional]): Mario is able to obtain all of his educational materials on his own with minimal assistance from other school staff, communicates his needs and wants without assistance, as well as works independently on various academic assignments (i.e., reading, math, social studies, and science). In math class, he’s able to use a calculator and other hands-on manipulatives used in math activities. In terms of how the teacher integrates independence into their instruction, reading and math teachers use a cooperative learning model, in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of the topic. Each student is responsible not only for learning what is taught but also for helping other students on their teams learn. Social studies and science are based off thematic units, sometimes covering all core subject areas. Most of the thematic units are done independently or in large group settings. Choice (what choices are provided to the student during his/her day? Classroom/Nonclassroom: modified seating, adapting the pace of instruction, providing a choice of activities, and allowing student to take breaks, etc.): Mario is provided with multiple choices during reading and math classes, such as alternate activities of his choosing if he decides not to complete the assignment at-hand. However, bathroom breaks are limited in the mornings due to the classroom being adjacent to cafeteria and gymnasium. Most of Mario’s classes have assigned seating and/or assigned to a small group based on ability level. Mario’s choices are limited in this respect. Variety (describe the delivery of instruction in the student’s classroom(s), such as, it mostly lecture, note-taking, hands-on activities, small or large group activities, etc. and how the teacher is integrating “variety” into their instruction): The variety of instruction in reading and math classes are based off part lecture, small grp activities, or independent seatwork. At times, students are required to take notes as the teacher lectures. Social studies and science classes encompass a lot of lecturing/note taking and large group activities, with some parallel peer interactions. Exploratories are also part lecture, handson activities or physical activities that require attentive participation. Antecedents (what happens before the behavior occurs?) *use observation sheet in ECAP manual to complete this section. Reading/small grp instruction; math/small grp instruction, cafeteria, locker, bathroom breaks, and not being assigned as the team leader in P.E. activities or if a teammate messes up during an activity; unknown teacher confronts him about a behavioral issues in nonclassroom settings. Consequences (what happens after the behavior occurs?) Reading and math classes: escapes activity at-hand and gains negative attention from peers; cafeteria: seeks out any attention he can gain from neighboring peers; locker & bathroom breaks: sees to gain power/control over situations to communicate his needs and wants; P.E. class: gain power/control over the situation by others viewing him as a leader.
Function of Behavior: What is your hypothesis of the function of behavior(s) (i.e., what is the motivation behind the behavior, such as escaping, seeking sensory input, attention, specific item(s) or event(s)?): Get/Obtain Escape/Avoid X Adult attention Other: Power/control Adult attention Other: X Peer attention X Peer attention Preferred activity or item X Activity or work Self-stimulatory/sterotypical behaviors (visual, auditory, tactile, vestibular, taste, and smell) No self-stim beahviors noted during the observational periods, nor did he have any PDD diagnoses.
Replacement Behaviors Describe the appropriate behavior(s) that you would like the student to do instead of the challenging behavior. (Cannot simply be a lack of the challenging behavior - must be a new behavior which will get the same outcome(s) for the student: -Verbally or nonverbally cue teachers or a designated peer-tutor if he doesn’t know how to do the assignment, as well as express to teachers that he is feeling frustrated over not being able to keep up at the same rate as his peer group
SAMPLE
-Be able to maintain and develop friendships among fellow peers so that others enjoy being around him and be able to walk away from situations if he begins to feel angry or upset over not being able to control the outcome of the situation(s) -Be able to accept confrontation from certain teachers with whom he doesn’t have a good rapport by being respectful, listening and responding to their requests without using obscenities Does the student currently use/have the replacement behavior? Yes, according to the BAC data collected, Mario is capable of seeking assistance from teachers and peers whom he trusts or feels comfortable around. In addition, at the onset of a situation in or outside the classroom, if teachers allow him to communicate his side of the story regarding the situation or approach him in a nonconfrontional manner to correct his behavior, he’ll be respectful and listen attentively. If the replacement behavior is currently occurring at all-describe what is typical when the behavior occurs (time of day, event, subject, people present): Yes, he’s respectful and attentive toward his reading and math teachers if a situation surfaces in their classroom in which he will attempt to ignore or walk away from the situation by sitting with another group or by himself. In addition, he’s able to get along with fellow peers in small and large group settings as long as he understands the task at-hand and is able to stay at their pace. As far as the hallway, locker area, cafeteria and P.E. settings, Mario chooses not to generalize the replacement behaviors in these areas, as his challenging behaviors are easier to access than having to think, react and respond to the replacement behaviors.
Signatures Signature
_________________ _________________ _________________ _________________
Position
_________________ __________________ _________________ __________________
Date
_________________ __________________ __________________ __________________
Rowan-Salisbury Schools Behavioral Intervention Plan Student Information
DDDS
Last Name:
First Name:
Middle Initial:
School:
EC Category:
Date of Birth:
The Behavioral Intervention Plan (BIP) is the component of the IEP that attempts to link the management of behaviors that impede instruction with positive intervention strategies to reduce the occurrence of challenging behaviors and are designed to address the behavior violation so that it does not recur. Once the function (purpose) of a student's behavior has been determined, the Individual Education Program (IEP) team should develop the BIP. As the team develops the BIP, they should keep in mind some key characteristics of a BIP: a) the plan must address
the function of the behavior and include information gathered in the functional behavioral assessment, b) the challenging behavior is operationally defined (meaning specific concrete examples of what the behavior looks like) and linked to how it interferes with the student’s interaction to his or her school environment, c) intervention strategies are designed to relate to the function of the student’s behavior and how effective they will be to implement across the classroom and school, d) BIP should focus on giving the student skills that he/she needs to interact successfully in school, not on punishing him/her for acting up, and e) the purpose of a BIP is to modify (change) teacher behavior in terms of how you respond to a student who is acting up-don’t take it personally.
SAMPLE
Description of the Challenging Behavior
1) Describe the challenging behavior of concern (restate behavior of concern on FBA): Mario refuses to complete in-class assignments in reading and math classes. He cusses at teachers if he doesn’t get his way or starts arguments with peers that lead to him becoming physically aggressive by pushing, shoving, punching another student or throwing an object across the room out of anger. 2) Function of the challenging behavior (i.e., what is the student gaining or escaping based on the FBA: gaining attention, tangible, sensory stimulation, or escaping from an aversive stimulus in the environment or internal stimulation)? It appears as though Mario’s challenging behaviors are twofold: seeks to gain adult & peer attention, and escaping/avoiding peer attention and activity or work. 3) Describe the appropriate behavior(s) that you would like the student to do instead of the challenging behavior. (Cannot simply be a lack of challenging behavior -Replacement behavior must be a new behavior which will get the same outcome(s) for the student as the challenging behavior): -Verbally or nonverbally cue teachers or a designated peer-tutor if he doesn’t know how to do the assignment, as well as express to teachers that he is feeling frustrated over not being able to keep up at the same rate as his peer group -Be able to maintain and develop friendships among fellow peers so that others enjoy being around him and be able to walk away from situations if he begins to feel angry or upset over not being able to control the outcome of the situation(s) -Be able to accept confrontation from certain teacher with whom he doesn’t have a good rapport by being respectful, listening and responding to their requests without using obscenities
Replacement Behavior
Challenging Behavior
List Strategies to reduce the challenging behavior: Antecedent (Triggers) (What Happens before the behavior) 1. Reading/Small Grps 2. Math/Small Grps 3. Cafeteria 4. Locker/BB/P.E.
Antecedent Strategies (modify the student’s environment or tasks by implementing preventive strategies to lower occurrence of behavior) 1. Modify instruction to decrease errors
Behavior 1 &2. Refuses to complete work or argues with staff/peers by cussing 3. Talkative, roams around cafeteria 4. Pushes, shoves, fights, with peers and staff, at times
Consequence ( What happened after the behavior ) 1 &2. Escapes activity at-hand and gains negative attention from peers 3. Seeks out any attention he can gain from neighboring peers 4. Seeks to gain power/control over situations to communicate his needs and wants
Replacement Behaviors
Consequence Strategies
(must serve same function as challenging behavior and is capable of performing the skill in the environment of the school and classroom)
(strategies to be used by teachers or staff if student engages in challenging behavior instead of replacement behavior(s))
1. Student will raise hand to cue
1. Privately remind student, using
2. Reduce academic demands when student appears upset 3. Intersperse difficult problems with easy ones 4. Precorrect strategies to remind student of expectations and rules prior to transition to unstructured settings. Teach, model and practice 5. Create a peer buddy grp that would be willing to sit with student during cafeteria time 6. Assign teacher to monitor locker and BB times 7. Unfamiliar or familiar staff change voice intonation 8. Use suggested rather than directive language to student (e.g., what do you do now?)
teacher that he has a question or concern pertaining to the task athand or quietly turn toward his assigned peer-buddy in the small grp for assistance. If peer-buddy is unable to assist or understand the student’s question, s/he will use a hand gesture to summons the teacher to come over to their table for further assistance.
SAMPLE 2. EC teacher and guidance counselor will teach social skill lessons twice a week using The Tough Kids Social Skills book in order for him to learn how to maintain and develop friendships with fellow peers
3. Stop, think and react commands will be implemented that demonstrate how to control his behaviors when situations arise in class or with other people
gestures or verbal prompts, of the replacement behavior that he needs to engage in (rather than challenging behavior(s)) and positive consequences that he’s working toward for that period or day 2. Award bonus pts or verbal specific praises if he self-corrects behaviors and returns to task at-hand or complies to request 3. If behaviors persist, in a quiet voice, issue 3 stop, think and react commands and provide student with a structured choice with clear consequences for each choice: 1) stop-take a breather in cool down area, 2) stop and return to task, or 3) continue and lose the opportunity to earn that period’s reward 4. If nondangerous behaviors persist, seek assistance from class or peerbuddy whereby you invite them to give encouraging comments to student to make wise choices 5. If student becomes physically aggressive, remove student or peers to ensure everyone’s safety and process issue with student without audience
Reinforcement (Interview student to determine reinforcement program and complete at least one item for each category below): Activities: computer time, basketball, and school bucks
Food: using student’s money, staff will purchase food items from vending machine Preferred adult or student: eat meals with three friends, LA teacher or math teacher Other: Documentation (complete each section below in order to determine how the team will monitor the effectiveness of the interventions outlined on the BIP): Specify data that will be collected and evaluated to determine the effectiveness of the BIP (attach data to form): A behavior point sheet will be used on a daily basis to monitor and determine the effectiveness of the BIP. Method of communication with student, family, and IEP team regarding status of BIP (e.g., daily, weekly, or bi-weekly, etc.): -Daily point sheets will be sent home each day for the student’s father to review and sign, if available. -Per father’s request, teachers will contact him at work of any dangerous behaviors exhibited by student throughout the school day. Not to be misconstrued as an invitation for staff to ask the father to pick the student up from school. With the exception of a school administrator assigning out of school placement (OSS), all consequence strategies outlined on this BIP and school resources must be exhausted prior to considering an OSS placement.
Signatures Signature
_________________ _________________ _________________
Position
_________________ __________________ _________________
Date
_________________ __________________ __________________
DDDS
Rowan-Salisbury Schools Functional Behavioral Assessment Student Information Section
Student Information Last Name:
First Name:
School:
EC Category:
• Complete student information Middle Initial: • Impetus of conducting an FBA and BIP • Conduct indirect assessments of all school Date of Birth:
folders. Indicate relevant information that pertains to current behaviors being observed or patterns A functional behavioral assessment (FBA) is a systematic process of gathering information to determine why a student that emerge from records (e.g., academic exhibits specific behaviors and how the school environment affects the student and their problems behavior(s). The from primary to secondary stemming Reauthorization of IDEA in 2007 requires an FBA and a BIP be conducted if suspensionsgrades, or cumulative short-term medical issues, transient guardians, suspensions exceed 10 days within the school year. If a behavioral intervention plan already exists, the IEP previous placements orteam DSMmust diagnoses, etc)
review and modify, as necessary, to address the behavior(s). Summarize all relevant school records (e.g., cumulative folder, IEP, psycho-educational evaluations, grades, discipline and attendance records, etc)
What is the behavior of concern? (Describe in observable and measurable terms)
Description of the Challenging Behaviors *Step 1 on the FBOS form will assist in completing this section
How often does the challenging behavior(s) occur?
• Identify exactly what the student is doing
Description of the Challenging Behavior(s)
in order to minimize disagreements among observers as to the behavior’s occurrence
How long does the challenging behavior(s) last when it does occur?
• Identify how often the behavior occurs, the length of time it takes for the behavior to
How disruptive is the challenging behavior (mild, medium, high, and severe: mild to medium aretomanageable cyclebehaviors through (from start to finish), and within the classroom, and high to severe behaviors require significant removal from the classroom)? describe the intensity or force the behavior(s) are when they occur
Ecological/Setting Events that predict or set up the challenging behavior(s) When the behavior occurs…… Day or Time After a certain activity/event Before a certain activity/event People present (students/adults) Type of activity (quiet, group, etc) Subject/Activity Type of activity (peer interaction, alone, adult interaction, organized play, or parallel play) Location (cafeteria, recess, etc) Type of instruction (oral or visual) Support available (other staff in classroom or modifications, accommodations, assistive technology, or related services)
Other Communication Abilities Describe the student’s communication abilities: Expressive (speak and understand language):
When the behavior does not occur…. Ecological/Setting Events
• Ecological/setting events refer to the school environment, events or conditions that set the stage for the challenging behavior(s) to occur. Look at every aspect of the child’s day in terms of when the behavior occurs vs. when the behavior does not occur, as this will assist you in predicting specific triggers or reinforcers to the behaviors
Communication Abilities *Step 4 on the FBOS form will assist in completing this section
Receptive (listen and understand language):
• If behavior support is to be effective,
you must understand the ways in which a student communicates important information to others in the environment. This section allows you to record basic information on the student’s typical communication strategies or skills
Function of Behavior
• Interview guardian concerning specific
Function of Behavior:
physiological, psychological, or social issues that set the stage for challenging behaviors at Are there health, medical, or family factor(s) that may contribute to the challenging behavior(s)? Please note: home
• Histrionic account of past behaviors in previous
History of behavior(s)-include effectiveness of previously used behavioral intervention school plans:settings, placements, or BIPs
• Describe how teachers integrate independence,
Describe how the teacher(s) integrate(s) the following areas into their academic instruction: choices, and variety into the student’s daily
schedule to ensure the behaviors are not related
Independence (identify specific things the student can successfully perform by themselves throughout the day without to a lack of assistance from others and how the teacher is integrating “independence” into their • instruction [e.g., academic, social, or Describe how teachers integrate independence, functional]): choices, and variety into their classroom/instruction in order to minimize or eliminate academic frustrations/anxiety Choice (what choices are provided to the student during his/her day? Classroom/Nonclassroom: modified seating, adapting the pace of instruction, providing a choice of activities, and allowing student to take breaks, etc.): • *Use FBO sheet to assist you in completing this section.
For thelecture, antecedent and consequence section, Variety (describe the delivery of instruction in the student’s classroom(s), such as, it mostly note-taking, hands-on determine the circumstances that exist in the activities, small or large group activities, etc. and how the teacher is integrating “variety” into their instruction):
environment before a behavior is exhibited and circumstances that affect the
Antecedents (what happens before the behavior occurs?) *use observation sheet in ECAP manual to complete this section. Consequences (what happens after the behavior occurs?)
What is your hypothesis of the function of behavior(s) (i.e., what is the motivation behind the behavior, such as escaping, seeking sensory input, attention, specific item(s) or event(s)?): Function of Behavior
Get/Obtain Escape/Avoid Adult attention Other: Adult attention This section will assist Other: in understanding “what is the student’s purpose for doing what they are Peer attention Peer attention doing?” Preferred activity or item Activity or work • The taste, function of behavior can be defined as a Self-stimulatory/sterotypical behaviors (visual, auditory, tactile, vestibular, and smell) stimulus (i.e. a verbal response, the
acquisition of a reinforcing item or activity) that contingently follows a behavior. For Replacement Behaviors instance, if a little girl's crying results in Describe the appropriate behavior(s) that you would like the student to do instead of theattention challenging behavior. from her teachers,(Cannot then teacher simply be a lack of the challenging behavior - must be a new behavior which will get theattention same outcome(s) would be considered for the student: a consequence that followed the crying behavior. Events that follow the behavior Does the student currently use/have the replacement behavior? and act to maintain, increase, or decrease the behavior If the replacement behavior is currently occurring at all-Describe what is typical when the behavior occurs (time of day,
• Replacement behaviors: socially acceptable
event, subject, people present):
alternative behavior that results in the same functional outcome as the problem behavior
Signatures: Signature
_________________ _________________ _________________ _________________
Position
_________________ __________________ _________________ __________________
Date
_________________ __________________ __________________ __________________
Rowan-Salisbury Schools Behavioral Intervention Plan Student Information
DDDS
•
Behavior Intervention Plan Section Explains why we conduct BIPs and how it
Last Name:
First Name:
Middle Initial: is mandated by IDEA, so as to ensure
School:
EC Category:
Date of Birth: behavior(s) that are thwarting the student’s
modifications are designed to address the
participation in the general curriculum and progress toward meeting their goals set out The Behavioral Intervention Plan (BIP) is the component of the IEP that attempts to link the management of behaviors in their IEPbehaviors and are that impede instruction with positive intervention strategies to reduce the occurrence of challenging designed to address the behavior violation so that it does not recur. Once the function (purpose) of a student's behavior has been determined, the Individual Education Program (IEP) team should develop the BIP. As the team develops the BIP, they should keep in mind some key characteristics of a BIP: a) the plan must address
the function of the behavior and include information gathered in the functional behavioral assessment, b) the Description of the Challenging Behaviors challenging behavior is operationally defined (meaning specific concrete examples of what the looks that Restate some of thebehavior same information like) and linked to how it interferes with the student’s interaction to his or her school environment, c) for this section you referenced on the FBA intervention strategies are designed to relate to the function of the student’s behavior and how effective they 1) Using “Description the Challenging will be to implement across the classroom and school, d) BIP should focus on giving thethe student skillsof that Behavior” section on the FBA, restate the he/she needs to interact successfully in school, not on punishing him/her for acting challenging up, and e)behavior the purpose in order of for aboth BIP is to modify (change) teacher behavior in terms of how you respond to a student who is acting up-don’t forms to be congruent with one another take it personally.
2) Using the “hypothesis of the function of behavior” section of the FBA, restate the Description of the Challenging Behavior the motivation behind the behavior, such 1) Describe the challenging behavior of concern (restate behavior of concern on FBA): as escaping, seeking sensory input, attention, specific item(s) or event(s)
2) Function of the challenging behavior (i.e., what is the student gaining or escaping based on the FBA: gaining attention, tangible, sensory stimulation, or escaping from an aversive stimulus in the environment or internal stimulation)? 3) Using the “Replacement behaviors” of
the FBA, restate the socially acceptable that results in the same 3) Describe the appropriate behavior(s) that you would like the student to do instead of thebehavior challenging behavior. functional as the problem (Cannot simply be a lack of challenging behavior -Replacement behavior must be a new behavioroutcome which will get the behavior same outcome(s) for the student as the challenging behavior):
Replacement Behavior
Challenging Behavior
List Strategies to reduce the challenging behavior: Antecedent (Triggers) (What Happens before the behavior)
Antecedent Strategies (modify the student’s environment or tasks by implementing preventive strategies to lower occurrence of behavior)
Behavior
Replacement Behaviors (must serve same function as challenging behavior and is capable of performing the skill in the environment of the school and classroom)
Reinforcement (Interview student to determine reinforcement program and category below): Activities:
Food:
Reinforcement Program
• An import aspect of interventions Preferred adult or student: Other:
outlined on a BIP is the reinforcer that motivates the student to engage in the replacement behavior rather than the challenging behavior
4) Reduce the Challenging Behavior Consequence This section is based off the “completing ( What happened after the behavior ) pathway model research, whereby a replacement behavior (lower pathway) has to serve the same purpose as the challenging behavior (upper pathway) for student to regain internal or external locus of control
Consequence Strategies • Upper pathway (challenging behavior):
(strategies used by teachers or on using to thebe information you completed 3A of engages the Functional Behavior staff ifstep student in challenging Observation restate the ABC behavior instead Sheet, of replacement events that set the stage for the behavior(s)) challenging behavior to occur
• Lower pathway (replacement behavior):
develop corresponding strategies for each A-B-C pathway above that will complete at least one item for each eliminate triggers in the environment, teach, model, and practice a socially acceptable replacement behavior, and consequences that encourage the student to engage in the replacement behavior rather than the challenging and strategies to be implemented if challenging behavior persists
Documentation of Status of BIP
• Identify to IEP and student how Documentation (complete each section below in order to determine how the team will monitor theteam effectiveness data will be gathered to determine the of the interventions outlined on the BIP): effectiveness of the BIP Specify data that will be collected and evaluated to determine the effectiveness of the BIP (attach data to • In addition, convey to IEP team and form): student how the status of the BIP will be communicated to other members of the IEP team and guardian (i.e., email, phone,weekly, point sheet, etc) Method of communication with student, family, and IEP team regarding status of BIP (e.g., daily, or bi-weekly,
etc.):
Signatures Signature
_________________ _________________ _________________ _________________
Position
_________________ __________________ _________________ __________________
Date
_________________ __________________ __________________ __________________
Functional Behavioral Observation Sheet
Student/Grade:______________________ Interviewer:________________________ Step 1
Date:_____________________________ Respondent:_______________________
Description of the Antecedent Identifying Routines: Where, when, and with whom challenging behaviors are most likely to occur. *(1-4: Classroom management system that deescalates the challenging behavior & 5-6: high to extreme behaviors that are potentially dangerous to self, others and require immediate removal from the setting) Daily Schedule (Times)
Activity
Likelihood of Challenging Behavior Specific Challenging Behavior Low 1 Low 1 Low 1 Low 1 Low 1 Low 1 Low 1 Low 1 Low 1 Low 1 Low 1
Step 2
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
High 6 High 6 High 6 High 6 High 6 High 6 High 6 High 6 High 6 High 6 High 6
Summarize Antecedent (Identifying Routines) 1) What activities seem to set off the challenging behavior? (difficult tasks, transitions, structured activities, small-group instruction, teacher’s request, particular individuals, etc)
2) When is the challenging behavior most likely to occur? (indicate likelihood of challenging behaviors that are rated 4 or higher)
3) When is the challenging behavior least likely to occur? (indicate likelihood of challenging behaviors that are rated 3 or lower)
Step 3
Description of the Consequence 1) What usually happens after the challenging behavior occurs? (what is the teacher’s reaction, how do other students react, is the student sent to the office, does the student get out of doing work, does the student engage in a power struggle, etc)
Step 3A Propose a Testable Explanation Antecedent
Behavior
Consequence
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
Function of Behavior For each ABC sequence listed above, why do you think the problem behavior is occurring? (to get attention, to get peer attention, gets desired object/activity, escapes undesirable activity, escapes demand, escapes particular people, etc) 1. 2. 3. 4.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
How confident are you that your testable explanation is accurate? Very Sure 6
So-So 5
4
Not Sure 3
2
1
Step 4
Communication Abilities
Request attention
Request help Request preferred Food/objects/activities Request break Show you something or some place Indicate physical pain (headache, illness) Indicate confusion or unhappiness Protest or reject a Situation or activity
Step 5
Student-Directed Assessment Interview Define the challenging behavior of concern. *What are the things you do that get you in trouble or are a problem? (Prompts: Late to class? Talk out in class? Don’t get work done? Fight?) Behavior 1. 2 3.
Comments
Other
Self-injury
Aggression
Facial expression
Fixed gaze
Moves away or leaves
Moves close to you
Increased movements
Gives objects
Grabs/reaches
Shakes head
Leading
Pointing
Single signs
Complex signing
Other vocalizing
Echolalia
One-word utterances
Multiple-word phrases
Communicative Functions
Complex Speech (sentences)
On the following chart, indicate the behaviors the student uses to achieve the communicative outcomes listed:
Step 6
Behavioral Antecedent Consequence Record (BAC)*using the identifying routines section above, conduct 3 to 4 (10-15 minute) observations in the settings that yielded scores of 4 or higher Behaviors
Date and Time
Antecedent What led to the event or challenging behavior occurring?
Consequence How did staff respond to challenging behavior?
Comments: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ _______________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
Homebound Behavioral Inventory Sheet
Exceptional Children’s Department Dr. Crystal Vail, Director PO Box 2349 Salisbury, NC 28145 Phone: 704-639-3064 Fax: 704-639-3072
Student Name: Date: Time: Home School: Homebound Teacher: The homebound behavioral inventory sheet (HBIS) is an assessment that homebound teachers can use to evaluate the implementation of an EC student’s behavioral/reentry objectives outlined on their IEP while being served on homebound. Prior to an IEP team conducting a 45-day homebound review, the homebound teacher should complete a HBIS every two weeks in order to indicate to what degree the behavioral/reentry objectives are in place (i.e., not at all, partial or full). The HBIS is scored by summing the responses of all of three columns in the “total” box and then dividing by the number indicated to get the percentage score. Percentage scores should be at least 80% or higher in order to meet the minimum level of implementation. If percentage scores fall below 80%, then IEP objectives are not clearly defined for the student or the homebound teacher and/or the IEP team will need to reconvene to create new objectives that meet the student’s behavioral needs. Goal : While being served on homebound for physical aggression, which is defined as punching, kicking, pulling hair, throwing objects across the classroom, Johnny will learn 2 specific coping strategies that will assist him in appropriately responding to a situation that makes him angry or upset.
Not (0)
Partial (1)
Full (2)
Objective 1: (Attendance) Given a homebound schedule of times and dates the HB teacher will conduct HB sessions throughout the week, Johnny will be able to predict and prepare himself to attend all HB sessions without being absent.
2
Objective 2: (Arriving on Time) Given a homebound schedule of the time he is supposed to arrive for HB, Johnny will refrain from being tardy to HB by leaving his home 20 minutes before each session begins.
0
Objective 3: (Completing Assignments) During each HB session, the HB teacher will modify and utilize graphic organizers to ensure Johnny’s understanding of the subject matter being delivered to him or assigned as homework; in addition, Johnny will earn a 10-minute break at the end of each HB session for completing at least 80% of his assignments or turning in his homework on time.
1
Objective 4: (Target Behavior(s)) At the onset of Johnny becoming physically aggressive toward the HB teacher, Johnny will be prompted to use 2 coping strategies that were previously taught, modeled and practiced to him by the HB teacher during positive moods: (1) he identifies 3 physiological symptoms that he experiences before “going off” (e.g., headache, stomach, clammy palms, etc) so that the HB teacher can quickly inform him that of these changes surfacing in his demeanor and 2) he will request to process an issue with the HB teacher, whereby he is afforded 3-5 minutes to speak freely without interruption from the HB teacher. A rewards program will be implemented to encourage this desired behavior.
1
Objective 5: (Follow Code of Conduct) Given a list of code of conduct expectations, Johnny will be judged on the accuracy and completeness of him adhering to these expectations and will be able to earn a “golden buck” that he can use for a reward at the end of each HB session.
Total
2
0
2
4
Calculation _____6_________ ÷ 10 = ________60______%
Implementation at 80%
x No
Yes
Comments: Johnny is experiencing problems identifying physiological symptoms he exhibits prior to becoming physically aggressive over an issue. It appears a lot of his aggression is related to his inability to complete certain tasks at a level of his liking. HB teacher will plan to address this issue with him at the next HB session. In addition, Johnny has been late twice this week to his HB session, which HB teacher had to extend sessions to compensate for his tardiness. Homebound Teacher’s Signature:
Date:
Homebound Behavioral Inventory Sheet
Exceptional Children’s Department Dr. Crystal Vail, Director PO Box 2349 Salisbury, NC 28145 Phone: 704-639-3064 Fax: 704-639-3072
Student Name: Date: Time: Home School: Homebound Teacher: The Homebound Behavioral Inventory Sheet (HBIS) is an assessment that homebound teachers can use to evaluate the implementation of an EC student’s behavioral/reentry objectives outlined on his or her IEP while being served on homebound. Prior to an IEP team conducting a 45-day homebound review, the homebound teacher should complete a HBIS every two weeks in order to indicate to what degree the behavioral/reentry objectives are in place (i.e., not at all, partial or full). The HBIS is scored by summing the responses of all of three columns in the “total” box and then dividing by the number indicated to get the percentage score. Percentage scores should be at least 80% or higher in order to meet the minimum level of implementation. If percentage scores fall below 80%, then IEP objectives are not clearly defined for the student or the homebound teacher, iand/or the IEP team will need to reconvene to create new objectives that meet the student’s behavioral needs. Goal:
Not (0)
Partial (1)
Full (2)
Objective 1: (Attendance)
Objective 2: (Arriving on Time)
Objective 3: (Completing Assignments)
Objective 4: (Target Behavior(s))
Objective 5: (Follow Code of Conduct)
Total
Calculation ______________ ÷ 10 = ______________%
Implementation at 80% Yes
No
Comments: ______________________________________________________________________________ ______________________________________________________________________________ Homebound Teacher’s Signature:
Date:
Exceptional Children Administrative Procedures Manual Rowan-Salisbury Schools
IMPORTANT THOUGHTS TO REMEMBER Remember that you are documenting targeted behaviors and their impact on the learning process: therefore, you must show how often, to what degree, and how long these targeted behaviors are interrupting the instructional process for the student. Remember that you are also documenting the staff’s efforts to intervene with these targeted behaviors; therefore, strategies for managing and/or eliminating these disruptive behaviors must be clearly identified. Remember interventions must be continuously evaluated for their effectiveness. It is not satisfactory to merely define an intervention, but attempt to implement it with fidelity for at least 3-6 weeks to determine the efficacy of the intervention(s). Remember the more resources you utilize in defining the interventions, the more opportunities you will have for success. Multidisciplinary and interagency collaboration is a necessary component when documenting intervention efforts with Serious Emotional disabled students. Remember when reviewing documentation for a more restrictive setting, the documentation should show the frequency, duration, and intensity of the behaviors as it relates to the educational process. Remember that the documentation provided should support the goals and objectives included in the individualized education program. Documentation must be written. The IEP Team cannot rely on anyone’s memory and cannot make assumptions.
July 2010
Exceptional Children Administrative Procedures Manual Rowan-Salisbury Schools Introduction to Data Collection Forms What is behavior data? Behavior data are the product of measuring and recording behavior. What is behavior data used for? Behavior data can serve many functions. It can be used to establish a baseline of the challenging behaviors. Data can give us information on when and where behaviors are most likely to occur, as well as how often, how long, how much, how intense, and with whom and as a result of what. Data can be an objective means of providing comparison of behavior pre- and post- intervention phase. The analysis of data tells us whether our interventions are effective and should guide our decisions on making changes to a program, including whether to continue with an intervention. When do we use direct observation recording? When the behavior can be observed and measured (i.e., operationally defined). What are the procedures for collecting data through direct observation? The most commonly used procedures for school settings include event recording, interval recording, duration, recording, latency recording, and momentary time sampling recording. Antecedent, Behavior and Consequence (ABC) charts are also commonly used to determine what takes place before and after the challenging behavior occurs. Practitioners or teachers primarily focus on eliminating the antecedent (triggers) and consequence (desired outcome of a behavior) of the challenging behavior(s) within the school setting. In some cases, setting events (physiological, psychological, and social issues that set the stage for challenging behavior to occur), which come before the antecedent, can be eliminated through consultation and collaborations with outside agencies, family members and/or just getting everyone involved with the student on the same page in terms of how they handle and address the challenging behavior. What are the differences and how do I know when to use which behavioral recording procedure? (for the purposes of this manual, PBIS specialists will only cover frequency and interval recording methodologies, as the other behavioral recording systems are more complex and require in-depth training [e.g., event, latency, partialinterval, whole-interval, momentary time sampling, duration, and scatter-plot recordings, which lead into functional analyses]). Frequency Recording: the frequency of behavior is simply the number of times a student engaged in a behavior. To illustrate, John got out of his seat 5 times in a 30minute period, Mary did 6 of 10 math problems in a 45-minute period, Marvin had 8 temper tantrums Wednesday, or Suzy’s hand was in her mouth 4 times during circle time this morning. When determining the frequency of behavior, it is important for the observer to operationally define the challenging behavior in concrete terms in order for everyone to know exactly what the behavior looks like (e.g., Marvin screams, kicks his heels on the floor, and pulls his hair during a tantrum). This minimizes disagreements July 2010
Exceptional Children Administrative Procedures Manual Rowan-Salisbury Schools among other observers as to the behavior’s occurrence. To use, the observer makes a notation every time the student engages in the challenging behavior. Tallying these notations give an exact record of how often the behavior occurred. A count of the challenging behavior is made during a specified observation period-for example, during reading period from 10:00 to 10:30 a.m. or during lunch in the cafeteria. Recording how often the behavior occurs within a given time period documents its frequency. Make sure the lengths of your observation periods are constant, such as 10, 15, 20, 25 minute increments. To calculate, depending upon which frequency sheet you decided to use, simply count either the number of “Xs” you placed over the row of numbers or tally marks placed in the mild, medium, high or severe section and place the total in the corresponding box provided. Interval Recording: the teacher defines a specific time period (typically between 10-15 minutes) during which the challenging behavior will be observed. The observation period is then divided into equal intervals. Usually, the intervals are no longer than 30 seconds (Cooper, 1981); the shorter the interval, the more accurate the data. To record these data, the recording sheet will have a series of boxes representing the intervals of time and in each box or interval the teacher simply notates whether the behavior occurred with an “X” for occurrence and an “O” for nonoccurrence. To calculate interval recording data under the “data summary” section, count the total number of “Xs” in each box and divide by 90 (total number of boxes on the recording sheet) and multiply by 100 which yields a percentile score. For example, 38 (Xs) or occurrences of behavior were noted during the observational period, divide 38/90X100=42% occurrences of the challenging behavior observed. Conversely, the same process is used to determine the number of Os or nonoccurrences. Again, 52 (Os) or nonoccurrences of behavior not observed during the observational period, divide 52 by 90 (total number of boxes on the recording sheet), divide 52/90X100=58% of nonoccurrences of the challenging behavior during the observational period.
July 2010
DDDS
Student Information
Rowan-Salisbury Schools Functional Behavioral Assessment
Last Name: Doe
First Name: John
Middle Initial: A.
School: Monticello Middle
EC Category: Autism
Date of Birth: 02/01/1997
A functional behavioral assessment (FBA) is a systematic process of gathering information to determine why a student exhibits specific behaviors and how the school environment affects the student and their behavior(s). The Reauthorization of IDEA in 2007 requires an FBA and a BIP be conducted if suspensions or cumulative short-term suspensions exceed 10 days within the school year. If a behavioral intervention plan already exists, the IEP team must review and modify, as necessary, to address the behavior(s). Summarize all relevant school records (e.g., cumulative folder, IEP, psycho-educational evaluations, grades, discipline and attendance records, etc) John’s cumulative record shows a steady decline in academic performance. The John is currently receiving services in the AIM classroom to meet his academic and behavioral needs. According to the most recent WISC IV John has borderline intelligence. The WRAT 4 showed deficits in math skills and comprehension. John has also been diagnosed by a physician with ADHD. John is currently failing all academic classes except for PE. John has multiple write-ups and several in school and out of school suspensions for insubordination and physical aggression. He has 7 unexcused absences.
Description of the Challenging Behavior(s) What is the behavior of concern? (Describe in observable and measurable terms) When John is given a task he sees no value or perceived as difficult he will have angry outbursts, yelling, flailing, grunting, rude comments, crying, tossing small items. How often does the challenging behavior(s) occur? The outbursts have been observed daily. How long does the challenging behavior(s) last when it does occur? The outbursts have been observed for a short as 1 minute to an entire class period. How disruptive is the challenging behavior (mild, medium, high, and severe: mild to medium behaviors are manageable within the classroom, and high to severe behaviors require significant removal from the classroom)? When the outbursts are short and mild to moderate they are manageable in the class. Once the outburst has gone on for several minutes and increase John is less manageable in the class and is directed to calm in the hallway.
Ecological/Setting Events that predict or set up the challenging behavior(s) Day or Time After a certain activity/event Before a certain activity/event People present (students/adults) Type of activity (quiet, group, etc) Subject/Activity Type of activity (peer interaction, alone, adult interaction, organized play, or parallel play) Location (cafeteria, recess, etc) Type of instruction (oral or visual) Support available (other staff in classroom or modifications, accommodations, assistive technology, or related services)
When the behavior occurs……
When the behavior does not occur….
AM and PM Transitions, Lunch, Recess Math Unfamiliar people (students and adults) Group activity, lectures Math, Social Studies Peer group work, recess, oral instruction
Parents report few behaviors at home PE PE Coach Woods
Aide in class
Free choice, physical activity
PE, Reading book of choice PE Video, computer presentations
Other Communication Abilities Describe the student’s communication abilities: John has difficulty expressing his thoughts and asking for his needs met. He has a difficult time seeing peer social cues.
Are there health, medical, or family factor(s) that may contribute to the challenging behavior(s)? Please note: John has been diagnosed with Lymphoma History of behavior(s)-include effectiveness of previously used behavioral intervention plans: According to a records review there have been several BIPs in place with many revisions, showing limited success. Describe how the teacher(s) integrate(s) the following areas into their academic instruction: Independence (identify specific things the student can successfully perform by themselves throughout the day without assistance from others and how the teacher is integrating “independence” into their instruction [e.g., academic, social, or functional]): If given a list John can put together materials needed. He has difficulty making adjustments or asking for help. Choice (what choices are provided to the student during his/her day? Classroom/Nonclassroom: modified seating, adapting the pace of instruction, providing a choice of activities, and allowing student to take breaks, etc.): John has freedom to sit where he chooses. He has built in breaks. He does not ask for breaks when frustrated. He can pick a book for independent reading. Variety (describe the delivery of instruction in the student’s classroom(s), such as, it mostly lecture, note-taking, hands-on activities, small or large group activities, etc. and how the teacher is integrating “variety” into their instruction): Small group, lecture, hands-on lessons Antecedents (what happens before the behavior occurs?) *use observation sheet in ECAP manual to complete this section. When John is given an assignment, transitions from the class, given a multi-step task Consequences (what happens after the behavior occurs?) Verbal corrections, write-ups, sent to principal Expressive (speak and understand language): John can hold a conversation on a topic he has interest. He can understand peers and adults. He has difficulty asking for help or discussing topics he is unfamiliar.
Receptive (listen and understand language): John has difficulty listening to lectures. He has difficulty following more than two step directions. He has low operating vocabulary. He does not understand figures of speech.
Function of Behavior: What is your hypothesis of the function of behavior(s) (i.e., what is the motivation behind the behavior, such as escaping, seeking sensory input, attention, specific item(s) or event(s)?): Get/Obtain Escape/Avoid Adult attention Other: Adult attention Other: Peer attention Peer attention Preferred activity or item Activity or work Self-stimulatory/sterotypical behaviors (visual, auditory, tactile, vestibular, taste, and smell) John will sometimes chew on his shirt or nails.
Replacement Behaviors Describe the appropriate behavior(s) that you would like the student to do instead of the challenging behavior. (Cannot simply be a lack of the challenging behavior - must be a new behavior which will get the same outcome(s) for the student: Develop skills to monitor himself and remove himself to calm. Does the student currently use/have the replacement behavior No If the replacement behavior is currently occurring at all-Describe what is typical when the behavior occurs (time of day, event, subject, people present):
Signatures: Signature
_________________ _________________ _________________ _________________
Position
_________________ __________________ _________________ __________________
Date
_________________ __________________ __________________ __________________
Rowan-Salisbury Schools Behavioral Intervention Plan Student Information
DDDS
Last Name: Doe
First Name: John
Middle Initial: A.
School: Monticello Middle
EC Category: Autism
Date of Birth: 02/01/1997
The Behavioral Intervention Plan (BIP) is the component of the IEP that attempts to link the management of behaviors that impede instruction with positive intervention strategies to reduce the occurrence of challenging behaviors and are designed to address the behavior violation so that it does not recur. Once the function (purpose) of a student's behavior has been determined, the Individual Education Program (IEP) team should develop the BIP. As the team develops the BIP, they should keep in mind some key characteristics of a BIP: a) the plan must address
the function of the behavior and include information gathered in the functional behavioral assessment, b) the challenging behavior is operationally defined (meaning specific concrete examples of what the behavior looks like) and linked to how it interferes with the student’s interaction to his or her school environment, c) intervention strategies are designed to relate to the function of the student’s behavior and how effective they will be to implement across the classroom and school, d) BIP should focus on giving the student skills that he/she needs to interact successfully in school, not on punishing him/her for acting up, and e) the purpose of a BIP is to modify (change) teacher behavior in terms of how you respond to a student who is acting up-don’t take it personally. Description of the Challenging Behavior 1) Describe the challenging behavior of concern (restate behavior of concern on FBA): When John is given a task he sees no value or perceived as difficult he will have angry outbursts, yelling, flailing, grunting, rude comments, crying, tossing small items. 2) Function of the challenging behavior (i.e., what is the student gaining or escaping based on the FBA: gaining attention, tangible, sensory stimulation, or escaping from an aversive stimulus in the environment or internal stimulation)? John gets attention from his outbursts. He will escalate to receive ISS to avoid peers. He avoids doing difficult work by tantruming. 3) Describe the appropriate behavior(s) that you would like the student to do instead of the challenging behavior. (Cannot simply be a lack of challenging behavior -Replacement behavior must be a new behavior which will get the same outcome(s) for the student as the challenging behavior): The ultimate goal is for John to develop self-awareness to calm when feeling overwhelmed or confused. He will develop a connection between tantruming and the consequences. He will develop a connection between doing less desirable tasks and positive rewards for good choices.
Replacement Behavior Challenging Behavior
List Strategies to reduce the challenging behavior: Antecedent (Triggers) (What Happens before the behavior) Given assignment
Antecedent Strategies (modify the student’s environment or tasks by implementing preventive strategies to lower occurrence of behavior)Given assignment choices,
provide list of tasks
Behavior
Consequence
Tantrum, yelling, cursing, tossing small objects
( What happened after the behavior ) ISS, written up, sent to office, avoids work
Replacement Behaviors
Consequence Strategies
(must serve same function as challenging behavior and is capable of performing the skill in the environment of the school and classroom) Break pass, time outs, calming activities
(strategies to be used by teachers or staff if student engages in challenging behavior instead of replacement behavior(s)) John will be given an area to cool, and then return to assignment to finish, avoiding suspensions.
Reinforcement (Interview student to determine reinforcement program and complete at least one item for each category below): Activities: Helping: Be teacher helper, lead class in transitions
Food: Ensure that John has access to healthy snacks Preferred adult or student: Mrs Smith Other:
Documentation (complete each section below in order to determine how the team will monitor the effectiveness of the interventions outlined on the BIP): Specify data that will be collected and evaluated to determine the effectiveness of the BIP (attach data to form): John’s official write-ups and suspensions will be documented, a reduction in frequency and intensity of offences will be an indicator of BIP success
Method of communication with student, family, and IEP team regarding status of BIP (e.g., daily, weekly, or bi-weekly, etc.): Parents have asked for weekly notes, IEP team will meet quarterly to review plan for effectiveness.
Signatures Signature
_________________ _________________ _________________ _________________
Position
_________________ __________________ _________________ __________________
Date
_________________ __________________ __________________ __________________
DDDS
Rowan-Salisbury Schools Functional Behavioral Assessment Student Information Last Name: Doe
First Name: John
School: Bloomfield Middle
EC Category: ED
Middle Initial: Date of Birth: 3/2/96
A functional behavioral assessment (FBA) is a systematic process of gathering information to determine why a student exhibits specific behaviors and how the school environment affects the student and their behavior(s). The Reauthorization of IDEA in 2007 requires an FBA and a BIP be conducted if suspensions or cumulative short-term suspensions exceed 10 days within the school year. If a behavioral intervention plan already exists, the IEP team must review and modify, as necessary, to address the behavior(s). Summarize all relevant school records (e.g., cumulative folder, IEP, psycho-educational evaluations, grades, discipline and attendance records, etc) Through record reviews John has had difficulty with maintaining passing grades. He has had several suspensions and the principal is considering retaining.
Description of the Challenging Behavior(s) What is the behavior of concern? (Describe in observable and measurable terms) The behavior of concern is being out of his seat, disrespect, talking-out, tapping, throwing small objects, physical contact with peers. When the class is expected to be doing work seated at their desk John is unable to stay at his seat. During lectures Johns continually talks out, interrupts and does not wait his turn. During lessons when taking notes John will at times throw objects at peers. While in line, transitioning in class, in the hallway John has difficulty keeping his hands to himself. How often does the challenging behavior(s) occur? During a formal observation of Social Studies he was observed being out of seat 10 times for a total of 30 minutes during a 90 minute block. During math he was out of his seat 2 times for a total of 3 minutes. During Social Studies he was recorded blurting out 6 times. During math he blurted out 12 times. During the observation he threw bits of eraser 3 times in math and 0 times in Social Studies. During transition he was touching peers 4 times walking in hall. He touched peers 7 times in Social Studies, 0 in Math. How long does the challenging behavior(s) last when it does occur? There were differences in the duration of the behaviors, during Social Studies he was nearly constantly out of his seat during group project. During independent math he was out much shorter duration. How disruptive is the challenging behavior (mild, medium, high, and severe: mild to medium behaviors are manageable within the classroom, and high to severe behaviors require significant removal from the classroom)? He is able to maintain in the classroom while the behaviors are mild to moderate. When he escalates to high levels of touching he is directed to the office. His failing grades seem to related to his increase in frequency of the disruptive behaviors. When he is displaying out of seat, throwing and disrespect all at once he is difficult to handle in class.
Ecological/Setting Events that predict or set up the challenging behavior(s) When the behavior occurs……
When the behavior does not occur….
Day or Time After a certain activity/event Before a certain activity/event People present (students/adults)
Usually in the morning After coming off the bus Walking to math Large peer group/hallway
Behavior evens out during day After lunch is better on way to PE With adult
Type of activity (quiet, group, etc) Subject/Activity Type of activity (peer interaction, alone, adult interaction, organized play, or parallel play) Location (cafeteria, recess, etc) Type of instruction (oral or visual) Support available (other staff in classroom or modifications, accommodations, assistive technology, or related services)
Lecture, group work Math, social studies Unstructured time, peer interactions, group work
Short periods of independent practice Science, PE Computer lab, pe
Indirect supervision
Direct structured class
Other Communication Abilities
Describe the student’s communication abilities: Very verbal, a social butterfly Expressive (speak and understand language): High level of speaking and communicating with adults and peers
Receptive (listen and understand language): High ability level.
Are there health, medical, or family factor(s) that may contribute to the challenging behavior(s)? Please note: He is taking medication under physician care for behavior. History of behavior(s)-include effectiveness of previously used behavioral intervention plans: A record review indicates behavior plans in the past the seemed effective based on supervision and rewarding good choices. Describe how the teacher(s) integrate(s) the following areas into their academic instruction: Independence (identify specific things the student can successfully perform by themselves throughout the day without assistance from others and how the teacher is integrating “independence” into their instruction [e.g., academic, social, or functional]): John was asked to take notes and collaborate with peers with limited direct supervision. Choice (what choices are provided to the student during his/her day? Classroom/Nonclassroom: modified seating, adapting the pace of instruction, providing a choice of activities, and allowing student to take breaks, etc.): Few real choices were observed for the student. Variety (describe the delivery of instruction in the student’s classroom(s), such as, it mostly lecture, note-taking, hands-on activities, small or large group activities, etc. and how the teacher is integrating “variety” into their instruction): note taking, lectures, group projects with limited supervision. Antecedents (what happens before the behavior occurs?) *use observation sheet in ECAP manual to complete this section. John is asked to work with peers or listen and take notes or extended independent practice. Consequences (what happens after the behavior occurs?) Verbal reprimands from adults, peers complaining about touching and throwing objects, written up, sent to office.
Function of Behavior: What is your hypothesis of the function of behavior(s) (i.e., what is the motivation behind the behavior, such as escaping, seeking sensory input, attention, specific item(s) or event(s)?): Get/Obtain Escape/Avoid Adult attention Other: Adult attention Other: Peer attention Peer attention Preferred activity or item Activity or work Self-stimulatory/sterotypical behaviors (visual, auditory, tactile, vestibular, taste, and smell)
Replacement Behaviors Describe the appropriate behavior(s) that you would like the student to do instead of the challenging behavior. (Cannot simply be a lack of the challenging behavior - must be a new behavior which will get the same outcome(s) for the student: Using taught social skills to interact positively with peers on projects. Have choice on projects to encourage buy in. Does the student currently use/have the replacement behavior If the replacement behavior is currently occurring at all-Describe what is typical when the behavior occurs (time of day, event, subject, people present): not at this time.
Signatures: Signature
_________________ _________________ _________________ _________________
Position
_________________ __________________ _________________ __________________
Date
_________________ __________________ __________________ __________________
Rowan-Salisbury Schools Behavioral Intervention Plan Student Information
DDDS
Last Name: Doe
First Name: John
School: Bloomfield Middle
EC Category: ED
Middle Initial: Date of Birth: 3/2/96
The Behavioral Intervention Plan (BIP) is the component of the IEP that attempts to link the management of behaviors that impede instruction with positive intervention strategies to reduce the occurrence of challenging behaviors and are designed to address the behavior violation so that it does not recur. Once the function (purpose) of a student's behavior has been determined, the Individual Education Program (IEP) team should develop the BIP. As the team develops the BIP, they should keep in mind some key characteristics of a BIP: a) the plan must address
the function of the behavior and include information gathered in the functional behavioral assessment, b) the challenging behavior is operationally defined (meaning specific concrete examples of what the behavior looks like) and linked to how it interferes with the student’s interaction to his or her school environment, c) intervention strategies are designed to relate to the function of the student’s behavior and how effective they will be to implement across the classroom and school, d) BIP should focus on giving the student skills that he/she needs to interact successfully in school, not on punishing him/her for acting up, and e) the purpose of a BIP is to modify (change) teacher behavior in terms of how you respond to a student who is acting up-don’t take it personally. Description of the Challenging Behavior 1) Describe the challenging behavior of concern (restate behavior of concern on FBA): The behavior of concern is being out of his seat, disrespect, talking-out, tapping, throwing small objects, physical contact with peers. When the class is expected to be doing work seated at their desk John is unable to stay at his seat. During lectures Johns continually talks out, interrupts and does not wait his turn. During lessons when taking notes John will at times throw objects at peers. While in line, transitioning in class, in the hallway John has difficulty keeping his hands to himself. 2) Function of the challenging behavior (i.e., what is the student gaining or escaping based on the FBA: gaining attention, tangible, sensory stimulation, or escaping from an aversive stimulus in the environment or internal stimulation)? Peer attention, escape from tasks that are not important 3) Describe the appropriate behavior(s) that you would like the student to do instead of the challenging behavior. (Cannot simply be a lack of challenging behavior -Replacement behavior must be a new behavior which will get the same outcome(s) for the student as the challenging behavior): Appropriate ways to interact and get peer attention, asking for assignments that are more varied and shorter in length.
Replacement Behavior
Challenging Behavior
List Strategies to reduce the challenging behavior: Antecedent (Triggers) (What Happens before the behavior) John is asked to sit for lectures, complete cooperative tasks, focus for long periods
Behavior Disrespect, touching peers, out of seat, defiance
Consequence ( What happened after the behavior ) Avoiding work, poor peer relationships, written up, suspension in school and out of school.
Antecedent Strategies
Replacement Behaviors
Consequence Strategies
(modify the student’s environment or
(must serve same function as challenging behavior and is capable of performing the skill in the environment of the school and classroom) Asking for breaks, earned breaks, positive peer groups
(strategies to be used by teachers or staff if student engages in challenging behavior instead of replacement behavior(s)) Redo situations correctly, expectations that work will meet teacher standards.
tasks by implementing preventive strategies to lower occurrence of behavior)
Modified assignments, menu of work, alternative groups, social skills groups
Reinforcement (Interview student to determine reinforcement program and complete at least one item for each category below): Activities: Extra recess
Food: healthy snacks Preferred adult or student: Positive peer lunch group, working groups Other:
Documentation (complete each section below in order to determine how the team will monitor the effectiveness of the interventions outlined on the BIP): Specify data that will be collected and evaluated to determine the effectiveness of the BIP (attach data to form): Track absences, suspensions, write-ups and acts of violence to look for a pattern of improved social interactions. Method of communication with student, family, and IEP team regarding status of BIP (e.g., daily, weekly, or bi-weekly, etc.): Parents have asked for emails weekly to document progress. IEP team will meet quarterly to discuss plans effectiveness.
Signatures Signature
_________________ _________________ _________________ _________________
Position
_________________ __________________ _________________ __________________
Date
_________________ __________________ __________________ __________________
Exceptional Children Administrative Procedures Manual Rowan-Salisbury Schools
MANIFESTATION DETERMINATION PROCEDURES 1.
After student commits offense resulting in suspension a. If less than 10 cumulative days in the same school year, principal follows same disciplinary procedures as for non-disabled student. b. If suspension results in more than 10 cumulative days of suspension in the same school year (i.) The Principal in consultation with the EC teacher decides how educational services will be provided on the 11th day of removal from school or any other subsequent removals that result in the student being removed from school (ii.) IEP team must meet within 3-5 school days of the suspension to conduct a manifestation determination hearing in order to decide if the behavior was caused by or had a direct result and substantial relationship to the student’s disability or was the behavior in question a direct result of the school not following the IEP..
Manifestation Determination procedures: 2.
Send Conference Letter (DEC5A) noting “discipline” as a reason for the meeting. Also send Handbook on Parents’ Rights with conference letter.
3.
IEP team meets to review behavioral incident which led to the suspension. The IEP Team completes the Manifestation Determination form.
For offenses not involving a weapon or drugs: a.
For any suspension resulting in more than 10 cumulative days suspension, and any subsequent suspension after the first 10 days, the IEP team is required to review the student’s current IEP and placement, conduct a Functional Behavioral Assessment and either develop, review and/or revise the current Behavior Intervention Plan.
b.
If the team determines the behavior was (1.) Caused by or had a direct and substantial relationship to the child’s disability, or (2.) Was the direct result of the LEA’s failure to implement the IEP, the suspension is stopped and the student returns to school.
c.
If the team determines the behavior was not: (1.) Caused by or had a direct and substantial relationship to the child’s disability, or (2.) Was the direct result of the LEA’s failure to implement the IEP, the suspension may continue, but it is required that the student be given the opportunity to receive his/her special education services along with access to the general curriculum during the days the student is suspended out of school beyond 10 cumulative days. Complete the EC Service Delivery Form – Discipline (in this section of the ECAP manual)
July 2010
Exceptional Children Administrative Procedures Manual Rowan-Salisbury Schools Manifestation Determination Procedures (cont.) If the behavior included a weapon or drugs or caused “serious bodily injury,” IEP team determines the interim alternative educational setting for services so as to enable the student to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the student’s IEP. a.
For any suspension resulting from behavior involving a weapon or drugs or behavior that inflicted serious bodily injury, the student may be assigned to an Interim Educational Setting (Henderson Alternative School) for up to a total of 45 school days. The parent should be notified immediately of this decision. The need for an alternative educational setting must be determined by the IEP team which includes the parent. The setting must include not only special education services, but access to the general education curriculum.
b.
The IEP team is required to meet within 10 schools days and if not already completed, should complete a Manifestation Determination, review the current IEP, conduct a Functional Behavioral Assessment and either develop, review and/or revise the current Behavior Intervention Plan.
c.
School personnel may remove a student to an Interim Alternative Educational placement for not more than 45 days (RSS’s Policy is to review placement every 30 days) without regard to whether the behavior is determined to be a manifestation of the child’s disability if they are found to be in possession of or using illegal drugs, selling or soliciting the sale of a controlled substance, in possession of a weapon, or to have caused serious bodily injury while at school, on school premises, or at a school function under the jurisdiction of the LEA.
d.
If the team determines the behavior was not (1.) Caused by or had a direct and substantial relationship to the child’s disability, or (2.) Was not the direct result of the LEA’s failure to implement the IEP, the suspension may continue, but it is required that the student be given the opportunity to receive their special education services along with access to the general curriculum during the days the student is suspended out of school beyond 10 cumulative school days. If the student will not be attending an Interim Educational Setting, complete the EC Service Delivery Form – Discipline.
e.
During the 45 day assignment to an Interim Educational Setting , the IEP team must meet to determine what will be an appropriate placement for the student when he/she returns to school on the 46th day. This placement may be the previous setting, the Interim Educational Setting or another placement.
4. After the Manifestation Determination decision(s) have been made, the IEP team documents any changes to the student’s IEP (including service delivery, addition of IEP goal pages if needed, completing BIP (new or revised) and signs the addendum, and documents decisions on the DEC-5 Prior Written Notice forms. In the case of students recommended for an Interim Educational Setting, the IEP team forwards documentation of the Manifestation Determination decision to the Office of Safe Schools for assignment to an appropriate program.
July 2010
Exceptional Children Administrative Procedures Manual Rowan-Salisbury Schools Note 1:
Best Practice standards indicate that an IEP team may conduct a Manifestation Determination anytime a student is suspended, not only after 10 or more days. By conducting the Manifestation Determination when the student receives a number of days nearing the 10 day maximum (i.e., at six or seven days OSS), the IEP team may be able to implement changes in the IEP, the Behavior Intervention Plan or the setting which may help improve behavior and prevent additional days of suspension.
Note 2:
Schools should refer to the RSS Student Rights, Responsibilities, and Character Development Handbook for additional local requirements regarding specific behavior infractions and procedures for placements into Interim Educational Settings.
July 2010
PBIS Overview What is Positive Behavioral Interventions & Supports (PBIS)? 1. “What is PBIS?” Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. PBIS provides an operational framework for achieving these outcomes. More importantly, PBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. 2. “What Does PBIS Emphasize?” In general, PBIS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.
4 PBIS Elements
These four elements are guided by six important principles:
• Develop a continuum of scientifically based behavior and academic interventions and supports
• Use data to make decisions and solve problems • Arrange the environment to prevent the development and occurrence of problem behavior • Teach and encourage pro-social skills and behaviors • Implement evidence-based behavioral practices with fidelity and accountability • Screen universally and monitor student performance & progress continuously
3. What Outcomes are Associated with Implementation of PBIS? Schools that establish systems with the capacity to implement PBIS with integrity and durability have teaching and learning environments that are
• Less reactive, aversive, dangerous, and exclusionary, and • More engaging, responsive, preventive, and productive • Address classroom management and disciplinary issues (e.g., attendance, tardies,
antisocial behavior) • Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and • Most importantly, maximize academic engagement and achievement for all students
PBIS
4. What is a Continuum of PBIS? PBIS schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum in which students experience supports based on their behavioral responsiveness to intervention. A three-tiered prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tier).
PBIS.org
PBIS Training Information
Please submit to Nathan Phelps or Alan Hand by _________________ Corporate Square Office (Fax Number: 704-216-7374) PBIS School-Based Team Information 1. Please limit trainings to 6 people. Include a representative sample of school-based personnel including: General ed teachers, non-certified staff or support personnel, EC teacher, guidance counselor. We strongly recommend that your chairperson is a regular ed teacher. Name Position Chairperson: Administrator: Member 3: Member 4: Member 5: Member 6: Please list additional members if space allows: Alt. Member 7: Alt. Member 8: 2. Please list the top three behavioral issues at your school. How do you identify these behavior issues and how do you know when there has been improvement?
3. What strategies do you have in place at your school to ensure involvement of families:
4. List other programs or initiatives already implemented at your school
PBIS Rowan-Salisbury Schools Elementary Schools________________________________ Middle Schools________ 1) Bostian Elementary 2) China Grove Elementary 3) Hurley Elementary 4) Isenberg Elementary 5) Koontz Elementary 6) Overton Elementary
7) Knox Middle School 8) North Rowan Middle 9) West Rowan Middle
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Positive Behavior Support Specialist Team Emergency Request for Services The purpose of the Positive Behavior Support Specialist Team (PBSST) is to provide additional behavioral strategies to EC students who are experiencing challenging behaviors in the Rowan-Salisbury School System. The PBSST operates on the belief that reasonable classroom and school-based management strategies are currently in place and have yielded unsuccessful results prior to this referral. Furthermore, the PBSST functions on the assumption that a Functional Behavior Assessment and a Behavior Intervention Plan have been developed and implemented within a three to six week period prior to completing this referral. The PBSST provides ongoing training at the district level to assist schools and staff in developing evidence-based behavioral strategies that align with current educational research: NCDPI, PBIS, FBA, and BIP paradigms. All referrals to the PBSST will need to go through the appropriate Program Specialist staff member who is assigned to your school site for initial review. Once a PBSST referral form has been completed and signed by the principal and the Program Specialist, a school staff member will need to fax the form to Nathan Phelps, Lead Positive Behavior Support Specialist, at Corporate Square for further processing. Upon receiving the referral form, Nathan Phelps will contact your school via phone or email within 48 hours for confirmation and to schedule a set time to observe the student and the classroom routine. Additional observations may be necessary prior to offering recommendations. After completing the observation(s), the school will receive a follow-up phone call or email to arrange a meeting to review the PBSST’s recommendations, ask questions, and for the PBSST staff to demonstrate the strategies, if necessary. Once the recommendations are implemented, the PBSST will conduct follow-up visits to assist the school in monitoring the effectiveness of the recommendations, as well as make adjustments to the recommendations. When the recommendations have been in place for a period of time, determined by the PBSST and school team, the PBSST will follow-up either by phone or in person to check the status of how the recommendations are working and see if further assistance is needed.
A.
General information
Date of Request:
Name of person requesting services (school contact person): Phone Number: Student’s Name:
Title: Email:
Student #:
Date of birth:
Primary Teacher (if different from above):
School:
Grade:
Placement:
EC Label (if applicable):
Have you requested behavior support for this student previously? If yes, when and for what?
Yes
No
PBSST Request for Service Page 2 of 3 5/15/2011
B.
Please check all the behaviors that apply (Based on FBA and Data Collection Forms)
Frequency (list # Behaviors: per day, week, month): Aggression toward self Aggression toward others Property destruction Regular and significant disruption of classroom environment Socially inappropriate behaviors Sexually inappropriate behaviors Running/bolting Not cooperative with instruction Inappropriate language Other
C.
How long has it been a problem?
What specific interventions have already been tried? Please use additional paper if necessary. 1. 2. 3.
D.
Does the student have a Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP)? Yes No If yes, which one? If the child already has an FBA and BIP, please send a copy of the data collected as required in the IEP. You’ll need to collect and/or send some data prior to our staff coming out.
E.
Please list top three activities the student enjoys. 1. 2. 3.
F.
Other relevant information 1.
List any other agency involvement (e.g., Mental Health.)
2.
Mental Health Diagnosis (if applicable)
3.
Other relevant information (e.g., medications, reason for prescription, etc.)
PBSST Request for Service Page 3 of 3 5/15/2011
I have reviewed the above referral and approve this form to be faxed to the Exceptional Children’s Department for further processing.
Principal’s Signature
Date
I have received this form from the above Principal and agree that it should be forwarded to the Positive Behavior Support Specialist Team for further processing.
Program Specialist
Positive Behavior Support Team only: Date Received: PBSST Action taken:
Date
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Positive Behavior Support Specialist Team-Observation Phases Phase 1 1 1 1 1 1
1
1
Phase 2 2 2
2
Phase 3 3 3 3 3
Classroom Recommendations and General Support Tasks Date Completed Schedule observation (ask for class schedule) Review student IEP and BIP Collect BIP data from teacher Graph BIP data Environment Analysis (answer questions from initial observation form) during observation Develop and write-up classroom recommendations/general behavior support-distribute to Principals, EC Support Staff, and Teaching Staff Schedule Pre-staff meeting to discuss classroom/general behavior recommendationsinvite Principal, EC Support Staff, and Teaching Staff Tasks Create classroom supports (visuals, adapted tasks, rule charts, etc) Meet with team to implement and model recommendations Schedule follow-up to determine efficacy of classroom recommendations-invite Principal, EC Support Staff, and Teaching Staff Individual Recommendations and Student Support Tasks Student behavior planningdefine behavior(s) to observe Devise data collection forms Schedule 2-3 observations Observe and collect data on
Completed
Completed
behavior(s) Phase 4 4 4
4
Phase 5 5
5
Phase 6 6 6 6 6
Tasks Graph and summarize data Develop and write-up each observation and proposed recommendations-distribute to Principal, EC Support Staff, and Teaching Staff Schedule meeting to discuss student recommendations-invite Principal, EC Support Staff, and Teaching Staff
Completed
Tasks Meet with team to implement and model recommendations Schedule follow-up to determine efficacy of student recommendations-invite Principal, EC Support Staff, and Teaching Staff
Completed
Follow-Up Data Collection Tasks Assistant to collect data on recommendations Graph data to determine effectiveness of student recommendations Revise recommendations/model revisions Write final observations and data summary-distribute Principal, EC Support Staff, and Teaching Staff
Completed
Positive Behavior Support
• Tips for maintaining effective documentation (hard copy in file folder) • Important thoughts to remember • Roles of PBIS Specialists (hard copy in file folder) • When to Conduct an FBA • Functional Behavior Observation Sheet, with definitions • Functional Behavior Observation Sheet • Case Study: Vignette # 1Mario • Sample Functional Behavior Observation Sheet, vignette # 1 Mario • FBA & BIP, with definitions • Sample FBA and BIP, with vignette # 1 Mario • Sample Homebound Behavioral Inventory Sheet • Homebound Behavioral Inventory Sheet • Positive Behavior Support Intervention Specialist Team-emergency request for services form
• Positive Behavior Support Intervention Specialist Team-observation phases • Introduction to Data Collection Forms • Behavioral Recording Forms o Behavior Frequency Counting o Behavior Intensity Recording – Single Setting o 10-second Interval Recording
• Day Treatment Referral Process (Flowchart) • PBIS Overview • Ning Behavioral Website, with strategies and behavioral resources
Exceptional Children Administrative Procedures Manual Rowan-Salisbury Schools Roles of the PBIS Specialist Who should I contact at Cooperate Square with behavior questions?
If you have a questions or concerns about: Classroom management and training Implementing IEP goals in the classroom Staff training covering lesson planning, IEP goals and behavior planning Linking IEP goals and Standard Course of Study IEP data record keeping PBIS coach and implementation of school goals Specific student behaviors and management ideas CPI training or questions IEP team behavioral interventions questions Autism Support Contact Alan Hand PBIS Specialist
If you have a questions or concerns about: School PBIS training CPI training or questions Data collection and recording strategies FBA/BIP training District level questions and concerns Questions/concerns with PBIS reports and staff decision making processes District wide questions or recourses for educational and behavioral needs Linking of mental health services and support for parents, if needed Autism Support Contact Nathan Phelps PBIS Coordinator
July 2010
Functional Behavioral Observation Sheet
Student/Grade: Mario/7th Interviewer: Mr. Johnson (EC Teacher) Step 1
Date: 9-3-10 Respondent: Mrs. Anderson (L/A Teacher)
Description of the Antecedent Identifying Routines: Where, when, and with whom problem behaviors are most likely to occur. *(1-4: Classroom management system contains the challenging behavior & 5-6: High to extreme behaviors that are potentially dangerous to self, others and require immediate removal from the setting) Daily Schedule (Times)
7:30-7:45 7:45-8:00
Activity
Low 1 2
Breakfast
3
4
5
High 6
3
4
5
High 6
3
4
5
3
4
5
3
4
5
High 6 High 6 High 6
3
4
5
High 6
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
4
5
Low
Home Room 1
8:05-8:50
L/A
8:50-9:45
Math
9:45-10:00
Likelihood of Problem Behavior
Bathroom Break
2
Low 1 2 Low 1 2 Low 1 2 Low 1 2
10:00-10:50
P.E.
10:50-11:45
Lunch
11:45-11:50
Locker Time
11:50-12:45
SS
12:45-1:40
Science
1:40-2:15
Remediation/ Home Room
Low 1 Low 1 Low 1 Low 1 Low 1
High 6 High 6 High 6 High 6 High 6
Specific Problem Behavior Walks aimlessly around the cafeteria-requires constant redirection from staff Enters classroom from cafeteria yelling and confrontational toward others when prompted Problems completing assignments and swearing to teachers Talkative in small groups and doesn’t complete work Argues with peers and tries to tell them what they can and can’t do, which leads to shoving/yelling Physically and verbally aggressive toward peers if he can’t be the leader of an activity or if someone can’t perform correctly Same behaviors exhibited during breakfast time Runs to locker and pushes/ shoves peers out of his way Large group setting-no problems not a lot of interaction with peers Large group setting-no problems not a lot of interaction with peers Enters classroom extremely energetic and at times confrontational toward teacher/peer
Step 2 Summarize Antecedent (Identifying Routines) 1) What activities seem to set off the challenging behavior? (difficult tasks, transitions, structured activities, small-group instruction, teacher’s request, particular individuals, etc) Small grp activities where he’s required to read a lot or keep up with peers in his grp. Unstructured times such as locker time, cafeteria, bathroom breaks and PE.
2) When is the challenging behavior most likely to occur? (indicate challenging behaviors that are rated 4 or higher) -Breakfast -Home room -L/A
-Math -Bathroom -P.E.
-Lunch –Remediation/Home room
3) When is the challenging behavior least likely to occur? (indicate challenging behaviors that are rated 3 or lower) -SS & Science (Not sure why, though)
Step 3
Description of the Consequence 1) What usually happens after the challenging behavior occurs? (what is the teacher’s reaction, how do other students react, is the student sent to the office, does the student get out of doing work, does the student engage in a power struggle, etc) Seeks to power struggle with staff by arguing, yelling, cussing or walking away if he doesn’t get his way or if he feels as though no one comes to his aid or sees his side of the issue. Reading/math teachers stated they both have a good rapport with Mario and, typically, can calm him down quickly by just talking to him away from the group. After the challenging behavior occurs in reading/math, he can quickly regain control and return to the activity at-hand, with some support from teacher/peers whom he trusts. Conversely, for those teachers with whom he doesn’t have a relationship, he will become argumentative/confrontational if they confront him for breaking a rule or correct his behavior when he feels as if he has done nothing wrong. 90% of the time if he’s confronted by a teacher in the hallway or his PE teacher, they’ll send him to the office for further redirectionwhich results in an OSS.
Step 3A Propose a Testable Explanation Antecedent 1. Reading/Small Grp
Behavior
Consequence
1. Refuses to complete work or
1. Escapes activity at-hand and gains
3. Cafeteria
argues with staff/peers by cussing 2. Refuses to complete work argues with staff/peers by cussing 3. Talkative, roams around cafeteria
4. Locker/BB/P.E.
4. Pushes, shoves, fights with peers
2. Math/Small Grp
and staff, at times
negative attention from peers
2. Escapes activity at-hand and gains negative attention from peers 3. Seeks out any attention he can gain from neighboring peers 4. Seeks to gain power/control over situations to communicate his needs and wants
Function of Behavior For each ABC sequence listed above, why do you think the challenging behavior is occurring? (to get attention, to get peer attention, gets desired object/activity, escapes undesirable activity, escapes demand, escapes particular people, etc) 1. Mario’s has a 15pt discrepancy in reading and written expression that could be contributing to his challenging 2. 3.
behaviors in L/A and math. He exhibits these behaviors as a means to escape the activity and becomes agitated if he’s unable to perform at the same rate as his fellow peers Although he doesn’t exhibit major deficits in math computation, he struggles with word problems and processing new mathematical concepts, in which he becomes easily agitated over not being able to perform at the same rate as his fellow peers. The purpose behind Mario’s challenging behaviors in the cafeteria are most likely due to him wanting to be accepted by his fellow peers. Typically, peers will ignore him to the point where staff will have to intervene or sit with him for the remainder of the period.
How confident are you that your testable explanation is accurate? Very Sure 6
So-So 5
4
Not Sure 3
2
1
Step 4
Communication Abilities
Request attention
X
Request help Request preferred Food/objects/activities
X
Request break
X
Show you something or some place
X
Indicate physical pain (headache, illness)
X
Indicate confusion or unhappiness
X
X
X
X
X
X
X
X
X
Student-Directed Assessment Interview Define the challenging behavior of concern. *What are the things you do that get you in trouble or are a problem? (Prompts: Late to class? Talk out in class? Don’t get work done? Fight?) Behavior 1. Fight 2. Hard time reading and keeping up 3. Argue with my teachers and kids who pick on me a lot
Comments -Hard time getting along with kids especially with another girl in PE -I don’t know why, but I’m not stupid! -Always blaming me for everything. They don’t see what other kids do to me. I’ll do what I need to do to keep myself safe.
Other
Self-injury
Aggression
Facial expression
Fixed gaze
Moves away or leaves
Moves close to you
Increased movements
Gives objects
Shakes head
Leading
Pointing
Single signs
Complex signing
Grabs/reaches
X
X
Protest or reject a Situation or activity
Step 5
Other vocalizing
X
Echolalia
X
One-word utterances
Multiple-word phrases
Communicative Functions
Complex Speech (sentences)
On the following chart, indicate the behaviors the student uses to achieve the communicative outcomes listed:
Behavioral Record (BAC) *using the identifying routines section above, conduct 3 to 4 (10-15 minute) observations in the settings that yielded scores of 4 or higher.
Physical Aggression
Verbal Aggression
Cussing
Behaviors Work Refusal
Step 6
Antecedent What led to the event or challenging behavior occurring?
Consequence How did staff respond to challenging behavior?
9-3-10 7:30-7:40
Didn’t eat breakfast. Peers ignored his interactions.
9-4-10 7:45-7:55
Transitioned from cafeteria and started grabbing materials off other students’ desks
9-5-10 9:45-9:50
Transitioned to bathroom. First break within a two-hour period. Contained in classes until 9:45am Problems transitioning from class to gym. Upset over not being assigned as a team leader
Verbal prompts and ultimatums by staff. Staff sat at table with him Teacher intervened by talking to him in the hallway Minimal supervision of staff during BB
Date and Time
9-5-10 10:00-10:50
PE teacher ignored him at first, then sent him to office for cussing and throwing baseball glove
Comments: -Observer noticed that subject doesn’t eat breakfast in the mornings and most of his peers refused to sit with him or engaged in conversations with him. When a female student yelled, “go away and leave us along, dumb ass,” staff___ intervened immediately to deter the incident from escalating any further. After several verbal prompts, staff had to sit with subject for the remainder of breakfast. No further behaviors were observed at this time.____________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ _______________________________________________________________________________________________ -Observer noted that subject wasn’t monitored during transitional times to and from the cafeteria. He pushed,_____ shoved and yelled at peers while making his way to his locker/class.________________________________________ ________________________________________________________________________________________________ -Subject became extremely upset over not being assigned as a team leader during a PE activity. The teacher gave___ him 3 verbal prompts and then requested him to sit under the dugout for a 5-minute “cool down.” Subject_________ immediately threw his baseball glove across the field and told the teacher to “f-off.” Teacher radioed assistance____ from front office to remove subject from class. Subject was given 3 days of OSS for incident in P.E._____________
Exceptional Children Administrative Procedures Manual Rowan-Salisbury Schools
TIPS FOR MAINTAINING EFFECTIVE DOCUMENTATION
Begin documenting with the first incident of behavior Conduct a functional behavioral assessment once the behaviors surface Develop a crisis plan for managing the potentially uncontrollable situations (i.e.,running, violent verbal and physical aggression, sexual offenses, etc.) Create a document for recording behavior and interventions (narratives are good but fail to paint a clear picture) Be very objective in behavioral data collection Distinguish facts from opinions Use everyday language Tell the main facts, not the incidentals Collect data from more than one observer (e.g., 3 to 4) Collect data from various environments and activities
July 2010
DDDS
Rowan-Salisbury Schools Functional Behavioral Assessment Student Information Last Name: Smith
First Name: Tyler
School: Desert Oasis HS
EC Category: Autism
Middle Initial: C Date of Birth: 1/01/1995
A functional behavioral assessment (FBA) is a systematic process of gathering information to determine why a student exhibits specific behaviors and how the school environment affects the student and their behavior(s). The Reauthorization of IDEA in 2007 requires an FBA and a BIP be conducted if suspensions or cumulative short-term suspensions exceed 10 days within the school year. If a behavioral intervention plan already exists, the IEP team must review and modify, as necessary, to address the behavior(s). Summarize all relevant school records (e.g., cumulative folder, IEP, psycho-educational evaluations, grades, discipline and attendance records, etc) Tyler has excellent attendance and does not have many major disciplinary issues.
Description of the Challenging Behavior(s) What is the behavior of concern? (Describe in observable and measurable terms) Tyler disrupts classes on a regular basis by talking out, singing, humming loudly, ritualistic behaviors (rocking, head bobbing, slapping his chest) and walks out of class without permission. How often does the challenging behavior(s) occur? The behavior occurs every period and everyday the intensity of the behavior varies. The behaviors are more severe in Physical Education and Vocational Education. How long does the challenging behavior(s) last when it does occur? The behaviors can last from minutes to the entire class period. How disruptive is the challenging behavior (mild, medium, high, and severe: mild to medium behaviors are manageable within the classroom, and high to severe behaviors require significant removal from the classroom)? The behaviors can be low level to high. Low levels are class manageable, while high intensity behaviors are not. He is currently out of class 3 times per week for high-level behaviors.
Ecological/Setting Events that predict or set up the challenging behavior(s) Day or Time After a certain activity/event Before a certain activity/event People present (students/adults) Type of activity (quiet, group, etc) Subject/Activity Type of activity (peer interaction, alone, adult interaction, organized play, or parallel play) Location (cafeteria, recess, etc) Type of instruction (oral or visual) Support available (other staff in classroom or modifications, accommodations, assistive technology, or related services)
When the behavior occurs……
When the behavior does not occur….
Every Day/All Day The behaviors is worse after lunch and during PE and Voc Ed Transitions Large group of students
At Home When he is in his co-teaching classroom with a small number of students Leaving school Unfamiliar adults
Discussion, Lecture, Large Group Math, Social Studies, PE Peer interaction, hallways, Cafeteria, gym, oral instruction
Bus, Small group Art, Computer Familiar adult interaction, Small class, Oneon-One interaction
Tyler is in co-teaching environment and has adult support in 4 of 6 classes, he is in the front of all classes
Other Communication Abilities Describe the student’s communication abilities: When with familiar adults and peers Tyler can engage in conversation.
Are there health, medical, or family factor(s) that may contribute to the challenging behavior(s)? Please note: Tyler has severe environmental allergies, he has an Epipen in the office and must have it with him at job sites. History of behavior(s)-include effectiveness of previously used behavioral intervention plans: Tyler and his teachers have used a reward system, he has a previous BIP that was moderately successful in middle school Describe how the teacher(s) integrate(s) the following areas into their academic instruction: Independence (identify specific things the student can successfully perform by themselves throughout the day without assistance from others and how the teacher is integrating “independence” into their instruction [e.g., academic, social, or functional]): Several of Tyler’s teachers have a “warm-up” activity where the students work independently at the beginning of the academic setting. Also Tyler is showing improvement while working with OCS period with the custodian. Choice (what choices are provided to the student during his/her day? Classroom/Non classroom: modified seating, adapting the pace of instruction, providing a choice of activities, and allowing student to take breaks, etc.): Tyler is seated at the front of class, near the teacher. His teachers have varying teaching styles with some strategies more successful than others. Variety (describe the delivery of instruction in the student’s classroom(s), such as, it mostly lecture, note-taking, hands-on activities, small or large group activities, etc. and how the teacher is integrating “variety” into their instruction): There is a wide variety: Hands on during OCS and PE, Lecture/Note taking during Social Studies, Group Work English Antecedents (what happens before the behavior occurs?) *use observation sheet in ECAP manual to complete this section. Tyler is in need of something, Tyler is in a higher stress environment Consequences (what happens after the behavior occurs?) Tyler gets both positive and negative attention from his behaviors Expressive (speak and understand language): Tyler is capable when not stressed by the environment to speak in an understandable and tone and hold conversations
Receptive (listen and understand language): When not stressed by environment he is able to listen to directions and follow verbal cues. When stressed he is unable to follow directions.
Function of Behavior: What is your hypothesis of the function of behavior(s) (i.e., what is the motivation behind the behavior, such as escaping, seeking sensory input, attention, specific item(s) or event(s)?): Get/Obtain Escape/Avoid Adult attention Other: Adult attention Other: Peer attention Peer attention Preferred activity or item Activity or work Self-stimulatory/sterotypical behaviors (visual, auditory, tactile, vestibular, taste, and smell) Tyler rocks in seat,makes faces, violently nobs head, slaps his chest, hums loudly
Replacement Behaviors Describe the appropriate behavior(s) that you would like the student to do instead of the challenging behavior. (Cannot simply be a lack of the challenging behavior - must be a new behavior which will get the same outcome(s) for the student: When in large setting he needs a repertoire of calming techniques that are socially appropriate for the setting. Does the student currently use/have the replacement behavior When caught at a low level Tyler can use deep breathing and distraction to calm If the replacement behavior is currently occurring at all-Describe what is typical when the behavior occurs (time of day, event, subject, people present): He can calm in low stress situations, he is not able to stop in PE or large class settings
Signatures: Signature
_________________ _________________ _________________
Position
_________________ __________________ _________________
Date
_________________ __________________ __________________
Rowan-Salisbury Schools Behavioral Intervention Plan Student Information
DDDS
Last Name: Smith
First Name: Tyler
School: Desert Oasis HS
EC Category: Autism
Middle Initial: C Date of Birth: 1/01/1995
The Behavioral Intervention Plan (BIP) is the component of the IEP that attempts to link the management of behaviors that impede instruction with positive intervention strategies to reduce the occurrence of challenging behaviors and are designed to address the behavior violation so that it does not recur. Once the function (purpose) of a student's behavior has been determined, the Individual Education Program (IEP) team should develop the BIP. As the team develops the BIP, they should keep in mind some key characteristics of a BIP: a) the plan must address
the function of the behavior and include information gathered in the functional behavioral assessment, b) the challenging behavior is operationally defined (meaning specific concrete examples of what the behavior looks like) and linked to how it interferes with the student’s interaction to his or her school environment, c) intervention strategies are designed to relate to the function of the student’s behavior and how effective they will be to implement across the classroom and school, d) BIP should focus on giving the student skills that he/she needs to interact successfully in school, not on punishing him/her for acting up, and e) the purpose of a BIP is to modify (change) teacher behavior in terms of how you respond to a student who is acting up-don’t take it personally. Description of the Challenging Behavior 1) Describe the challenging behavior of concern (restate behavior of concern on FBA): Tyler disrupts classes on a regular basis by talking out, singing, humming loudly, ritualistic behaviors (rocking, head bobbing, slapping his chest) and walks out of class without permission. 2) Function of the challenging behavior (i.e., what is the student gaining or escaping based on the FBA: gaining attention, tangible, sensory stimulation, or escaping from an aversive stimulus in the environment or internal stimulation)? Tyler receives attention both positive and negative from his behaviors, he is avoiding stressful situations and work by walking out of class 3) Describe the appropriate behavior(s) that you would like the student to do instead of the challenging behavior. (Cannot simply be a lack of challenging behavior -Replacement behavior must be a new behavior which will get the same outcome(s) for the student as the challenging behavior): Tyler will develop a set of skills socially acceptable to remain in stressful situations and get his needs met.
Replacement Behavior
Challenging Behavior
List Strategies to reduce the challenging behavior: Antecedent (Triggers) (What Happens before the behavior) Tyler is in known high stress situations, PE, Lunch, long periods of sustained attention
Antecedent Strategies (modify the student’s environment or tasks by implementing preventive strategies to lower occurrence of behavior) Provide alternate assignment choices that are in shorter duration. Change PE and Lunch schedule to less crowded time.
Behavior Loud humming, violent head nodding, slapping chest, running from classroom
Consequence ( What happened after the behavior ) Redirection, reminders to calm, use calming skills, in school suspension for walking out of class
Replacement Behaviors
Consequence Strategies
(must serve same function as challenging behavior and is capable of performing the skill in the environment of the school and classroom) Teach replacement claming techniques that are pro-social to remain in settings
(strategies to be used by teachers or staff if student engages in challenging behavior instead of replacement behavior(s)) loss of choices for lessons, practicing the situation from the point where there was difficulty,
Reinforcement (Interview student to determine reinforcement program and complete at least one item for each category below): Activities: free reading time
Food: choice of healthy snack Preferred adult or student: extra time with custodian Other:
Documentation (complete each section below in order to determine how the team will monitor the effectiveness of the interventions outlined on the BIP): Specify data that will be collected and evaluated to determine the effectiveness of the BIP (attach data to form): Tyler will demonstrate the ability to stay in class to calm and avoid running from room. He will complete assignments to teacher satisfaction. He will verbalize the calming techniques taught and demonstrate them when stressed. Method of communication with student, family, and IEP team regarding status of BIP (e.g., daily, weekly, or bi-weekly, etc.): The parents will be notified by email each week the progress Tyler is making. The iep team will meet quarterly to discuss the BIP and tweak is needed.
Signatures Signature
_________________ _________________ _________________ _________________
Position
_________________ __________________ _________________ __________________
Date
_________________ __________________ __________________ __________________
Exceptional Children Administrative Procedures Manual Rowan-Salisbury Schools
When to conduct an FBA
1) Classroom management and school-wide discipline resources have been exhausted 2) If the student’s behaviors are constantly requiring him/her to be removed from the educational setting, which results in the student being moved to another classroom for more than 15 minutes on an regular basis, sitting in the front office for long periods of time, spending more time talking with a guidance counselor than sitting in the classroom or having to be placed in any other non-educational setting within the school building that requires another school personnel to monitor or supervise the student. 3) May be required before or after a 10 day suspension to ensure a change of placement has not occurred 4) SED category always includes, FBA, BIP, and behavioral goals as a part of the IEP 5) IEP team identifies a need for additional data collection or initial challenging behavior outlined on the FBA and BIP is no longer present but a new behavior surfaces that needs attention
July 2010
