FBA/BIP Intervention Plan

[C.H.]
Shelby Hurst

Table of Contents
Functional Behavioral Assessment 3
Define the Problem 3
ABC Recording Form 5
Baseline Data.
.....6-9
Behavioral Intervention Plan 10
Identify Behavior/ Intervention 10
Identify Replacement Behavior 11-14
Analysis of
Behavior
.. 14-15
Data
Representation
.15
Maintenance and Generalization Plan.
.16
Conclusion...
.16
Reflection.
.17
My
notes
.18
Functional
Review
..21

CEP 449, Spring 2016 2

 Functional Behavioral Assessment
Define the Problem

Student Name: Age (years/months): Grade: 2nd Report Date:

Cameron Hill 7

Name of Person Conducting Assessment: Shelby Hurst

Description of the Observational Context/Setting (type of program, grade level, etc.)

Cameron Hill is being observed in Mrs. Freys 2nd grade General Education classroom at Reo
Elementary School in Lansing, Michigan.

Based on the interview with the teacher, please list strengths and weaknesses:

Strengths:

1. Intelligent student

2. Gets along with all the students in the class

3. Expresses feelings and emotions

4. Completes homework assignments

Weaknesses:

CEP 449, Spring 2016 3

1. Does not listen to directions

2. Can be disrespectful to his peers and teachers

3. Doesnt always like to work hard

4. Doesnt like to not get his way

Reason for FBA/BIP:

The reason for this FBA/BIP is to evaluate the students behavior in class in order to provide a
positive alternative to his needs. Cam often leaves his desk and actively walks around the
classroom and talks with his peers. The students behavior is affecting his teachers ability to
teach, his peers ability to learn as well as his own ability to learn in class. Everyone is hindered
by this behavior because he is wandering the classroom distracting himself and his peers from
their work, as well as the teacher having to pay attention to him and remind him to sit in his seat.

Sources of Data:

Document Review:

Interviews: Teacher Interview & Student Interview

Observations: Duration Recording, Narrative observation,

Scatterplot, & ABC Recording

Rating Scales: Teacher rating form

Definition of Target Behavior:

During centers time, the student leaves his desk and actively walks around the classroom
and talks with his peers.

Description of the Target Behavior: (Including estimation of the frequency, intensity,

etc.)

CEP 449, Spring 2016 4

 Student is displaying the undesired behavior of being out of his seat and disrupting his
classmates during their centers time (non whole group instruction). In some cases, he is
joking around with his peers or he says a snide remark to other students, causing other
students to be upset. He also sometimes comes up to the teacher or I and wants to show
what he has done. Sometimes he has finished his work and other times he has not.

CEP 449, Spring 2016 5

 ABC Recording Form

Student ___Cameron Hill____________ Observer ___Shelby Hurst___________

Teacher __Mrs. Lisa Frey_________ Subject/Class/Context _2nd grade Gen Ed_

Date __2/19/16______________________

Event/Stimulus/ Antecedents Behavior Consequences

Setting

11:00 am When I walked in Out of his seat to tell me hi I told him to sit back
Classroom the room down and continue
working (& he did)

1:00 pm When Dr. Stone Leaves his seat to give her a No one told him to sit
Classroom walked into hug back down
classroom

2:30 pm When he finished Left his seat to talk to a Teacher asked what he
Classroom his work for the peer was doing and told him
center he was at to sit back down

Summary of ABC Analysis:

When another adult is in the room, the abc data shows that he gets out of his seat to gain attention
from that particular adult. Also, it shows that when he is done with his work and from the interview
he said he sometimes becomes bored, which also leads to him leaving his seat. The consequences for
his behaviors have been reminders from the teacher or adult in the room, or the other students telling
him they dont like his behavior. The consequences do not involve punishments of any sort.

Baseline Data

CEP 449, Spring 2016 6

 Duration Interval/Time Latency Intensity
Dates Event Recording Recording Sampling Recording Recording

3/11 Centers (30 min 1 min

period)

3/11 Centers (30 min 25 seconds

period)

3/14 Centers (30 min 1 min 4

11:30 period) Before lunch seconds
am

3/14 Centers (30 min 30 seconds

11:30 period) Before lunch
am

3/14 Returning from 2 min 10

lunch (30 min seconds
period)

3/14 Returning from 52 seconds

lunch(30 min
period)

3/16 Centers (30 minute 1 min 30

period) seconds

3/16 Centers (30 minute 1 min 14

period) seconds

3/16 Centers (30 minute 31 seconds

period)

Summary of Baseline Data:

CEP 449, Spring 2016 7

 Duration recording was conducted by observing Cams behavior for 30-minute periods during
centers time as well as returning from lunch. Cams behavior was recorded and timed if he did not
engage in the TBD at any time during the 30 minutes.

TBD: During centers time, the student leaves his desk and actively walks around the classroom and
talks with his peers.

The baseline data suggests that Cams undesired behavior is most prominent in his main classroom
with Mrs. Frey. The recordings show that on average per day he spent from 42.5 seconds to 90
seconds out of his seat at inappropriate times.

Settings and Situations where Behavior is Most/Least a Concern:

The behavior is most likely to occur in the classroom during centers time and/or when returning
from being outside the classroom. This may be because he does well in academics and can usually
finish an assignment quickly with ease. The behavior is least likely to occur in the classroom during
whole class instruction. Or in other words when the head teacher is teaching to the whole class and
there is no individual, partner or group work occurring. For example, when the teacher is stimulating
a discussion and asking students to raise their hands to answer questions. This may be because
everyone is now focused on the same thing and the head teacher is focused on all of the students.

Summary of ABC Analysis:

When another adult is in the room, the abc data shows that he gets out of his seat to gain attention.
Also, it shows that when he is done with his work and from the interview he said he sometimes
becomes bored, which also leads to him leaving his seat.

Identify Antecedents:
Who is present . . .
When the behavior tends to occur? When the behavior almost never occurs?

CEP 449, Spring 2016 8

 The students Main Teacher is present when When the principal is in the room or the head
the behavior occurs. Also the behavior occurs teacher is teaching the whole class.
when another adult walks in the room such as,
Dr. Stone or me (Shelby Hurst).

What is going on . . .
When the behavior tends to occur?
The behavior occurs when the students have
centers time (individual/ partner work) or the
students are returning from lunch or recess.
When the behavior almost never occurs?
The behavior almost never occurs during whole
class discussion/ instruction or when technology is
involved at a center or work time.

When/Where does the behavior . . .

Tend to occur?
The behavior tends to occur in the main
classroom (during centers time).
Or upon return from another classroom or
lunch or recess
Almost never occur?
The behavior almost never occurs in another
classroom or at lunch/ recess.

Identify Consequences Maintaining the Behavior:

When the behavior occurs, what are the reactions or actions . . .

Teacher in The teacher ignores him or maybe does not see it. Other times she will address him
the context? by yelling at him to return to his seat.

Peers in the Some peers get mad at him for talking to them or when he makes a snide comment.
context? Other peers either join him in wandering, talking, etc. and others ignore him.

Student to The student talks with other students or to the other adults in the room. He loves
other attention so he is constantly trying to gain it.
people?

Parents? (if N/A

applicable)

Factors that may be influencing or maintaining the behavior include . . .

CEP 449, Spring 2016 9

 Academic Cam does very well in school. He is an overall high- level student compared to
Factors many of his peers. He has been observed finishing his work quicker for certain
centers.

Social- He loves making people laugh. He usually can express his feelings and emotions
Emotional easily.
Factors

Health/Medica N/A
l Factors (if
relevant)

What interventions have been tried in the past? What did you observe or teacher report?
What happened?

No interventions have been tried in the past. The teacher has reported that she would constantly
remind him to go back to his seat when she noticed him wandering when he should not be.

Behavioral Intervention Plan 14

Develop a Hypothesis

Student: C.H. Date:

Use the assessment information collected about the behavior and decide what purpose or function it has for the

CEP 449, Spring 2016 10

 student. The following checklist may be helpful in developing a theory. Write a theory statement at the bottom.

Considerations: Determining the Purpose of a Problem Behavior

The purpose of the behavior may be to Gain Attention if . . .
It occurs when teacher is not paying attention to the student (e.g., talking to someone else in the
room, talking on the phone, too busy to have a chat, etc.).
It occurs when teacher stops paying attention to the student.
Student gets attention from others when the behavior occurs.

The purpose of the behavior may be to Get/Obtain Something if . . .

It occurs when teacher take away a favorite activity, food, toy, free time, etc.
It stops soon after teacher gives the student what he or she seems to want or has recently
requested.
It occurs when the student cant have what he or she desires.

The purpose of the behavior may be Escape/Avoidance if . . .

It occurs when teacher asks the student to do something (e.g., getting ready to change activities,
write assignments, speak in front of peers, read in class) that he or she doesnt seem to like or
want to do.
It stops after teacher stops making demands.

Develop your hypothesis pertaining to the purpose or function of the students behavior:

1. When this occurs .. When C.H. is finished with his work and
there is no further instruction

The student does gets out of his seat or leaves his seat (more than 1 foot away)

To get/avoid .. gain attention from peers.

Does the student possess the necessary skills? Yes No, needs instruction in
No needs to be reminded to return to his seat.

CEP 449, Spring 2016 11

 Behavioral Intervention Plan

Student Name: C.H. Date:

Target Behavior: (State in observable terms, using action verbs, and identify the data
collection system to measure progress)

Identify the replacement behavior(s) that result in a same/similar outcome for the student.

Develop a Plan
Teach: What other behavior or skill will be taught to the student so he or she can accomplish his or
her purpose in a more acceptable way?

Prevention: How will situations or the context be altered or changed to support the replacement behavior,
or to minimize the problem behavior?

Response: How will people respond when the problem behavior occurs so that their response does not
reinforce the inappropriate behavior or cause the person interacting with the student greater
upset and stress?

Identify a Replacement Behavior:

Cam will gain attention when the teacher gives him a sticker at the end of the day when he
displays appropriate behavior. The sticker chart will be kept on Mrs. Freys desk and will be
brought out at the end of the day.

Student will be respectful of his peers and his teacher by not leaving his seat without asking to
disrupt other students and waste time during centers time more than 1 time each day. He will
raise his hand and ask for permission to leave his seat when appropriate. (for example: to use
the restroom during work time)

CEP 449, Spring 2016 12

 Intervention Explanation:

To begin, I will sit down with Cam and go over a behavior contract together, we will each
sign it. This contract will contain the behavior we want to reduce, the replacement behavior,
reward system, penalty/bonus clause. Cam will have a sticker chart and will receive as sticker
each day of the week for good behavior. If he is not recorded leaving his seat more than twice
during 1 day then he will receive a sticker at the end of the day. This will be up to the
discretion of the observer and head teacher. At the end of each week, if he has received a
sticker 3 out of the 5 days, he will receive his reward. (He will get to choose out of a list we
make together). If he does not get 3 stickers he will not get a reward.

Teaching Plan: Who is How often?

responsible?

Cam will learn that each time he is displaying Mrs. Frey and Cam will be
appropriate behavior he will gain a sticker. Shelby Hurst reminded
when multiple times
When he is displaying appropriate behavior he will observing during the day
be reminded that he is getting closer to his goal. that he is
When he is not displaying appropriate behavior he working
will be reminded that he is not gaining stickers towards earning
towards a reward and that he must turn his behavior his sticker.
around to gain stickers.

Context Alteration Who is How

Responsible? Often/When?

The environmental changes that will go along with Mrs. Frey and Cam will be
this plan include prompting Cam to improve his Shelby Hurst reminded
behavior. With Cam being reminded of the plan, he when multiple times
will remember the rewards he will be earning for his observing during the day

CEP 449, Spring 2016 13

 improved behavior. that he is
working
towards
earning his
sticker.

Consequences for Desired Behaviors: Who is How Often?

Outcomes Responsible?

At the end of
Mrs. Frey and each week, if
Rewards for earning stickers include: eating with the Shelby Hurst he has received
teacher, being a special partner in another classroom when a sticker 3 out
to a younger student, line leader, earning a special observing of the 5 days
treat/ prize i.e. candy bar, praise, pencils especially he will get a
in front of his classmates and principal, special reward.
lunch with friends
Cam will be
reminded
multiple times
during the day
that he is
working
towards
earning his
sticker.

Consequences for Undesired Behaviors: Who is How Often?

Teach [response to problem behavior] Responsible?

The teacher or I will remind Cam of the reward system Mrs. Frey and Cam will be
if he is displaying undesired behaviors. The teacher can Shelby Hurst reminded
also take out the contract and remind him or even take when observing multiple times
away a sticker for more serious undesired behaviors. during the day
that he is working
towards earning
his sticker.

CEP 449, Spring 2016 14

 Specify Behavioral Objectives:

The goal is to decrease the amount of time Cam spends out of his seat during centers time or
individual/ partner work time. The hope is that Cam will become motivated to raise his hand
when appropriate and stay in his seat, only talking to peers when it is allowed due to the
reinforcement intervention.

Analysis of the Behavioral Intervention Plan

Data Collection Plan

Student Name: Cam Date:

Timeline for the next meeting to review and evaluate effectiveness of the intervention:

Date:

Data Collection Plan: What data will be collected to evaluate the program? By whom?
Indicate what data was needed to evaluate success (e.g., frequency, duration, latency). Provide
brief instructions to service providers on how to collect this information, and when to collect this
information. Specify who is responsible for which type of data collection.

Data Collection Plan: (What behavior should be recorded and what type of recording system)

Undesired behavior will be recorded using duration recording. Antecedents and consequences will
also be recorded.
Begin recording: when Cam leaves his desk (is more than 1 foot away
from his chair)
When he returns to his seat stop recording

Who: When:
Shelby Hurst and Mrs. Frey Centers time (individual/ partner work time)

Frequency of Review of Progress (select one)

CEP 449, Spring 2016 15

 Bi-Weekly Weekly Monthly

Data Collection Method (select one):

Event Duration Interval Time Latency

Recording Recording Recording Sampling Recording

Data Representation:

Maintenance and Generalization Plan:

CEP 449, Spring 2016 16

 In order to maintain the intervention, the teacher must continue the intervention on a daily
basis to keep the student focused on the positive reinforcement they are receiving for their
behavior. As time goes on, change the requirements to receive reinforcement, from 1 time a
day to 0 times a day. It will be important to keep Cam focused on the positive behaviors of
raising his hand, finishing his work, etc.

Conclusion:

Was your intervention successful why or why not?

Based on the data I have collected so far I would say the intervention was a success.
Although, I was only able to gather four data points during the intervention stage. I would like
to have been able to gather more data points during the intervention phase, but I was not able
to due to snow days in March then Spring Break the first week of April. The number of
behavior occurrences during a 30 minute period decreased to only one or two occurrences
after the intervention started. I could tell he was motivated because every time I came in over
the last few weeks he would want to show me how he is doing and ask about his reward. The
teacher has said she has seen an improvement in his behavior in her classroom, which was the
goal. A suggestion to make in the future would be to tell Cams other teachers about the plan
so they can reinforce his behavior in their classroom as well. Also to maintain the behavior
and generalize, fade away the reinforcement.

Reflection:

CEP 449, Spring 2016 17

 During the course of this assignment, I ran into a few obstacles that made the project

more difficult. The first issue I faced was getting the parents approval to do this study on their

son. I sent home multiple permission slips with him and they either would not make it home or

not make it back to school. I did eventually get a slip back, but it had put me behind for getting

my baseline data. Another problem I had was that my teacher neglected to keep up with the

scatterplot table I gave her to record his behavior while I was not there.

Another challenge I had to overcome was the lack of communication of my teacher. The

intervention that is in this document was not the original plan, and required more of the

teachers involvement. The teacher explained to me that their schedule in school is very busy

and she would have trouble keeping up with the intervention, so I tried to make it as simple as

possible. I didnt realize how hard it would be to implement into a second grade classroom, so

I decided to change the intervention plan. From the start of the year my mentor teacher has

been hard to communicate with, she would take a very long time to email back if she did. She

also missed MANY days of school. When we started discussing the intervention plan together

through email, it became more and more difficult to reach her and to communicate the

intervention plan. Right before spring break I had not heard back from her for a week and

finally she had emailed me back the last day before their spring break. I had a very difficult

time beginning my intervention plan, due to the snow days and planned days off of school and

it also took quite a long time to receive feedback for our intervention plan. When I finally

heard from her, I was only able to start the intervention the week they came back from spring

break. I was unable to go into the school every day to collect data on the intervention plan

because of my class schedule.

CEP 449, Spring 2016 18

 If I could to do this project over again I would certainly do some parts of it differently.

One aspect I would change is implementing my plan earlier in the semester, so I would give

myself enough time to collect data on the intervention. I dont feel like I had enough time to

collect good data and was rushed to finish at the end. Another aspect I wish I would could have

changed is being able to go to my placement at different times of the day or multiple days of

the week, instead of the same time and day every week. This would also give me a chance to

get better, more accurate data. I observed the same class times when I went to the school,

which limited my observations of my students and the types of activities and behaviors he

performed.

This experience will definitely affect my future career as a teacher since I want to one

day become an elementary or special education teacher. This project will help me in the future

because, I will be familiar with the procedures of how to conduct an FBA/BIP and also be

more prepared for the obstacles I know I will face. I feel confident that I will be able to

produce another assessment and intervention in the future, in my own classroom with my own

students. I also feel confident that I will be able to jump right in and help with an intervention

right away from the amount of information, vocabulary, etc. we have learned this semester.

My Notes:

CEP 449, Spring 2016 19

CEP 449, Spring 2016 20
CEP 449, Spring 2016 21
CEP 449, Spring 2016 22