Running head: FBA & BIP 1

FBA & BIP

Tyler Clouse, Madeleine Roberts, Hannah Seidl, Morgan Steck, and Ashley Walters

SPED 5151

University of Colorado Denver

FBA & BIP 2

FBA/BIP

Overview

Introduction of Student

Stephen, a 14-year-old freshman, attends a public high school in suburban Oregon. When

Stephen was 7, he sustained a traumatic brain injury (TBI), as well as physical trauma causing

deformity to his (R) arm and leg. Stephen’s TBI causes him difficulty speaking and learning

which has contributed to behavioral challenges throughout elementary and middle school. These

challenges included frequent whining and the stomping of his feet, elopement, and the

destruction of a computer and other school property.

Stephen’s worsening behavior led his family and teachers to reach out to researchers at

the University of Oregon for help creating a new behavior management program. This program

identified environmental triggers, as well as different positive reinforcement strategies to reward

appropriate behavior. Stephen began reading lunchroom menus, attended one-on-one tutoring,

and integrated back into the general education classroom. Stephen also began practicing self-

monitoring strategies with the goal of recognizing frustration and communicating it in a timely

and safe way. This allowed him to self-initiate “breaks” and communicate more effectively with

his peers and school staff. While these strategies improved his emotional and academic presence

in elementary and middle school, transitioning into high school created a great deal of anxiety.

Stephen expressed his lack of self-confidence to school counselors after several elopements and

the destruction of school property.

Observation & Data Collection

Student behavior was recorded using the “ABC Recording Form”. The “FBA Interview

Summary” identified that Steven was having difficulty with transitions throughout the school
FBA & BIP 3

day. The summary also identified that the trigger/antecedent for his behavior is unfamiliar or

extended tasks. The behaviors that were identified in the summary are aggressive behavior

towards others, escaping tasks, property destruction, and non compliance. The consequence of

this behavior was determined to be avoiding and escaping non preferred tasks. After using the

“FBA Interview Summary'' the “ABC Recording Form” was used to look at four separate

transitions during Steven’s day. The first transition time was school arrival, the second transition

was an individual class warm up, the third transition was small group work time with peers, and

the last transition was transitioning to his 2nd period class. Throughout the four separate

transitions it was observed that the trigger for the behavior was a change in an activity or when

he was given a non preferred task. Throughout the four transitions Steven was observed to

engage in using inappropriate language, yelling at peers and teachers, property destruction

(chromebook), and non compliance with adult directions. The “ABC Recording Form” indicated

that the consequence for these behaviors was task avoidance.

Function of the Behavior

A Functional Behavior Assessment (FBA) was completed in order to determine what was

causing the student’s behavior while in school. Through common observation and previous data

collected Steven would escalate during different times of transition. Steven did well with his new

routine during seventh and eighth grade. When Steven had to transition to ninth grade, and a new

school, some of Steven’s previous behaviors began to emerge.

When it is time to transition, from class to class or from one activity to the next, Steven

will become escalated. During this time Steven will use aggressive behavior towards staff,

teachers, and students. Steven will throw classroom materials or use inappropriate language.

When this happens, more often than not, Steven is then taken to the office, which then causes
FBA & BIP 4

Steven to think if he does this every time, then he will not have to transition. In doing this,

Steven is avoiding class, or the undesired activity.

Replacement Behavior

The objective of this plan is to help Stephen use the coping strategies he already has in a

new setting and to persevere through difficult tasks and transitions. The goal is to have Stephen

proactively recognize challenging or non-preferred tasks and to access his coping strategies in

advance of the circumstance, or for Stephen to recognize his emotions and responses and to

choose a coping strategy from there. Instead of damaging his computer or other school supplies,

eloping from the classroom, or becoming aggressively defiant with his teachers and classmates,

we want Stephen to advocate for breaks from and assistance during challenging tasks or

transitions. When prompted by his teachers to prepare for transitions and non-preferred tasks

with planned replacement behaviors, such as scheduled breaks and opportunities to request

assistance, Stephen has shown success in persevering through these tasks to access the course

curriculums and has fostered friendly collaboration with his peers. Subsequently, the number of

observed behaviors after replacement priming has continuously reduced throughout the year.

Overall Commentary

While Stephen’s behavior continues to impact his academic success and social

interactions, he is continuing to show growth in use of his coping strategies and he is consistently

advocating prior to escalating. In the absence of priming for these replacement behaviors,

Stephen occasionally becomes escalated, but the behaviors exhibited are to a lesser degree than

before and are on a seemingly downward trend. However, it will be essential to continue to

monitor Stephen’s environment to observe how these replacement behaviors help him when

routines or environment change.

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Instructional Plan

Following the identification of Stephen’s behaviors and the function of each, the clinical

staff then provided appropriate replacement behaviors for the target behaviors that are outlined in

detail within the BIP. The instructional plan should outline how Stephen would ideally transition

from a preferred activity to a non-preferred without engaging in target behaviors. If Stephen is

triggered by said antecedent, and engages in target behaviors, the instructional plan should also

outline how the educator should react and implement the BIP accordingly.

The goal and eventual target reaction for Stephen would be that he would hear it is time

to transition, with previous warnings from the educator, and immediately get up and

appropriately transition to the next activity or location. A more detailed example of this would be

if the educator in Stephen’s English class issues fifteen-minute, ten-minute, five-minute, etc.,

warnings letting Stephen know that he will soon be transitioning to math class (least preferred

subject). Stephen would then hear the bell ring, letting him know it is time to transition to the

next period. From there, Stephen would finish his work (if applicable), clean up his supplies, and

walk appropriately to the math class with no instances of target behaviors.

However, the BIP does outline coping strategies and the prompting of functional

communication and emotional regulation by the educator. If a situation were to occur where

Stephen becomes escalated, the educator should first notice signs of escalation and prompt

immediately for Stephen to use his coping strategies and functional communication. This would

specifically look like Stephen’s English class issues fifteen-minute, ten-minute, five-minute, etc.,

warnings letting Stephen know that he will soon be transitioning to math class (least preferred

subject). When the final five-minute warning is issued by Stephen’s teacher, he shows signs of

escalation. Those signs are as follows, Stephen starts to breathe heavily and begins muttering
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under his breath, the educator can make out the words “stupid”. The educator then immediately

approaches Stephen with a calm, neutral demeanor and reminds him that when he is feeling

frustrated that he can “take a deep breath, ask for a minute, let his teacher know he is not quite

ready to go to math class” as long as he is being appropriate and not engaging in target

behaviors.

Ideally, Stephen would then use coping strategies and take a deep breath, and then

proceed to tell the teacher that he is feeling upset and is not quite ready to move on to math class.

The educator then honors his language and provides Stephen with five minutes before asking

again if he is ready to go to math class. This process would repeat until Stephen successfully

transitions. If this situation were to occur and the preventative measures did not work, the

following would occur. Despite the English teacher being preventative of target behaviors,

Stephen continues to become escalated. When the bell rings, Stephen stands up abruptly and

throws his chair towards the back of the room, he then grabs his math textbook and attempts to

rip it, and begins to shout profanities at the educator and peers as they leave. The educator should

ensure the safety of themselves and other students before addressing Stephen, when the teacher

does address Stephen, they should do so in a calm and neutral way, avoiding comments about the

target behaviors he is engaging in. The teacher should model taking deep breaths and encourage

Stephen to do so, then every 45-60 seconds, providing Stephen a task that would be contextually

incompatible with any target behaviors he is engaging in (I.E. if he is ripping a book, she should

state “you can show me you’re ready by putting the book on the desk or in your backpack”), the

educator should periodically remind Stephen of his options and rules (I.E. “Remember we can

earn _____ reinforcer when we have an appropriate body and mouth” or “When we feel upset we

can let our teacher know that we need a minute or that we are not ready to go to the next
FBA & BIP 7

period”). The educator should continue to build response effort with high to low probability

demands while reinforcing appropriate behaviors until Stephen is deescalated and ready to use

functional communication or transition to his next class.

Reflections

Tyler: Completing this project was an eye-opening experience for me as a general education

teacher. I’ve been involved in some of the FBA/BIP process this past year with some of my own

students, but did not get to peer fully behind the curtain to see how the pieces all fit together.

The most striking thing about working through this project using a case study was how much

information we lacked, or perhaps just how much information we felt we needed to be genuinely

successful. Even with some supplemental information and a few inferences, it felt as though

there were holes in this project that we could not have hoped to fill. This is so striking to me, I

believe, because I’ve experienced this process with students I hadn’t met yet, myself. It serves to

highlight the importance of proper and thorough data recording so that teachers and school

specialists that come after us can have as much insight into a student as possible, when getting to

know them may be impossible.

Despite this, our team pulled together to create a well-tailored plan for Stephen. By

addressing his historical successes with self-management and existing strategies, we were able to

create a plan that I think would be genuinely helpful and executable by Stephen’s teachers:

specifically, his general education teachers. Consistent prompting from teachers and priming

Stephen for transitions is a realistic instructional set for teachers to leverage that is the least

restrictive to Stephen’s academic and social environments. This also serves to ensure a certain

degree of equitable treatment of Stephen in an educational setting, where his peers will also be

developmentally learning to manage their behaviors in an environment that promotes more

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individual freedoms, without leaning into any existing cultural or socioeconomic biases

(Kauffman & Landrum 2018). Our hope is also that the focus on Stephen’s emotional

intelligence will help him to build supportive relationships with his peers and teachers, which

should in turn foster continued use of his strategies and build upon his perseverance in the face

of challenge (Goleman 2015)

Madeleine: Stephen's story highlights the importance of creating and implementing effective

behavior management programs that take into account the unique needs of each student,

particularly those with disabilities. This course emphasizes the need for educators to implement

and lead systemic school renewal efforts that promote social and emotional development within

the frameworks of Positive Behavioral Interventions and Supports (PBIS) and Response to

Intervention (RtI). The plan our group created for Stephen aims to improve his behavior and

academic performance through the use of positive reinforcement strategies and self-monitoring.

His plan is not one side fits all and this course has showed us the importance of identifying each

student’s individual environmental triggers to be able to tailor strategies to their specific needs.

Additionally, we believe educators must address the disproportionality in school disciplinary

practices, particularly with respect to cultural and linguistic differences between students from

non-dominant groups and their teachers (especially when the majority of educators in the US are

white and female). We must all be aware of the intersecting roles of culture, race, gender, and

socioeconomic status in behavior and social emotional development (Kauffman & Landrum,

2018).

Much of Stephen’s plan was also created with Chapman's "The Everyday Guide to

Special Education Law," in mind, which provided a comprehensive overview of the legal

framework that underpins special education in the United States. This resource has helped me to
FBA & BIP 9

understand the complex legal landscape that special educators must navigate, and has highlighted

the critical importance of self advocacy and informed decision-making in this field. Stephen's

story serves as a reminder of the importance of taking a holistic approach to student behavior

management, this includes the development of emotional intelligence (EI). Students who master

EI can better understand and healthily regulate themselves, empathize with others, and

communicate effectively, (Goleman, 2015). By implementing effective behavior management

programs and addressing issues of disproportionality in disciplinary practices, we can promote

the social and emotional development of all students and create a more equitable and inclusive

learning environment (Chapman, 2015). As a future special education teacher, I am excited to

continue exploring these practices and strategies for supporting students with behavioral

challenges and promoting social and emotional development in schools.

Hannah: This project presented many challenges and triumphs for myself and my team. In some

ways it was much of a learning curve to understand how to write the FBA part of this document,

as I have never had in school experience and all of my previous experience is based off of ABA

center work. Thankfully, my team members have had substantial experience working in the field

of special education within schools. This project provided a unique experience and look into how

behavior plans can be generalized across environments and tailored to the student’s individual

needs within a school setting, As someone who has worked with children and adults with special

needs for three years, I work predominantly with adolescence, therefore much of Stephen’s story

and behaviors truly resonated with me.

The biggest question that resonated with me throughout this process was how do we

teach Stephen appropriate coping skills, emotional regulation, and functional communication not
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just in behaviors, but outside of them to ensure contextual generalization? Based off of the

readings through this course and conversations with my fellow collaborators on this project,

emotional intelligence (Goleman, 2015) and the implications of social emotional learning

(Chapman, 2015) have a strong foundation in being able to teach coping skills and emotional

regulation to students before behaviors occur and as a preventative to them as well. I have also

learned the importance of facilitating communication and why language is one of the biggest

replacement behaviors to target mal-adpative behaviors. I hope to continue to build my

experience to become the best BCBA or special education teacher that I can going forward.

Ashley: In completing this assignment it gave me a better understanding of what it takes to write

an FBA and a BIP. At my current school, our school psychologists write both of these documents

and typically do not ask for a lot of help on them, which is why at the beginning of the

assignment, my confidence in myself was lower than I wanted it to be. However, after

completing this I can see how beneficial it is to be working with another person on an FBA.

Different people notice different things, and collaborating on the student's needs will better

support the student in the end. My team did well at collaborating when talking about Steven and

how to support him in school. We all brought different ideas and were able to discuss them to see

what best fit Steven. I am hoping I can take what I learned during this project, and be able to

better support my other teachers and students at my school with this knowledge.

According to Kauffman and Landrum (2018), one of the best ways to intervene with a

student with behavioral issues is to provide training on how to navigate the behaviors for parents

and teachers who work with the student (p. 158). Having a reference like a behavior plan for

teachers is beneficial for everyone. This way, when handling the student in an escalated state,

everyone is using the same strategies to try to desolate the student. Doing this provides the
FBA & BIP 11

student with consistent support, which is something all students need. At a high school level,

new behavior plans are not as common as they are at an elementary or even middle school level.

A challenging part of behavior plans for a high schooler is the constantly changing settings, our

student Steven displays the same behavior in all settings in school, which is good in a way

because the same supports can be used in each class. However, this is not the case for every

student, some students react differently depending on what classroom they are in. A benefit of

high school behavior plans is having access to all of the behavioral data that has been collected

on the student, this can be used to find common trends throughout the years and can help the

team create a more accurate behavior intervention plan.

Morgan: As a special education teacher I have collaborated with the school psychologist in my

building to help complete an FBA and BIP but I have never completed all sections of an FBA or

BIP on my own. This assignment gave me a better picture of all of the information that is needed

to create and implement an FBA and BIP. According to Chapman (2015) FBA’s and BIP’s are

important to gather relevant information about the students behaviors in order to determine the

function (p. 84). During this assignment I realized how important collaboration is to the FBA

and BIP process. Different service providers and classroom staff may share different ideas and

hypotheses as to why a specific behavior is occurring. It’s important to collaborate as a team to

share information and ideas on how to best support the student. I feel that my group has

collaborated well throughout this project in order to successfully support Steven.

Goleman (2007) discusses the importance of teaching emotional literacy skills in the school

setting. I feel that by focusing on Steven’s self regulation skills it will provide him opportunities

to self regulate and self monitor his emotions in order to be more successful not only in school

but also throughout life. A common thread that I noticed throughout this process is the
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importance of teaching self regulation skills in order to replace maladaptive behaviors. In the

future, when I am collaborating on FBA/BIPs I will keep in mind the importance of self

regulation and emotional awareness strategies. Now that I have a clearer understanding of how to

create and implement an FBA/BIP I’m excited to be more involved in the process at my own

school.
FBA & BIP 13

Forms

Functional Assessment Checklist for Teachers and Staff

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FBA & BIP 15

FBA Summary of Behavior Form

Student: Steven Grade: Freshman (9th) Date: 4/30/2023

Setting Event Antecedent Behavior Outcome/ Consequence

ABC Tracker Summary

Routine: Steven in math class Date Completed: 4/11/23

Setting Event: When: Extended/ Student will: Steven Because: Student will be
Throughout the Unfamiliar or will have aggressive taken to the office or will
school day and undesired activities behavior towards others avoid the undesired
during specific (stomping feet, yelling, activity together.
class times inappropriate language),
escaping/ eloping, Function: Get OR Avoid
property destruction,
and other non-
compliance behaviors.

FBA Interview with Staff/ Teacher

Routine: Transitioning from one class to another Date Completed: 4/18/2023

Setting Event: When: Transitioning Student will: Be Because: Steven does not
School Day/ from class to class or argumentative, defiant, want to go to his next
Academic Setting from one activity to destructive with class class or move to an
the next material, and aggressive undesired activity.
with other classmates.
Function: Get OR Avoid

ABC Recording Form Summary

Routine: Steven in math class Date Completed: 4/11/23

Setting Event: The When: The middle of Student will: Steven Because: Steven does not
student was the class period tries to leave, will use want to participate in
instructed to start aggressive language small group work
small group work. towards the teacher
Function: Get OR Avoid

Setting Event: When: The last five Steven started to argue, Because: Steven does not
Before the bell minutes of class yell, use inappropriate want to go to his next
rang for the class language, and throw class: science.
to end, Steven was school supplies toward
asked to pack up. the teacher Function: Get OR Avoid
 FBA & BIP 16

Other Assessments- None.

Routine: Date Completed:

Setting Event: When: Student will: Because:

Function: Get OR Avoid

(Circle One)
STEP 2: Review results across the FBA Tools and develop a Final FBA Summary.

Final FBA Summary of Behavior

Routine: Transitioning from one class to the next, or within class from one activity to another.

Setting Event: School When: Any time Student will: Steven Because: Steven does
Day/ Academic Steven is asked to will become escalated not like to transition,
Setting transition from one when told to especially if he is
activity or location to transition. He will use going from a desired
the next aggressive behavior activity to an
including throwing undesired activity.
items, and
inappropriate Function: Get OR
behavior, and may be Avoid
aggressive toward the
teacher, staff, or
students.
STEP 3: Rate your confidence in the accuracy of your Final FBA Summary.
**If ratings is 5 or higher move on to Behavior Intervention Planning.

If lower than 5, consider collecting additional FBA information to increase your confidence.
How likely is it that this Summary of Behavior accurately explains the identified behavior occurring?

Not real sure Highly Confident

1 2 3 4 5 6
 FBA & BIP 17

ABC Recording Form

Student: Steven Grade: 9 Date: 4/11/23 Observer: Morgan Steck

Routine Trigger/Antecedent Behavior Outcome/Consequence

What to Look
for: (from FBA
Transition to extended/unfamiliar tasks -Aggressive behavior towards Avoiding/escaping non preferred tasks
Interview
math class/ Writing tasks/showing others (stomping feet,
summary)
during math class work yelling, inappropriate
language)
-Escaping/Eloping
-Property destruction
Activity/Task -Non compliance

Various activities
throughout the
class period

# Time: Activity/Task Trigger/Antecedent Behavior Outcome/Consequence

1 8:15am ☐Large group ☐Given task/asked Student left campus ☐Adult Attention Provided
instruction question before 1st period bell ☐Peer Attention Provided
☐Small group ☐Given ☐Got Preferred Activity/Item
work directive/correction ☐Got Other ____________
☐ Independent ☐ Isolated (No ☐Adult Attention Avoided
work attention) ☐Peer Attention Avoided
XUnstructured ☐ No activity/unclear
directions
XTask/Activity Avoided - late to math class
time
☐Peer Comment ☐Avoided Other ___________
Specify: Arrival
☐With Peers Other/Notes:
to school before
1st period ☐Preferred activity
removed
X Transition: Change
in activity
Other/Notes:

2 8:35am ☐Large group XGiven task/asked Student was observed to ☐Adult Attention Provided
instruction question refuse to start on ☐Peer Attention Provided
☐Small group ☐Given individual warm up and ☐Got Preferred Activity/Item
work directive/correction began to use inappropriate ☐Got Other ____________
X Independent ☐ Isolated (No language shouting out at ☐Adult Attention Avoided
work- attention) ☐Peer Attention Avoided
peers/teacher
individual ☐ No activity/unclear
warm up XTask/Activity Avoided- student did not
directions complete warm up and teacher started the next
☐Unstructured ☐Peer Comment activity
time ☐With Peers ☐Avoided Other ___________
Specify: ☐Preferred activity Other/Notes:
removed
☐Transition: Change
in activity
Other/Notes:
 FBA & BIP 18

3 9:00am ☐Large group XGiven task/asked Student repeatedly asked to ☐Adult Attention Provided
instruction question use the bathroom, used ☐Peer Attention Provided
XSmall group ☐Given aggressive and inappropriate ☐Got Preferred Activity/Item
work directive/correction language towards the teacher ☐Got Other ____________
☐ Independent ☐ Isolated (No ☐Adult Attention Avoided
work attention) ☐Peer Attention Avoided
☐Unstructured ☐ No activity/unclear
X Task/Activity Avoided- teacher engaged with
time directions
student and attempted to correct inappropriate
Specify: ☐Peer Comment language/ teacher allowed student to use
☐With Peers bathroom
☐Preferred activity ☐Avoided Other ___________
removed Other/Notes:
☐Transition: Change
in activity
Other/Notes:

4 9:45am ☐Large group ☐Given task/asked 5 minutes before the bell rang ☐Adult Attention Provided
instruction question to transition to the next ☐Peer Attention Provided
☐Small group ☐Given period the student started to ☐Got Preferred Activity/Item
work directive/correction argue, yell, use inappropriate ☐Got Other ____________
☐ Independent ☐ Isolated (No language, and throwing ☐Adult Attention Avoided
work attention) school supplies (chromebook,
☐Peer Attention Avoided
XUnstructured ☐ No activity/unclear textbook, pencil) towards the
teacher XTask/Activity Avoided-student did not
time directions
transition to the next period and was sent to
Specify: ☐Peer Comment
Transition to ☐With Peers
was sent to the office
new class period ☐Avoided Other ___________
☐Preferred activity
removed Other/Notes:
XTransition: Change in
activity
Other/Notes:

Within each column (Activity/Trigger/Outcome) identify the most frequently observed event & write it next to #1 in the
TALLY ABC corresponding box below. Total the number of observed occurrences of #1 in the numerator of the ratio… & the total
Results intervals observed in the ratio denominator (Ratio= # occurred / # total intervals)

Activity/Task Trigger/Antecedent Behavior Outcome/Consequence

#1 transition #1 change in activity -inappropriate #1

language
Ratio __4__ / __4___ Ratio __4__ / ___4__ -yelling Ratio __4__ / __4___
-non compliance

ABC OBSERVATION SUMMARY- This is added to the FBA Summary Form

Routine/Activity Trigger/Antecedent Behavior Outcome/Consequence

DURING… WHEN… The Student Will… BECAUSE THIS HAPPENS…

Activities throughout extended/unfamiliar -Aggressive behavior
class time tasks towards others (stomping
So, the Pay-Off/Function for the student is to Get or Avoid (circle
Writing tasks/showing feet, yelling, inappropriate one):
work language)
-Escaping/Eloping What?
-Property destruction
Non preferred classroom tasks/activities
 FBA & BIP 19

-Non compliance

How likely is it that this Summary of Behavior accurately explains the identified behavior occurring?

Not real sure 100% Sure/No Doubt

1 2 3 4 5 6

Behavior Intervention Plan

Developed from a Functional Behavioral Assessment

Student Stephen Grade 9th Date May

4th, 2023

School Oregon Public High School Case Manager

BUILD A COMPETING BEHAVIOR PATHWAY

Routine: The target behaviors are triggered by Desired Behavior Consequence/Outcome

the routine of transitions. These transitions can → Functional
include but are not limited to: transitioning from communication in terms Stephen successfully being able to
a preferred activity to a non-preferred activity, of communicating feelings transition appropriately without
transitioning into the school, transitioning to the of anxiety, frustration, engaging in the target behaviors
home, transitioning into and out of the car, anger, etc., then outlined.
transitioning from free time to structured class functional communication
time, transitioning from one subject to another, and implementation of
transitioning from one class to another, proper coping strategies
transitioning from lunchtime to class time, etc. combined with emotional
regulation. (I.E. “I need a
minute”, “I need a
break”, “I am not ready
to go to my next class”)

The goal is to have

Stephen transition
appropriately and in a
timely manner to the
targeted setting or task,
without engaging in
instances of target
behaviors.
FBA & BIP 20

Setting Event Antecedent Problem Behaviors: Consequence: The teacher tells

Stephen “When you are ready you
Various transitions Adult or educator Inappropriate Social can go to your next period”
throughout Stephen's telling Stephen that it Behavior including but
day. The biggest trigger is time to go to a not limited to yelling at
event is transitioning different class, self, yelling at peers,
from preferred activity activity, or setting in yelling at staff, shouting Function: Escape task presented
to non-preferred general. profanities, shouting
activity (I.E. lunch time threats about self or
to math) others, whining, stomping
feet, aggressing at others,
etc.

Elopement includes but is

not limited to running or
walking away from a
designated location
without permission or
supervision of an adult.
This includes both the
high school campus and
designated classrooms.

Property destruction
including but not limited
to throwing, smashing,
stomping on, etc., the
student’s personal
property and/or school
property.

Non-compliance including
but is not limited to
refusal to follow through
with demand, work, or
task provided, this
includes refusing to
transition to new activity
or location.

Replacement Behavior
→

The replacement behavior

for Stephen would be to
FBA & BIP 21

teach functional
communication training,
emotional regulation, and
coping skills. This is in
order for Stephen to be
able to communicate when
he needs a break,
communicate feelings of
anxiety or frustration, and
use coping skills, all to be
able to effectively and
appropriately transition
from settings or activities.

IDENTIFY INTERVENTION STRATEGIES

Setting Event Manipulate Antecedent to Teach Behavior Alter Consequences to

Strategies prevent problems & prompt
Replacement/Desired behavior
Explicitly Teach Replacement Reinforce Replacement &
& Desired Behaviors Desired Behavior; Redirect &
Minimize Reinforcement of
Problem Behavior

Transitioning Prevent problem behavior
into math
class Provide Stephen with emotional
regulation skills, functional
Transitioning communication, and coping
into the skills (I.E. “I am feeling upset, I
school need to take a break, I am not
building ready to move on, I feel
confused, etc.,”
Unfamiliar
tasks and Remind Stephen of his rules
questions throughout the day both when
he is and is not escalated.
Remind Stephen that he can
take a break or that he can
communicate his wants and
needs appropriately.
Provide Stephen opportunities
to have choices throughout the
day and choices in his schedule.
Teach Replacement Behavior
Teach Stephen to communicate
when feelings arise like feeling
anxious, upset, or frustrated
when triggers occur.
Teach Stephen to use coping
mechanisms taught during
trigger situations.
Teach Stephen to ask for a
break or communicate that he
is not ready to transition or if a
task is too difficult for him to
complete.
Teach Desired Behavior/
Academic/ Social Skills
Continue to work with Stephen
on his trigger subjects including
math, as well as sending him to
Reinforce Replacement &
Desired Behavior
When Stephen is showing signs
of escalation, provide functional
communication and break
times.
Provide motivating factors in
order to build response effort
and reinforce transitions
appropriately and
approximations.
When Stephen is actively
engaging in refusal to transition
or complete a task, promote low
response effort taste to build
response effort, slowly increase
response effort until Stephen is
ready to transition.
FBA & BIP
Prompt Replacement/Desired
Behavior
Remind Stephen that he can
communicate feelings of
escalation, provide him with
coping skills like taking deep
breaths, and asking for a
minute/break, and provide him
reminders that he can politely
refuse tasks or transitions until
ready. Educators should
provide reinforcers and high
rates of positive reinforcement
when Stephen transitions
appropriately or engages in
outlined replacement behaviors.
Attach a copy of the Behavior Support Plan to IEP
References
tutoring sessions or the tutoring
center as a preventive for target
behaviors.
Teach Stephen appropriate
social skills and how to interact
with adults and peers
appropriately.
22
Desired Behavior: Student will
earn <ID incentive> if they get
80% or more points on their
Daily Point Card
Redirect to Replacement
Behavior & Minimize
Reinforcement of Problem
Behavior
Redirect Stephen and remind
him to politely refuse
task/transition or ask for a
break.
When Stephen is engaging in
inappropriate social behaviors,
attempt to redirect and break
up the behavior by providing
incompatible tasks (I.E. “You
can show me you’re ready by
taking deep breaths, picking up
your papers, pushing in your
chair, etc.”
FBA & BIP 23

Chapman, R. (2015). The Everyday Guide to Special Education Law: A handbook for

parents, teachers and other professionals. Mighty Rights Press.

Goleman, D. (2007). Social intelligence: ISBN-10: 055338449X; ISBN-13: 978-

0553384499. Bantam Publisher.

Kauffman, J.M. & Landrum, T.J. (2018). Characteristics of emotional and behavioral disorders

of children and youth (11th ed.). Upper Saddle River, NJ: Pearson Education. ISBN-13:

9780134573717.