Completing a Functional Behavior Analysis to Develop a Behavior Intervention Plan

1. Tim Irish
Elementary Curriculum Coordinator
Assistant Principal
Universal American School, Kuwait
Please find an appointment sheet and
schedule your first three meetings.

2. 1. Use Functional Behavior Analysis (FBA) to
measure Present Level of Performance
(PLOP).
2. Analyze an FBA and PLOP to develop a BIP.
(Behavior Intervention Plan
3. Consider options for clarifying the plan,
communicating goals, and following through
on commitments.
4. Prepare for hard conversations with parents
and teachers regarding essential agreements.

4. What are the child’s fundamental motivations
and what strategies / behaviors are they using to
meet those needs?
Given that needs are difficult to change, what
options are available to meet those needs in
more positive ways ….. Axiz
Power/Control FUN
Movement
Attention

5. 1. Introduce yourselves, share a compliment, ask
a polite question about your partner’s family.
2. Discuss the Structured Behavioral Observation
form in terms of a student you are familiar
with.
3. Based on the student’s PLOP, discuss the child’s
primary motivations (an FBA).

6. Childhood Roots of Adult Happiness
Dr. Ned Hallowell, Driven to Distraction
Step 1 is to connect…to family, school
and friends.
Step 2 is to play.
Step 3 is to practice
and work.
Step 4 is to make progress and achieve
mastery.
Step 5 is to receive recognition.

7. What will it look like?
What are the essential
elements?
Who must be included in
this community?
What are the barriers that
need to be overcome?

8. Research base for creating positive
school and classroom climates
• Effective instructional grouping
• Effective academic (differentiated) instruction
• Student instruction in their “Zones of Success”
• Well-designed and implemented progress monitoring
and authentic assessment systems
• Effective classroom management
• Social skills instruction and use
• Effective student motivation and behavioral
accountability approaches
• Consistency
• Modifications, remediation, accommodations

9. Four component parts for creating
Positive Behavior Support System
1. Teach, prompt and celebrate
essential social skills.
2. Clarify consequences for positive
and negative behavior.
3. Follow through with consistency in
all areas of the school
4. Plan for special situations

10. Problematic behavior can be replaced with more
positive alternatives through multi-modal
intervention programs including academic
training, behavior modification, family training
and counseling, and effective instruction.
What behaviors impede learning? (Individually
and school-wide, among students AND adults)
Why do they occur?
What can we do to replace those behaviors with
more positive behaviors?
What works?

11. Find your 2:30 appointment
1. Introduce yourselves, share a compliment,
ask a polite question about your partner’s
family.
2. Map out MULTI-MODAL BIP
BEHAVIORS MOTIVATIONS
COUNSELOR GOALS STRATEGIES
TEACHER GOALS STRATEGIES
CHILD GOALS STRATEGIES
PARENT GOALS STRATEGIES

12. Four component parts for creating
Positive Behavior Support System
1. Teach, prompt and celebrate
essential social skills.
2. Clarify consequences for positive
and negative behavior.
3. Follow through with consistency in
all areas of the school.
4. Plan for special situations.

13. Planning for “Special Situations”
Multi-modal intervention programs
Functional Behavior Analysis (FBA)
Behavior Intervention Plan (BIP)
Academic Training Family Training
Behavior Contract Counseling
Social Skill Training Coaching
After School Program Medication

14. Clarifies expectations.
Creates focus on essential concerns.
Establishes system for consistent follow
through.
Offers positive and negative consequences for
the choices.
Sets up a system for daily monitoring.

15. A common experience for the parent of an
ADHD child is that any contact with the school
means that their child has not been successful
in some way (any news is bad news).
It is essential for the administrator, counselor,
teacher and parent to work together to
communicate a consistent message to the child
that with everyone’s help, the child will
succeed.
• Randy Sprick, CHAMPS

16. Find your 2:45 appointment
1. Introduce yourselves, share a compliment,
ask a polite question about your partner’s
family.
2. Join with two other groups to create
groups of six.
3. Play Math cards.

17. Math Game Break
÷ + x

18. Prepare for your 3:00 appointment
1. Assign roles to the members of your group
Principal Counselor Teacher
Father Mother Child
2. Create a child character based on discussion
of their FBA, PLOP. One member might
want to take the lead in describing a real
case.
3. Determine focus areas for contract and
essential coaching needs.

19. Task Completion Organization Writing
Reading Comprehension Study skills Focus
Good sportsmanship Social Cues Teasing
Problem Solving Stop & Think Choices

20. The 3:00 appointment
1. Assume roles to the members of your group
Principal Counselor Teacher
Father Mother Child
2. Take 1 minute each to share strengths
Take 1 minute each to share a concern.
3. Take 1 minute each to describe what you will
do to support a successful BIP.

21. Documents available at:
http://www.slideshare.net/tdirish2012