FUBA/BIP - PBworks

Report
FUBA/BIP
The KISD Website

How do we get there?

http://kentisdse.pbworks.com/PositiveBehavior-Support

Template, FUBA/BIP examples, Data
collection templates, Reinforcer
considerations
Teamwork
Teamwork Roles

Facilitator

Note Taker

Time Keeper

Positive Nag (Per START recommendations)
Section 1:
Demographics
Student Name
 Grade
 Date of Birth
 School District
 Date
 Team Members

Section 2:
Resilience Factors

What gives the student
the courage to come
back each day?

What are his/her contributions or interests?
Section 3:
Data Collection Checklists

Do you have enough data to accurately complete
the information on this form?
 Record
Review
 Behavioral Logs
 Discipline Reports
 Rating Scales
Consultant Observation
ABC Forms
Staff Direct Observation
Reports
Section 4:
Problem Identification
Problem Identification
List all of the “concerning” behaviors that are
observable and measureable.
 Remember the 5-10 minute time limit!...Do
not dwell on stories.
 Don’t worry if the behaviors mentioned sound
similar– write everything down.
 In the last 2 minutes of the problem
identification – cluster the behaviors.
 Prioritize the most interfering behavior.

Section 5:
Problem Specification

List the behaviors based on rank

Use your data to answer:





How Often
Intensity
Duration
Longevity
Situation Variables
Section 6:
Problem Behavior Analysis
Antecedent
Behavior
Describe the problem behavior and how often it occurs.
Blurts out 10 times per hour
Consequence
Section 6:
Problem Behavior Analysis
Antecedent
Behavior
When, where, with whom, during a what
activities?
Describe the problem behavior and
how often it occurs.
Mr. Smith’s 3rd hour resource room
math class, written math assignments,
(most difficult academic area)
Blurts out 10 times per hour
Consequence
Section 6:
Problem Behavior Analysis
Antecedent
Behavior
Consequence
When, where, with
whom, during a what
activities?
Describe the problem
behavior and how
often it occurs.
What did staff do? How did the class
respond, or how did the student react?
Mr. Smith’s 3rd hour
resource room
math class, written
math assignments,
(most difficult
academic area)
Blurts out 10 times
per hour
Teacher models appropriate language and
gives help.
Section 7:
Positive Behavior Analysis
Remember : look at where the POSTIVE
behavior will most likely and least likely occur
 Adults
 Peers
 Certain Activities
 Settings
 Time of Day
 Other…(i.e. home issues, bus, medication,
etc).

Section 8:
Function & Hypothesis

What function is the behavior serving?
What is the student trying to:
GET
AVOID
OR
Section 8:
Function & Hypothesis

ACCESS/GET

Internal:
 emotional,
communication, control, revenge, sensory,
auditory, visual

External:
 attention,
tangibles, activities
Section 8:
Function & Hypothesis

AVOID/ESCAPE

Internal:


emotional, psychological, sensory, auditory, visual
External:

setting, task, activity, person(s), academic
Section 8:

From the information you have gathered write
your hypothesis statement…

When [this] occurs [antecedent /setting,
events], the student does [this] [function of
the behavior].

Include all relevant factors that influence the
behavior in your hypothesis.
Behavior Support Plan
Behavior Support Plan
Desired
Behavior
6 (VII)
Setting
3 (VII)
Antecedent
2 (VI)
Problem
Behavior
1 (VI)
Replacement
Behavior
8
Consequence
7 (VII)
Consequence
4 (VI)
Function
5 (VIII)
Behavior Support Plan
BRAINSTORM
Remember all ideas are good ideas.
On a white board…list all ways to teach the
replacement behavior.
Consider:
1.
The setting – how can you adjust the setting to help teach the new
behavior?
2.
The antecedent -- what strategies can be utilized to help teach the new
behavior?
3.
The consequence – how can consequences be managed to ensure the
student receives reinforces for positive behavior, not problem behavior?
Section 9:
Implementation & Evaluation

Supports for Team Members

What do your team members need in order to
ensure success for the behavior plan?
Section 9:
Implementation & Evaluation

Action Plan for Implementation/Data
Collection
Who?
 What?
 When?


Include: Status/Follow Up
Your Turn…
10 Minute
Break
Student Profile
This student is a 6th grade general education male
student.
 Had extreme difficulty in unstructured settings
 Very poor impulse control
 Has ADHD – not on medication, several meds.
tried with little success
 Average to Above Average IQ
 When engaged in class…would work hard
 Willingness to help struggling students in class
Student Profile

Student had a total of 15 serious discipline
referrals throughout his 6th grade year.

3 threats, 5 physical endangerment, 3 bullying
incidents, 2 harassment, 1 act of disruption, 1 poor
treatment of a sub, 2 lewd or profane incidents.
Student Profile…
“Mini – behavior plans were written throughout
the year…(i.e. individual time spent with admired
adults, walked from class to class by an adult,
extended time spent in responsibility room, given
extra work, given less work, allowed to work with
chosen partners…)
 Continuous contact with outside therapist/parents
 Teachers collected ABC data observations for 3
weeks before this behavior plan.


similar documents