FBA to BSP
Functional Behavior Assessment (FBA) and Behavior Support Plans (BSP)
Basic features of conducting an FBA and writing a BIP.
Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan (Oregon PBIS Conference)
The presentation defines a process for moving from assessment to behavior support plan. Using Functional behavior assessment (FBA), framing challenges, and developing/designing effective behavior support are described.
The presentation describes each component of the competing behavior pathway: defining desired and replacement behaviors, creating the setting event, antecedent, behavior teaching and consequence strategies to increase likelihood of student success.
The presentation provides: 1) core features of behavior support plans, 2) a process for helping a team move from FBA to Behavior Support Plan content that is technically sound and contextually appropriate, and 3) process for adapting planning process at your school.
The presentation provides critical features and practices of behavior intervention plans based on FBA.
Developing Feasible & Effective Interventions Based on Functional Behavior Assessment (Chicago Forum-07)
The presentation focuses on: 1) Current updates on guidelines for conducting functional behavioral assessments, 2) Use of the Competing Behavior Model as a framework for moving from FBA to Behavior Support Plan, and 3) Elements and format for writing, monitoring and adapting behavior support plans.
Leading a Team from a Functional Behavioral Assessment to a Practical and Effective Behavior Support Plan (Oregon PBS Conference)
The presentation was mad to: 1) define core features of behavior support plans, 2) define a process for helping a team move from FBA to Behavior Support Plan content that is technically sound and contextually appropriate, and 3) define process for adapting planning process at your school.
The presentation describes basic Steps in FBA-BIP Process. Main topics include 1)Conduct functional behavioral assessment, 2) Create plan based on functional assessment outcome, 3) Develop infra-structure to support behavior change (system change), 4) Positive Behavior Support Plan, 5) Teach replacement behavior(s) that result in same/similar outcome, 6) Environment should not allow problem behavior to result in previous outcomes, and 7) Ideally replacement behavior should be more efficient than problem behavior.
PBIS, Functional Behavioral Assessment, BIP Development, and Manifestation Determination (OSEP Regional Meeting)
The slides were compiled by the OSEP PBIS TA Center with assistance on manifestation determination from Mitchell Yell at University of South Carolina. The slides were developed to assist school personnel and others in conducting FBAs, developing BIPs and conducting MDs based on current research and best practice. Opinions expressed are those of the authors and no endorsement from the Department of Education should be inferred. Research and best practice presented is not in conflict with the IDEA or subsequent regulation but may go beyond those requirements. This information is intended to be supplemental and NOT a replacement for careful study and application of IDEA and its regulations.