These are different factors (situations or characteristics) which may play a role in and/or induce the unwanted behavior. They can be addressed in the BIP to reduce the behavior in the future. This strategy takes into account the whole picture of the child rather than just what happens in the classroom. In some cases these are called “setting events” where some are in the background and some are more immediate to the target behavior.
Any of these areas which may contribute to the problem behavior in some way should be addressed in the BIP. You are given this information in the vignettes or cases, but in reality this information would have to be gathered from various sources before you could complete the FBA/BIP.
Please use the following format to be sure each piece is in the correct place. Due to the complexity of the activity, you will not get credit for other formats.
1. FBA
A. Family/Cultural Factors: This includes anything about the family that might be a contributing factor to the student behavior and which may be addressed in the BIP to decrease the unwanted behavior. For example, size of family, death/illness, discipline practices, attitudes of family, ethnicity or cultural factors, language barriers, lack of organization or structure in the home, no academic support in the home, attitudes towards education or authority figures in the home, conflicts within the home.
B. Personal/Student Factors: What things about the student him/herself may be contributing to the unwanted behavior and which may be addressed in the BIP to decrease the unwanted behavior. For example, physical limitations/characteristics, cognitive characteristics, diagnoses such as attention deficit or learning difficulties, illness, medications being taken, interpersonal relations, sleep patterns.
C. School Factors: What things in the school and school environment itself could contribute? For example, length of activities, materials being used, training of educators, difficulty or length of assignment, lighting, noise level, crowding, presence of adults or aides, seating arrangements, temperature, teaching style, ineffective administration or teachers,
D. Antecedents: This includes trigger events which usually occur soon before the target behavior, although this can vary. For the purposes of this course, think of antecedents as the trigger for the behavior.
E. Problem Behavior: Remember this is the target behavior, the unwanted behavior. It should be stated in behavior that you can see as you read in documents about defining behavior properly.
F. Function of the Behavior: Usually to gain something or avoid/escape something; think of the categories of “escape, attention, control, self regulation.” For example, avoid a demand, avoid a test or assignment, avoid a boring task, feel accepted by peers, gain attention from an adult or peers, obtain sensory stimulation. (Note how peers, student, and teacher react to behavior.) See the documents on function of behavior.
2. BIP
A. Target Behavior: This is the same as the problem behavior.
B. Strategies to prevent Target Behavior: Identify what can be addressed from the FBA factors above that are likely to reduce the recurrence of the behavior. This section should include as many items as may be necessary to address things which may contribute to the unwanted behavior. However, EVERY ITEM must list a specific timeline (who will do what, how many times, etc) and who is responsible to be sure each intervention was carried out, carried out as expected, and the adequacy of impact.
This section can involve training, counseling, changes to environment, change teacher, change academic requirements/seating/physical cues, removal of distracting materials, minimizing transition time, teaching self monitoring, etc.
C. Strategies to Deal with Problem Behavior if/when it Recurs After All Interventions: For this course -- This should contain three main points. (1) check to see that all interventions were carried out and determine if more or different intervention is needed. (2) Conduct a new FBA to see if more or different information can be gathered or if something was overlooked before. Determine how BIP can be modified to be more effective. (3) When behavior recurs calmly remove child from situation. Address the behavior of any peers who may have provoked or contributed to the situation.