PBIS Tier 3 — FBA & BIP Comprehensive Study Notes

Behavior Paradigm & Mindset

Behavior change starts with the _; their attitude and consistency drive student success.

Skill acquisition needs time, _, and openness to new strategies.

Maintain a _ mindset:

• Be willing to step outside your _ zone.

• View challenging behavior as _, not defiance.

Quote: "When a flower doesn’t bloom, you fix the _ in which it grows, not the flower."

Skills to Teach (Beyond Academics)

If a learner isn't demonstrating a skill, assume it must be explicitly _.

Positive Behavior Supports vs. Punishment

• Goal: Be proactive, skill-focused, and _-oriented.

• Punishment often only temporarily suppresses behavior and rarely builds new _.

• Foster an "earning" (positive) over a "taking away" (negative) classroom climate.

• Provide dignity, respect, high positive feedback, and frequent _.

• Students should associate adults, classrooms, and the building with positive _.

When to Consider an FBA & BIP

• Tier 1 & Tier 2 supports have _.

• Behavior is severe/chronic, disrupting learning.

• High-intensity behaviors: physical , self-injury, .

• $\ge 10$ days of out-of-school suspension (OSS) or potential change of placement.

Functional Behavior Assessment (FBA)

• Purpose: Discover the _ (function) of behavior to guide intervention.

• Components:

  • Define target behavior(s) (observable & measurable).

  • Gather baseline _ (indirect & direct methods).

  • Identify antecedents & environmental _.

  • Develop a summary hypothesis statement about function.

  • Monitor/evaluate plan effectiveness.

FBA Workflow

• Identify the _.

• Understand why it's a _.

• Determine replacement behavior.

• Prioritize behaviors (dangerous $\to$ destructive $\to$ _).

• Operationalize target behaviors.

• Analyze ABC data for patterns & function.

Operational Definitions

• Must be Objective, Clear, Complete (_).

• Avoid emotion words or assumed intent until function is empirically determined.

• Example for non-compliance (Luis): "When given a directive, Luis wanders, puts head down, rips paper, curses, leaves seat, or states ‘_.’"

• Use the Dead-Man : if a dead man can do it, it's a behavior.

ABCs of Behavior

• Antecedent: Event/stimulus immediately _ behavior.

• Behavior: Any observable _.

• Consequence: What happens immediately _.

• Johnny example: A: written test, B: throws paper, C: office (_).

• Data reveals trends leading to inferred _.

Functions of Behavior ("SEAT")

• Sensory: Internal _.

• Escape: _ of non-preferred tasks/interactions.

• Attention: Access to peer/adult interaction.

• Tangible: Obtain preferred _/activity.

Each can be Get/Obtain vs. Escape/Avoid.

Practice analysis with scenarios (e.g., “Name That Function!”).

Behavior Intervention Plan (BIP)

• FBA = evaluation; BIP = action _ tied to IEP.

• Built by a multidisciplinary team; details:

  • Prevent: Change environment/_.

  • Teach: Teach replacement & deficit skills.

  • Reinforce: Consequences that strengthen desired behavior and withhold reinforcement for problem behavior.

• BIPs are fluid, live documents; update with ongoing _.

3 Ways to Change Behavior

• Alter Antecedents (proactive): choice-making, environment mods, schedule changes.

• Teach Replacement Behavior: Must be functionally _.

• Alter Consequences: Reinforce new skills, discontinue reinforcement for inappropriate behavior.

Reinforcement-based procedures yield _-lasting change.

Antecedent Strategies (Choice-Making Examples)

• Seating, writing utensil, task order, assignment timing, rewards, recess activity sequence.

Teaching Strategies & Evidence-Based Practices (EBPs)

• National Clearinghouse lists $28$ EBPs for autism.

• Common school EBPs: Antecedent-Based Interventions, Functional Communication Training (FCT), Differential Reinforcement (DRA/DRO), Task Analysis, Prompting & Modeling, Self-Management, Social Narratives & Social Skills Training, Visual Supports.

• Mantra: "When students can’t read, we teach. When they can’t do math, we teach. When they can’t behave… we _ (not punish)."

Reinforcement: Identification & Delivery

• A true reinforcer _ behavior.

• Preference assessments: Multiple Stimulus Without Replacement (MSWO), Paired-Stimulus, Free-Operant, Informant surveys.

• Implementation tips: “My Choice Board”/“First-Then” visuals, timers, clear criteria, immediate, meaningful, varied, student-selected delivery.

Data Monitoring & Decision Rules

• Collect ongoing data on problem & replacement Behaviors.

• Monitor implementation fidelity (IBRST checklists).

• First progress review: _ weeks post-implementation.

• Decision flow:

  • If behaviors $\downarrow$ & replacement $\uparrow$ $\to$ maintain/extend/fade goals.

  • If no improvement: check fidelity $\to$ retrain/coach, simplify, add supports, or redo FBA.

• Use task-analyzed intervention steps & explicit decision rules.

Staff Training & Fidelity

• Whole-team _ is essential; a single specialist cannot implement alone.

• Learners detect adults not following the _, undermining progress.

• Train, coach, and monitor every staff member interacting with the student.

Key Reminders & Ethical Considerations

• BIPs rely on adult behavior change; _ drives student outcomes.

• Documents must remain ‘live’ and adjust per TPS (behavior) _.

• Ethical focus: dignity, respect, proactive teaching, and evidence-based decision-making.

Positive behavior support fosters safe environments where ‘When I’m with this teacher, good things happen.’