Assignment Prompt & Instructions
Help With worksheet
– ## BIP.docx
– ## FBASieraPurce3.docx
**## BIP.docx**
BIP Template Candidate Name:
_**Please use the “Tips for Writing the BIP” document as a guide for filling out this template. That document will explain in more detail what should go in each section!**_
**Behavior Intervention Plan Template – NAME OF STUDENT**
**Target (Problem) Behavior:** Given subdued, structured activities requiring prolonged attention (antecedent), Carl displays a sensory-seeking behavior, such as chewing on fabric or furniture crashing (behavior), to provide sensory input and sometimes to escape task demands (consequence).
**FBA Hypothesis Statement:** What hypothesis was made in the FBA? Copy/paste from your FBA.
**Desired Behavior:** Given the above Target Behavior, what student behavior is ultimately desired?
_Normally, the Desired Behavior is incompatible with the Target Behavior because it doesn’t serve the same function._
**Replacement Behavior:** What are acceptable alternate behavior(s) that the student needs to learn and demonstrate?
_The Replacement Behavior should positively serve the same function as the Target Behavior._
**FUNCTIONAL EXPLANATION:** Explain in detail
_how_ this replacement behavior addresses the function of the behavior described in the FBA hypothesis. Address some ways it could potentially need to be revised if it proves to not be effective. Describe alternative strategies in detail that could be attempted if this plan is ineffective.
**INSTRUCTIONAL PROCEDURES:**
**Direct Teaching:** To facilitate the Replacement Behavior, what behavior(s) or skill(s) will be directly taught? Who will do this? How and when with these skills be taught?
_This section should be the most detailed and in-depth portion of the BIP. It should be SPECIFIC (almost like a lesson or unit plan for a sub)._
**Instructional Strategies and Practice:** _Identify strategies_ to promote the Replacement Behavior that will be used during instructional time in the classroom and/or outside the classroom. How will opportunities for practice be provided in the classroom? During unstructured time? Building wide? Who will do this, how will it be done, and when?
**Reinforcement Strategies:** What positive reinforcement strategies will be used for teaching Replacement Behavior(s)? Explain how these reinforcement strategies support the hypothesis statement for the function of the behavior.
**Self Management Strategies:** Identify strategies to help the student gain self-awareness and the ability to self-monitor his/her use of the replacement behavior
**Strategies for Contributing Factors:** Based on the contributing factors noted in the FBA, identify strategies to address the contributing factors and/or
_proactive interventions to avoid triggering setting events, antecedents_, etc.
**RESPONSE TO TARGET BEHAVIOR:** While the student is learning the Replacement Behavior(s), what interventions will be used if the Target Behavior(s) occurs? If these interventions are not effective; and responses such as isolation, bodily contact, and restraint are used, (except when used to control unpredicted spontaneous dangerous behavior) an Emergency Response Protocol is required to be in place.
**EVALUATION PROCEDURES:** How will progress be assessed – how often, by what means, by whom?
**## FBASieraPurce3.docx**
Candidate Name: Siera Purce
**Functional Behavioral Assessment – Carl**
**STUDENT’S BEHAVIORAL STRENGTHS**
**Positive Behaviors and Skills:**
Carl shows interest in engaging with others, with enthusiasm for social and group activities. Carl is also open to sensory aids (e.g., silicone chew necklace, weighted blanket, sensory bin) and can access activities associated with the utilization of accommodations like a low table or cushion. Carl also shows potential for academic success when given focus, as indicated by his ability to complete assignments with fewer interruptions when sensory needs are met.
**Where and when do strengths occur?**
These strengths are most evident in less structured settings (e.g., recess, quiet corner) or during structured activities when sensory supports are provided. Carl's motivation is increased in settings that have clear sensory accommodations or when he has options (e.g., drawing instead of cutting).
**Positive behavior is reinforced by:**
Sensory materials, personal attention, immediate redirect to alternative tasks, and access to the preferred tasks (e.g., drawing, sensory bin). These behaviors are aided by positive reinforcement, such as verbal attention or access to calming areas.
**STUDENT’S BEHAVIORAL CONCERNS**
**List of behaviors/concerns:**
•Recurrent disruptions (noise, talking out of turn).
•Struggling to stay seated/concentrate.
•Impulsivity (climbing, running).
•Physical aggression/boundary problems (pushing, hugging tightly).
•Poor frustration tolerance (ripping papers, throwing objects).
•Sensory-seeking behaviors (chewing clothing, crashing into furniture).
•Challenges with transitions (refusal, running).
•Minimal academic progress due to off-task behavior.
•Struggling to follow directions.
•Social problems (impulsive acts, fights).
**Target (Problem) Behavior:**
Target behavior is sensory-seeking behaviors such as chewing on clothes and crashing into things because these are happening frequently, disrupting instruction, and presenting safety risks. These were addressed first because they were interfering with Carl's academic participation and socialization with both learning and with peers. Other behaviors, like impulsivity or transitions, are less prevalent or context-dependent, but sensory-seeking behaviors are pervasive throughout the environment and create other problems (e.g., disruption, aggression).
**Baseline Data:**
• Frequency: 4-6 times a day, 5-10 minutes each time for clothing chewing. 2-3 times a day, 1-3 minutes each time for bumping into furniture.
• Intensity: Moderate (disruptive but not destructive). Chewing is distracting to surrounding students; crashing entails slight safety hazards and disrupts classroom attention.
• Duration: Chewing incidents last 5-10 minutes unless distracted with a sensory tool. Crashing incidents are brief but continuous without intervention.
**Interventions:**
•Prior Interventions: Verbal redirection, moving to the back of the line, and isolation to the counselor's office. These did not always work, instead instigating agitation (e.g., Incident #1).
• Current Interventions: Providing a silicone chew necklace (Incident #7), a calm corner with obligatory_ (Incident #9), and a heavy work station with resistance bands (Incident #10). These sensory accommodations reduce the frequency and intensity of the target behavior to allow Carl to finish tasks with less disruption.
•Effect: The sensory tools have worked incredibly well when given consistently, reducing chewing and crashing 50-60% in scheduled activities. However, without easy access to tools, the behaviors persist.
**CONDITIONS, TRIGGERS, REINFORCERS:**
**Contributing Factors:**
Carl's purported sensory processing issues and lack of diagnosis or formalized support plan explain his behaviors. His need for sensory input is not met in a normal classroom, which leads to dysregulation. Ineffective self-regulation abilities and possible attention difficulties increase impulsivity and frustration.
**Setting Events:**
Transitions from unstructured to structured activities (e.g., class to recess, Incident #9), sitting or quiet tasks (e.g., silent reading, Incident #1), and fine motor skills (e.g., cutting, Incident #4) are more likely to lead to sensory-seeking behavior.
**Antecedent:**
The target behavior most often occurs while quietly working on structured activities that require extended concentration or fine motor activity, such as silent reading, math tests, or cutting-and-pasting activities.
**Consequence:**
· Immediate: Teacher redirection, removal to the counselor's office, or supply of sensory tools.
· Longer-term: Lost instructional time, incomplete homework, and strained peer relationships due to disruption and unpredictable behavior. The most common maintaining consequence is access to sensory input (e.g., crashing yields touch information) or escape from demanding task requirements.
**Function:**
Carl's sensory-seeking behavior is for the purpose of obtaining sensory input and occasionally avoiding activities that are not preferred.
**FUNCTIONAL HYPOTHESIS STATEMENT:**
Given subdued, structured activities requiring prolonged attention (antecedent), Carl displays a sensory-seeking behavior, such as chewing on fabric or furniture crashing (behavior), to provide sensory input and sometimes to escape task demands (consequence).
**ABC Chart**
| | | | |
| — | — | — | — |
| Antecedent | Behavior | Consequence (Immediate) | Consequence (Longer-term) |
| Start of silent reading, quiet room (Incident #1) | Climbing and jumping off the bookshelf | Teacher redirection, return to desk. | Missed reading time, peer disruption |
| Lining up for lunch, waiting in the hallway (Incident #2) | Pushing peer, stomping feet | Moved to the back of the line | Strained peer relations, delayed transition |
| Quiet math test, seated task (Incident #3) | Rolling under the desk, crashing into desks | Escorted to the counselor’s office, given a weighted blanket | Missed test time, academic delay |
| Missed test time, academic delay | Tearing paper, refusing the task | Offered blank paper and markers | Incomplete work, academic delay |
| Dimmed lights, projector lesson (Incident #5) | Humming, vocalizations | Given a rubber twist toy | Reduced disruptions, partial lesson engagement |
| Structured writing time, seated task (Incident #6) | Repeated bathroom requests, jumping in the hallway | Allowed bathroom break | Missed writing time, academic delay |
| Writing block, seated task (Incident #7) | Chewing the shirt collar | Given a silicone chew necklace | Completed writing with fewer interruptions |
| Reading comprehension packet, seated task (Incident #8) | Lying on the floor, pushing the body across the carpet | Moved to the low table with a cushion | Engaged in task, partial completion |
| Transition from recess to class (Incident #9) | Bolting across the room, weaving desks | Sent to the calm corner with a sensory bin | Delayed class engagement, peer disruption |
| Game requiring turn-taking (Incident #10) | Tapping toy, striking wall | Redirected to a heavy workstation | Returned to the group, improved participation |
**## FBASieraPurce3.docx**
Candidate Name: Siera Purce
**Functional Behavioral Assessment – Carl**
**STUDENT’S BEHAVIORAL STRENGTHS**
**Positive Behaviors and Skills:**
Carl shows interest in engaging with others, with enthusiasm for social and group activities. Carl is also open to sensory aids (e.g., silicone chew necklace, weighted blanket, sensory bin) and can access activities associated with the utilization of accommodations like a low table or cushion. Carl also shows potential for academic success when given focus, as indicated by his ability to complete assignments with fewer interruptions when sensory needs are met.
**Where and when do strengths occur?**
These strengths are most evident in less structured settings (e.g., recess, quiet corner) or during structured activities when sensory supports are provided. Carl's motivation is increased in settings that have clear sensory accommodations or when he has options (e.g., drawing instead of cutting).
**Positive behavior is reinforced by:**
Sensory materials, personal attention, immediate redirect to alternative tasks, and access to the preferred tasks (e.g., drawing, sensory bin). These behaviors are aided by positive reinforcement, such as verbal attention or access to calming areas.
**STUDENT’S BEHAVIORAL CONCERNS**
**List of behaviors/concerns:**
•Recurrent disruptions (noise, talking out of turn).
•Struggling to stay seated/concentrate.
•Impulsivity (climbing, running).
•Physical aggression/boundary problems (pushing, hugging tightly).
•Poor frustration tolerance (ripping papers, throwing objects).
•Sensory-seeking behaviors (chewing clothing, crashing into furniture).
•Challenges with transitions (refusal, running).
•Minimal academic progress due to off-task behavior.
•Struggling to follow directions.
•Social problems (impulsive acts, fights).
**Target (Problem) Behavior:**
Target behavior is sensory-seeking behaviors such as chewing on clothes and crashing into things because these are happening frequently, disrupting instruction, and presenting safety risks. These were addressed first because they were interfering with Carl's academic participation and socialization with both learning and with peers. Other behaviors, like impulsivity or transitions, are less prevalent or context-dependent, but sensory-seeking behaviors are pervasive throughout the environment and create other problems (e.g., disruption, aggression).
**Baseline Data:**
• Frequency: 4-6 times a day, 5-10 minutes each time for clothing chewing. 2-3 times a day, 1-3 minutes each time for bumping into furniture.
• Intensity: Moderate (disruptive but not destructive). Chewing is distracting to surrounding students; crashing entails slight safety hazards and disrupts classroom attention.
• Duration: Chewing incidents last 5-10 minutes unless distracted with a sensory tool. Crashing incidents are brief but continuous without intervention.
**Interventions:**
•Prior Interventions: Verbal redirection, moving to the back of the line, and isolation to the counselor's office. These did not always work, instead instigating agitation (e.g., Incident #1).
• Current Interventions: Providing a silicone chew necklace (Incident #7), a calm corner with obligatory_ (Incident #9), and a heavy work station with resistance bands (Incident #10). These sensory accommodations reduce the frequency and intensity of the target behavior to allow Carl to finish tasks with less disruption.
•Effect: The sensory tools have worked incredibly well when given consistently, reducing chewing and crashing 50-60% in scheduled activities. However, without easy access to tools, the behaviors persist.
**CONDITIONS, TRIGGERS, REINFORCERS:**
**Contributing Factors:**
Carl's purported sensory processing issues and lack of diagnosis or formalized support plan explain his behaviors. His need for sensory input is not met in a normal classroom, which leads to dysregulation. Ineffective self-regulation abilities and possible attention difficulties increase impulsivity and frustration.
**Setting Events:**
Transitions from unstructured to structured activities (e.g., class to recess, Incident #9), sitting or quiet tasks (e.g., silent reading, Incident #1), and fine motor skills (e.g., cutting, Incident #4) are more likely to lead to sensory-seeking behavior.
**Antecedent:**
The target behavior most often occurs while quietly working on structured activities that require extended concentration or fine motor activity, such as silent reading, math tests, or cutting-and-pasting activities.
**Consequence:**
· Immediate: Teacher redirection, removal to the counselor's office, or supply of sensory tools.
· Longer-term: Lost instructional time, incomplete homework, and strained peer relationships due to disruption and unpredictable behavior. The most common maintaining consequence is access to sensory input (e.g., crashing yields touch information) or escape from demanding task requirements.
**Function:**
Carl's sensory-seeking behavior is for the purpose of obtaining sensory input and occasionally avoiding activities that are not preferred.
**FUNCTIONAL HYPOTHESIS STATEMENT:**
Given subdued, structured activities requiring prolonged attention (antecedent), Carl displays a sensory-seeking behavior, such as chewing on fabric or furniture crashing (behavior), to provide sensory input and sometimes to escape task demands (consequence).
**ABC Chart**
| | | | |
| — | — | — | — |
| Antecedent | Behavior | Consequence (Immediate) | Consequence (Longer-term) |
| Start of silent reading, quiet room (Incident #1) | Climbing and jumping off the bookshelf | Teacher redirection, return to desk. | Missed reading time, peer disruption |
| Lining up for lunch, waiting in the hallway (Incident #2) | Pushing peer, stomping feet | Moved to the back of the line | Strained peer relations, delayed transition |
| Quiet math test, seated task (Incident #3) | Rolling under the desk, crashing into desks | Escorted to the counselor’s office, given a weighted blanket | Missed test time, academic delay |
| Missed test time, academic delay | Tearing paper, refusing the task | Offered blank paper and markers | Incomplete work, academic delay |
| Dimmed lights, projector lesson (Incident #5) | Humming, vocalizations | Given a rubber twist toy | Reduced disruptions, partial lesson engagement |
| Structured writing time, seated task (Incident #6) | Repeated bathroom requests, jumping in the hallway | Allowed bathroom break | Missed writing time, academic delay |
| Writing block, seated task (Incident #7) | Chewing the shirt collar | Given a silicone chew necklace | Completed writing with fewer interruptions |
| Reading comprehension packet, seated task (Incident #8) | Lying on the floor, pushing the body across the carpet | Moved to the low table with a cushion | Engaged in task, partial completion |
| Transition from recess to class (Incident #9) | Bolting across the room, weaving desks | Sent to the calm corner with a sensory bin | Delayed class engagement, peer disruption |
| Game requiring turn-taking (Incident #10) | Tapping toy, striking wall | Redirected to a heavy workstation | Returned to the group, improved participation |
**## BIP.docx**
BIP Template Candidate Name:
_**Please use the “Tips for Writing the BIP” document as a guide for filling out this template. That document will explain in more detail what should go in each section!**_
**Behavior Intervention Plan Template – NAME OF STUDENT**
**Target (Problem) Behavior:** Given subdued, structured activities requiring prolonged attention (antecedent), Carl displays a sensory-seeking behavior, such as chewing on fabric or furniture crashing (behavior), to provide sensory input and sometimes to escape task demands (consequence).
**FBA Hypothesis Statement:** What hypothesis was made in the FBA? Copy/paste from your FBA.
**Desired Behavior:** Given the above Target Behavior, what student behavior is ultimately desired?
_Normally, the Desired Behavior is incompatible with the Target Behavior because it doesn’t serve the same function._
**Replacement Behavior:** What are acceptable alternate behavior(s) that the student needs to learn and demonstrate?
_The Replacement Behavior should positively serve the same function as the Target Behavior._
**FUNCTIONAL EXPLANATION:** Explain in detail
_how_ this replacement behavior addresses the function of the behavior described in the FBA hypothesis. Address some ways it could potentially need to be revised if it proves to not be effective. Describe alternative strategies in detail that could be attempted if this plan is ineffective.
**INSTRUCTIONAL PROCEDURES:**
**Direct Teaching:** To facilitate the Replacement Behavior, what behavior(s) or skill(s) will be directly taught? Who will do this? How and when with these skills be taught?
_This section should be the most detailed and in-depth portion of the BIP. It should be SPECIFIC (almost like a lesson or unit plan for a sub)._
**Instructional Strategies and Practice:** _Identify strategies_ to promote the Replacement Behavior that will be used during instructional time in the classroom and/or outside the classroom. How will opportunities for practice be provided in the classroom? During unstructured time? Building wide? Who will do this, how will it be done, and when?
**Reinforcement Strategies:** What positive reinforcement strategies will be used for teaching Replacement Behavior(s)? Explain how these reinforcement strategies support the hypothesis statement for the function of the behavior.
**Self Management Strategies:** Identify strategies to help the student gain self-awareness and the ability to self-monitor his/her use of the replacement behavior
**Strategies for Contributing Factors:** Based on the contributing factors noted in the FBA, identify strategies to address the contributing factors and/or
_proactive interventions to avoid triggering setting events, antecedents_, etc.
**RESPONSE TO TARGET BEHAVIOR:** While the student is learning the Replacement Behavior(s), what interventions will be used if the Target Behavior(s) occurs? If these interventions are not effective; and responses such as isolation, bodily contact, and restraint are used, (except when used to control unpredicted spontaneous dangerous behavior) an Emergency Response Protocol is required to be in place.
**EVALUATION PROCEDURES:** How will progress be assessed – how often, by what means, by whom?
**## FBASieraPurce3.docx**
Candidate Name: Siera Purce
**Functional Behavioral Assessment – Carl**
**STUDENT’S BEHAVIORAL STRENGTHS**
**Positive Behaviors and Skills:**
Carl shows interest in engaging with others, with enthusiasm for social and group activities. Carl is also open to sensory aids (e.g., silicone chew necklace, weighted blanket, sensory bin) and can access activities associated with the utilization of accommodations like a low table or cushion. Carl also shows potential for academic success when given focus, as indicated by his ability to complete assignments with fewer interruptions when sensory needs are met.
**Where and when do strengths occur?**
These strengths are most evident in less structured settings (e.g., recess, quiet corner) or during structured activities when sensory supports are provided. Carl's motivation is increased in settings that have clear sensory accommodations or when he has options (e.g., drawing instead of cutting).
**Positive behavior is reinforced by:**
Sensory materials, personal attention, immediate redirect to alternative tasks, and access to the preferred tasks (e.g., drawing, sensory bin). These behaviors are aided by positive reinforcement, such as verbal attention or access to calming areas.
**STUDENT’S BEHAVIORAL CONCERNS**
**List of behaviors/concerns:**
•Recurrent disruptions (noise, talking out of turn).
•Struggling to stay seated/concentrate.
•Impulsivity (climbing, running).
•Physical aggression/boundary problems (pushing, hugging tightly).
•Poor frustration tolerance (ripping papers, throwing objects).
•Sensory-seeking behaviors (chewing clothing, crashing into furniture).
•Challenges with transitions (refusal, running).
•Minimal academic progress due to off-task behavior.
•Struggling to follow directions.
•Social problems (impulsive acts, fights).
**Target (Problem) Behavior:**
Target behavior is sensory-seeking behaviors such as chewing on clothes and crashing into things because these are happening frequently, disrupting instruction, and presenting safety risks. These were addressed first because they were interfering with Carl's academic participation and socialization with both learning and with peers. Other behaviors, like impulsivity or transitions, are less prevalent or context-dependent, but sensory-seeking behaviors are pervasive throughout the environment and create other problems (e.g., disruption, aggression).
**Baseline Data:**
• Frequency: 4-6 times a day, 5-10 minutes each time for clothing chewing. 2-3 times a day, 1-3 minutes each time for bumping into furniture.
• Intensity: Moderate (disruptive but not destructive). Chewing is distracting to surrounding students; crashing entails slight safety hazards and disrupts classroom attention.
• Duration: Chewing incidents last 5-10 minutes unless distracted with a sensory tool. Crashing incidents are brief but continuous without intervention.
**Interventions:**
•Prior Interventions: Verbal redirection, moving to the back of the line, and isolation to the counselor's office. These did not always work, instead instigating agitation (e.g., Incident #1).
• Current Interventions: Providing a silicone chew necklace (Incident #7), a calm corner with obligatory_ (Incident #9), and a heavy work station with resistance bands (Incident #10). These sensory accommodations reduce the frequency and intensity of the target behavior to allow Carl to finish tasks with less disruption.
•Effect: The sensory tools have worked incredibly well when given consistently, reducing chewing and crashing 50-60% in scheduled activities. However, without easy access to tools, the behaviors persist.
**CONDITIONS, TRIGGERS, REINFORCERS:**
**Contributing Factors:**
Carl's purported sensory processing issues and lack of diagnosis or formalized support plan explain his behaviors. His need for sensory input is not met in a normal classroom, which leads to dysregulation. Ineffective self-regulation abilities and possible attention difficulties increase impulsivity and frustration.
**Setting Events:**
Transitions from unstructured to structured activities (e.g., class to recess, Incident #9), sitting or quiet tasks (e.g., silent reading, Incident #1), and fine motor skills (e.g., cutting, Incident #4) are more likely to lead to sensory-seeking behavior.
**Antecedent:**
The target behavior most often occurs while quietly working on structured activities that require extended concentration or fine motor activity, such as silent reading, math tests, or cutting-and-pasting activities.
**Consequence:**
· Immediate: Teacher redirection, removal to the counselor's office, or supply of sensory tools.
· Longer-term: Lost instructional time, incomplete homework, and strained peer relationships due to disruption and unpredictable behavior. The most common maintaining consequence is access to sensory input (e.g., crashing yields touch information) or escape from demanding task requirements.
**Function:**
Carl's sensory-seeking behavior is for the purpose of obtaining sensory input and occasionally avoiding activities that are not preferred.
**FUNCTIONAL HYPOTHESIS STATEMENT:**
Given subdued, structured activities requiring prolonged attention (antecedent), Carl displays a sensory-seeking behavior, such as chewing on fabric or furniture crashing (behavior), to provide sensory input and sometimes to escape task demands (consequence).
**ABC Chart**
| | | | |
| — | — | — | — |
| Antecedent | Behavior | Consequence (Immediate) | Consequence (Longer-term) |
| Start of silent reading, quiet room (Incident #1) | Climbing and jumping off the bookshelf | Teacher redirection, return to desk. | Missed reading time, peer disruption |
| Lining up for lunch, waiting in the hallway (Incident #2) | Pushing peer, stomping feet | Moved to the back of the line | Strained peer relations, delayed transition |
| Quiet math test, seated task (Incident #3) | Rolling under the desk, crashing into desks | Escorted to the counselor’s office, given a weighted blanket | Missed test time, academic delay |
| Missed test time, academic delay | Tearing paper, refusing the task | Offered blank paper and markers | Incomplete work, academic delay |
| Dimmed lights, projector lesson (Incident #5) | Humming, vocalizations | Given a rubber twist toy | Reduced disruptions, partial lesson engagement |
| Structured writing time, seated task (Incident #6) | Repeated bathroom requests, jumping in the hallway | Allowed bathroom break | Missed writing time, academic delay |
| Writing block, seated task (Incident #7) | Chewing the shirt collar | Given a silicone chew necklace | Completed writing with fewer interruptions |
| Reading comprehension packet, seated task (Incident #8) | Lying on the floor, pushing the body across the carpet | Moved to the low table with a cushion | Engaged in task, partial completion |
| Transition from recess to class (Incident #9) | Bolting across the room, weaving desks | Sent to the calm corner with a sensory bin | Delayed class engagement, peer disruption |
| Game requiring turn-taking (Incident #10) | Tapping toy, striking wall | Redirected to a heavy workstation | Returned to the group, improved participation |
**## BIP.docx**
BIP Template Candidate Name:
_**Please use the “Tips for Writing the BIP” document as a guide for filling out this template. That document will explain in more detail what should go in each section!**_
**Behavior Intervention Plan Template – NAME OF STUDENT**
**Target (Problem) Behavior:** Given subdued, structured activities requiring prolonged attention (antecedent), Carl displays a sensory-seeking behavior, such as chewing on fabric or furniture crashing (behavior), to provide sensory input and sometimes to escape task demands (consequence).
**FBA Hypothesis Statement:** What hypothesis was made in the FBA? Copy/paste from your FBA.
**Desired Behavior:** Given the above Target Behavior, what student behavior is ultimately desired?
_Normally, the Desired Behavior is incompatible with the Target Behavior because it doesn’t serve the same function._
**Replacement Behavior:** What are acceptable alternate behavior(s) that the student needs to learn and demonstrate?
_The Replacement Behavior should positively serve the same function as the Target Behavior._
**FUNCTIONAL EXPLANATION:** Explain in detail
_how_ this replacement behavior addresses the function of the behavior described in the FBA hypothesis. Address some ways it could potentially need to be revised if it proves to not be effective. Describe alternative strategies in detail that could be attempted if this plan is ineffective.
**INSTRUCTIONAL PROCEDURES:**
**Direct Teaching:** To facilitate the Replacement Behavior, what behavior(s) or skill(s) will be directly taught? Who will do this? How and when with these skills be taught?
_This section should be the most detailed and in-depth portion of the BIP. It should be SPECIFIC (almost like a lesson or unit plan for a sub)._
**Instructional Strategies and Practice:** _Identify strategies_ to promote the Replacement Behavior that will be used during instructional time in the classroom and/or outside the classroom. How will opportunities for practice be provided in the classroom? During unstructured time? Building wide? Who will do this, how will it be done, and when?
**Reinforcement Strategies:** What positive reinforcement strategies will be used for teaching Replacement Behavior(s)? Explain how these reinforcement strategies support the hypothesis statement for the function of the behavior.
**Self Management Strategies:** Identify strategies to help the student gain self-awareness and the ability to self-monitor his/her use of the replacement behavior
**Strategies for Contributing Factors:** Based on the contributing factors noted in the FBA, identify strategies to address the contributing factors and/or
_proactive interventions to avoid triggering setting events, antecedents_, etc.
**RESPONSE TO TARGET BEHAVIOR:** While the student is learning the Replacement Behavior(s), what interventions will be used if the Target Behavior(s) occurs? If these interventions are not effective; and responses such as isolation, bodily contact, and restraint are used, (except when used to control unpredicted spontaneous dangerous behavior) an Emergency Response Protocol is required to be in place.
**EVALUATION PROCEDURES:** How will progress be assessed – how often, by what means, by whom?
**## FBASieraPurce3.docx**
Candidate Name: Siera Purce
**Functional Behavioral Assessment – Carl**
**STUDENT’S BEHAVIORAL STRENGTHS**
**Positive Behaviors and Skills:**
Carl shows interest in engaging with others, with enthusiasm for social and group activities. Carl is also open to sensory aids (e.g., silicone chew necklace, weighted blanket, sensory bin) and can access activities associated with the utilization of accommodations like a low table or cushion. Carl also shows potential for academic success when given focus, as indicated by his ability to complete assignments with fewer interruptions when sensory needs are met.
**Where and when do strengths occur?**
These strengths are most evident in less structured settings (e.g., recess, quiet corner) or during structured activities when sensory supports are provided. Carl's motivation is increased in settings that have clear sensory accommodations or when he has options (e.g., drawing instead of cutting).
**Positive behavior is reinforced by:**
Sensory materials, personal attention, immediate redirect to alternative tasks, and access to the preferred tasks (e.g., drawing, sensory bin). These behaviors are aided by positive reinforcement, such as verbal attention or access to calming areas.
**STUDENT’S BEHAVIORAL CONCERNS**
**List of behaviors/concerns:**
•Recurrent disruptions (noise, talking out of turn).
•Struggling to stay seated/concentrate.
•Impulsivity (climbing, running).
•Physical aggression/boundary problems (pushing, hugging tightly).
•Poor frustration tolerance (ripping papers, throwing objects).
•Sensory-seeking behaviors (chewing clothing, crashing into furniture).
•Challenges with transitions (refusal, running).
•Minimal academic progress due to off-task behavior.
•Struggling to follow directions.
•Social problems (impulsive acts, fights).
**Target (Problem) Behavior:**
Target behavior is sensory-seeking behaviors such as chewing on clothes and crashing into things because these are happening frequently, disrupting instruction, and presenting safety risks. These were addressed first because they were interfering with Carl's academic participation and socialization with both learning and with peers. Other behaviors, like impulsivity or transitions, are less prevalent or context-dependent, but sensory-seeking behaviors are pervasive throughout the environment and create other problems (e.g., disruption, aggression).
**Baseline Data:**
• Frequency: 4-6 times a day, 5-10 minutes each time for clothing chewing. 2-3 times a day, 1-3 minutes each time for bumping into furniture.
• Intensity: Moderate (disruptive but not destructive). Chewing is distracting to surrounding students; crashing entails slight safety hazards and disrupts classroom attention.
• Duration: Chewing incidents last 5-10 minutes unless distracted with a sensory tool. Crashing incidents are brief but continuous without intervention.
**Interventions:**
•Prior Interventions: Verbal redirection, moving to the back of the line, and isolation to the counselor's office. These did not always work, instead instigating agitation (e.g., Incident #1).
• Current Interventions: Providing a silicone chew necklace (Incident #7), a calm corner with obligatory_ (Incident #9), and a heavy work station with resistance bands (Incident #10). These sensory accommodations reduce the frequency and intensity of the target behavior to allow Carl to finish tasks with less disruption.
•Effect: The sensory tools have worked incredibly well when given consistently, reducing chewing and crashing 50-60% in scheduled activities. However, without easy access to tools, the behaviors persist.
**CONDITIONS, TRIGGERS, REINFORCERS:**
**Contributing Factors:**
Carl's purported sensory processing issues and lack of diagnosis or formalized support plan explain his behaviors. His need for sensory input is not met in a normal classroom, which leads to dysregulation. Ineffective self-regulation abilities and possible attention difficulties increase impulsivity and frustration.
**Setting Events:**
Transitions from unstructured to structured activities (e.g., class to recess, Incident #9), sitting or quiet tasks (e.g., silent reading, Incident #1), and fine motor skills (e.g., cutting, Incident #4) are more likely to lead to sensory-seeking behavior.
**Antecedent:**
The target behavior most often occurs while quietly working on structured activities that require extended concentration or fine motor activity, such as silent reading, math tests, or cutting-and-pasting activities.
**Consequence:**
· Immediate: Teacher redirection, removal to the counselor's office, or supply of sensory tools.
· Longer-term: Lost instructional time, incomplete homework, and strained peer relationships due to disruption and unpredictable behavior. The most common maintaining consequence is access to sensory input (e.g., crashing yields touch information) or escape from demanding task requirements.
**Function:**
Carl's sensory-seeking behavior is for the purpose of obtaining sensory input and occasionally avoiding activities that are not preferred.
**FUNCTIONAL HYPOTHESIS STATEMENT:**
Given subdued, structured activities requiring prolonged attention (antecedent), Carl displays a sensory-seeking behavior, such as chewing on fabric or furniture crashing (behavior), to provide sensory input and sometimes to escape task demands (consequence).
**ABC Chart**
| | | | |
| — | — | — | — |
| Antecedent | Behavior | Consequence (Immediate) | Consequence (Longer-term) |
| Start of silent reading, quiet room (Incident #1) | Climbing and jumping off the bookshelf | Teacher redirection, return to desk. | Missed reading time, peer disruption |
| Lining up for lunch, waiting in the hallway (Incident #2) | Pushing peer, stomping feet | Moved to the back of the line | Strained peer relations, delayed transition |
| Quiet math test, seated task (Incident #3) | Rolling under the desk, crashing into desks | Escorted to the counselor’s office, given a weighted blanket | Missed test time, academic delay |
| Missed test time, academic delay | Tearing paper, refusing the task | Offered blank paper and markers | Incomplete work, academic delay |
| Dimmed lights, projector lesson (Incident #5) | Humming, vocalizations | Given a rubber twist toy | Reduced disruptions, partial lesson engagement |
| Structured writing time, seated task (Incident #6) | Repeated bathroom requests, jumping in the hallway | Allowed bathroom break | Missed writing time, academic delay |
| Writing block, seated task (Incident #7) | Chewing the shirt collar | Given a silicone chew necklace | Completed writing with fewer interruptions |
| Reading comprehension packet, seated task (Incident #8) | Lying on the floor, pushing the body across the carpet | Moved to the low table with a cushion | Engaged in task, partial completion |
| Transition from recess to class (Incident #9) | Bolting across the room, weaving desks | Sent to the calm corner with a sensory bin | Delayed class engagement, peer disruption |
| Game requiring turn-taking (Incident #10) | Tapping toy, striking wall | Redirected to a heavy workstation | Returned to the group, improved participation |
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