Functional Behavioral Assessments at Behavior Intervention Plans (FBAs at BIPs)

If a child’s behaviors continue even after a BIP has been developed and implemented, or if new challenging behaviors start, consider asking for a meeting to review the current plan and consider next steps.

Before the meeting, you can ask the team working with your child to share the data collected under the current behavior plan. As the team reviews the most recent data regarding your child’s behavior, you can consider whether:

• There is enough information to make changes to the current BIP and continue to track progress; or
• The team needs updated information about the possible purposes and triggers of your child’s behavior.

If new, updated information is needed, a new FBA can be done to help design an updated BIP.

Generally, new behavioral interventions will take time to show results, and the team may want to allow at least six weeks or a month and a half to give your child time to learn the new expected behavior.

Washington State Special Education Rules (the WACs):

https://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A&full=true

OSPI (Office of Superintendent of Public Instruction):

Guidance for Families re Behavior and Discipline:

https://ospi.k12.wa.us/student-success/special-education/family-engagement-and-guidance/behavior-and-discipline

Model State Forms for Special Education, including FBAs and BIPs:

https://ospi.k12.wa.us/student-success/special-education/program-improvement/model-forms-services-students-special-education

U.S. Department of Education Dear Colleague Letter

Positive Behavioral Interventions and Supports in IEPs, August 1, 2016:

https://www2.ed.gov/policy/gen/guid/school-discipline/files/dcl-on-pbis-in-ieps--08-01-2016.pdf

Things to look for in an FBA

• Does it define a specific behavior that is observable and measurable
  • Can you picture it in your mind?
  • Would a stranger imagine the same behavior if they read the description?
  • If it says something general like “disruptive behavior” – ask for a more concrete, specific definition. (see examples below)
• Does it explain how often, when and where that behavior occurs?
  • Is there recent data showing how often it has been happening?
  • Does the information describe how often and when the behavior is occurring in your child’s current placement or setting?  (if the placement has changed since the FBA was completed, a new look may be needed).
• Does it consider environmental factors?
  • ​​​​​​​Does it consider how the dynamics of the classroom, hallways, lunchroom, gym or recess might influence the behavior?
  • ​​​​​​​Does it consider how instruction – both what is taught and how it is taught – might influence the behavior? 
  • ​​​​​​​Does it consider how interaction with peers or adults might influence the behavior?
• Does it reflect information you have been able to share regarding your child’s behavior, including:
  • ​​​​​​​Whether/when/how often the behaviors that occur in the classroom or at school also happen in other settings;
  • ​​​​​​​What you have observed regarding what seems to trigger inappropriate behaviors; and
  • ​​​​​​​What you have found seems to be successful in calming, redirecting or motivating your child.
• Does it take into account information about your child’s mental health? Or experience with trauma, if that is relevant?
• Does it include a suggestion about the purpose of the behavior that makes sense in light of the data?

Things to look for in a Behavior Intervention Plan (BIP)

• Does it describe a specific behavior that the team is going to work on reducing?
• Does it describe a specific, appropriate alternative or “replacement” behavior that the team is going to help your child learn and practice?
• Does it explain to adults working with your child what they can do in order to avoid things that trigger your child’s inappropriate behavior?
• Does it describe warning signs that might mean your child is getting upset?
• Does it explain to adults working with your child what they can do to help your child feel safe and de-escalate if they get upset?
• Does it describe a set of things that your child likes that can be used to reinforce and reward your child for positive behavior? 
• Does it include a plan to taking data to see how the interventions are working?    

Request for a Functional Behavior Assessment (FBA)

Date:

Dear IEP Case Manager/Special Education Teacher or Principal 

I am requesting a Functional Behavioral Assessment (FBA) for my child.[Add child's full name]

I am concerned that my child’s behavior is interfering with their education. [Add more detail here, for example: they are not making progress on IEP goals or it is keeping them from spending more time in general education.]

I am also requesting an IEP team (or 504 team) meeting to discuss a plan for the FBA. [Make a note here if there are specific people you want to have at the meeting. For example: I would like the school psychologist or a district behavior specialist to attend the meeting.] 

I can meet on: _______________[Add dates/times].

I look forward to your response. 

Sincerely,

__________________________________

(Signature)

Request for Review of a Behavioral Intervention Plan (BIP)

Date:

Dear IEP Case Manager/Special Education Teacher

I am requesting an IEP team (504 team) meeting to review my child’s Behavior Intervention Plan (BIP).

At the meeting, I hope we can review recent behavior data and talk about how the plan is working.

At least a few days before the meeting, please send me copies of the data collected over the past (months/weeks/year) relating to the behavior plan. 

I can meet on: __________ [dates/times].

I look forward to your response.

Sincerely,

__________________________________

(Signature)