Functional Behavioral Assessments na Behavior Intervention Plans (FBA na BIPs)
Wanafunzi hukabiliwa na aina mbalimbali za matarajio ya tabia wakiwa shuleni. Kwa ujumla wanatarajiwa kuwa kimya, kumsikiliza mwalimu, kutembea, kutokimbia, kutumia sauti za chini, na kuheshimu wengine.
Orodha hii inaweza kuwa ndefu bila ukomo ikiwa tutajaribu kujumuisha matarajio yote katika viwango mbalimbali vya darasa, katika mazingira mbalimabali na mbinu nyingi tofauti za tabia katika madarasa na shule mbalimbali.
Wanafunzi wanahitaji fursa ili kujifunza matarajio ya tabia, kama vile wanavyohitaji fursa za kujifunza kusoma, kuandika na hisabati.
Wanahitaji fursa ili kujifunza tabia inayotarajiwa inavyoonekana, jinsi kuafikia matarajio na kwa nini ni muhimu. Wanahitaji fursa za kufanya mazoezi, kujifunza kutokana na makosa, na kupokea maoni mazuri wanapoafikia matarajio.
Shule zinaposhiriki maelezo na familia kuhusu matarajio ya tabia, familia zinaweza kusaidia kuimarisha mchakato huo wa kujifunza nyumbani.
Ikiwa mwanafunzi anatatizika kuafikia matarajio ya tabia, hatua ya kwanza ni kuhakikisha kuwa mwanafunzi anaelewa kile kinachotarajiwa, na jinsi ya kuafikia matarajio.
Ikiwa tabia ya mwanafunzi inamzuia kujifunza na inaendelea bado baada ya jitihada za kuishughulikia, shule na familia zinaweza kushirikiana ili kuelewa vizuri zaidi chanzo cha tabia hiyo, na kile ambacho mwanafunzi anaweza kuwa akieleza kupitia tabia hiyo.
Ikiwa jitihada za kuishughulikia tabia hazijafaulu, na tabia inatatiza mchakato wa kujifunza, Functional Behavioral Assessment (FBA) inaweza kuwa muhimu ili kuelewa “sababu za utendaji” au madhumuni utendaji wa tabia na kusaidia kuunda hatua za uingiliaji kati zinazofaa na nzuri.
Mchakato wa FBA unahitajika katika hali fulani ambapo mtoto mwenye ulemavu anasimamishwa au kufukuzwa shuleni kwa siku 10 au zaidi. Mchakato wa FBA unaweza kuwa zana muhimu ya kusaidia mtoto yeyote, akiwa anao au hana ulemavu.
Ikiwa una wasiwasi kuwa tabia za mtoto wako zinazuia mchakato wa kujifunza, hivyo kusababisha hatua za kurudia kosa la kinidhamu, au zinamzuia mtoto wako kujihusisha sana katika mazingira ya jumla ya elimu, unaweza kuiomba shule kuufanya mchakato wa FBA na kuunda mpango wa BIP.
Kwa maelezo zaidi, tazama Maswali Yanayoulizwa Mara kwa Mara ya Ofisi ya Fursa za Elimu (OEO) kuhusu FBA na BIPs, Orodha: Mambo ya Kutafuta katika FBA na BIP na Sampuli za Barua za Kuomba Ufanywaji wa Mchakato wa FBA na Ukaguzi wa Mpango wa BIP.
What if my child already has a BIP but is still struggling with behavior?
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.
Where can I learn more about FBAs and BIPs?
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:
Model State Forms for Special Education, including FBAs and BIPs:
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
Checklist: What things should I look for in an FBA?
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?
| Examples: General | Examples: Concrete, Specific |
|---|---|
| Aggressive behavior | Hitting, biting, kicking, pinching (self, adults, or other students), etc. |
| Self-injurious behavior | Hitting head, biting fingers, scratching, etc. |
| Disruptive behavior | Blurting out in class, making noises, slamming door, etc. |
| Time off task | Sleeping, walking around classroom, throwing or dropping papers, pencils, etc. |
Checklist: What should I look for in a Behavior Intervention Plan (BIP)?
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?
Sample Letter: How do I request a Functional Behavior Assessment (FBA)?
Request for a Functional Behavior Assessment (FBA)
Date:
Dear IEP Case Manager/Special Education Teacher or Principal
Re: Request for FBA
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)
Sample Letter: How do I request a review of a Behavioral Intervention Plan (BIP)?
Request for Review of a Behavioral Intervention Plan (BIP)
Date:
Dear IEP Case Manager/Special Education Teacher
Re: Request for Meeting to Review My Child’s Behavior Plan
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)