2020 Special Education Research, Policy, & Practice

How are Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP) Conducted in Public Schools? A Survey of Educators Andria Young, PhD Terrisa Cortines, Med University of Houston-Victoria Abstract The functional behavior assessment (FBA) and function-based behavior intervention plan (BIP) are integral to the success of students with disabilities experiencing behavioral challenges. The Individuals with Disabilities Education Act does not provide specific guidance regarding how an FBA is conducted or how a BIP is developed, nor is their guidance about the level of training one should have. To investigate how schools are conducting FBAs and developing BIPs, a survey was conducted with public school educators. Educators were queried about the types of functional behavior assessments, whether behavior plans are based on an FBA; and the level of training of those conducting FBAs and writing and implementing behavior plans. Results show a variety of methods to conduct an FBA are utilized and behavior intervention plans are based on the results of the FBA. Educators who are integral to the assessment and implementation process are not always adequately trained. Keywords: functional behavior assessment, behavior intervention plan, IDEA How are Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP) Conducted in Public Schools? A Survey of Educators Research has demonstrated that behavior intervention plans are most effective when they are based on findings from functional behavior assessments (Gable, Park & Scott, 2014, O’Neill, Bundock, Kladis & Hawken, 2015). Functional behavior assessment consists of a selection of processes designed to determine the function or purpose of behavior and identify antecedents and other environmental variables affecting behavior. The foundation of FBA lies in the idea that all behavior serves a function or purpose. There are two main functions of behavior; positive reinforcement in the form of access to activities, tangibles, attention or sensory stimulation; and negative reinforcement in the form of escape or avoidance of activities and sensory stimulation (Umbreit, Ferro, Liaupsin & Lane, 2007). Functional behavior assessments include indirect and direct methods as well as functional analysis. Indirect assessment consists of record reviews, questionnaires, and surveys given to those familiar with the student. Rating scales and checklists are also used. Direct assessment consists of systematic direct observation of the behavior in various contexts, in the form of Antecedent, Behavior, Consequence (ABC) recording to determine the antecedents and the consequences of the behavior. Analysis of the patterns in the direct observation ABC assessment leads to a hypothesis about the function of the behavior and antecedents and other context 116