ERIC Identifier: ED438662
Publication Date: 2000-01-00
Author: Jolivette, Kristine - Scott, Terrance M. - Nelson, C. Michael
Source: ERIC Clearinghouse on Disabilities and Gifted Education
The Link between Functional Behavioral Assessments (FBAs) and
Behavioral Intervention Plans (BIPs). ERIC Digest E592.
The 1997 Amendments to the Individuals with Disabilities Education Act (IDEA)
require functional behavioral assessments (FBAs) and behavioral intervention
plans (BIPs) to be conducted prior to a change in placement or suspension for
more than 10 days based on inappropriate behavior(s) for students with
disabilities. When an FBA and a BIP are developed, written, and implemented,
both become part of the student's IEP records.
Most research efforts have focused on procedures for conducting an FBA.
Fitzsimmons (1998) summarized the typical processes of conducting FBAs, which
include five core steps: (1) verify the seriousness of the problem; (2) define
the problem behavior in concrete terms; (3) collect data on possible causes of
problem behavior; (4) analyze the data; and (5) formulate and test a hypothesis.
However, individuals who conduct FBAs do not necessarily incorporate these data
into the student's BIP.
LINK BETWEEN ASSESSMENT AND INTERVENTION
demonstrated that FBAs can lead to the development of effective, proactive BIPs
(Gable, Hendrickson, & Sasso, 1995). Depending on the hypotheses resulting
from the FBA, the BIP might include changing the variables that precede the
inappropriate behavior(s), teaching alternative forms of appropriate behavior,
and providing reinforcement for appropriate behavior (Flannery, O'Neill, &
Horner, 1995). Thus, BIPs tied to the FBA data are child-, behavior-, and
setting-specific (Iwata, Vollmer, & Zarcone, 1990; Rutherford & Nelson,
1995) and therefore enhance the likelihood that the expected behavioral change
will occur. Also, an FBA can aid in the early identification (Feil, Severson,
& Walker, 1995) and understanding future behavior problems (Iwata et al.,
Scott and Nelson (1999) have proposed a ten-step process to help school
personnel infuse the FBA data into the BIP:
1. Determine the function of the undesired behavior. Based on data from the
FBA, understanding the purpose the behavior serves for the student is requisite
to the BIP process. Common functions for school-based behavioral problems
include gaining teacher or peer attention, escaping or avoiding specific tasks
or persons, or gaining access to specific items.
2. Determine an appropriate replacement behavior. After the inappropriate
behavior has been objectively defined and its function has been identified, an
alternative, appropriate replacement behavior is selected. A replacement
behavior should be readily acceptable to others in the environment (socially
valid) and serve the same function as the inappropriate behavior. For example,
if a student's inappropriate behavior is reinforced by teacher attention, then
the replacement behavior also should result in teacher attention. It is
important that school personnel agree on what constitutes an appropriate
replacement behavior given the specific data (e.g., persons, settings,
conditions) gleaned from the FBA. O'Neill et al. (1997) suggest that in some
cases, a primary (i.e., long-term) replacement behavior needs to be identified
along with several short-term replacement behaviors. These short-term behaviors
are taught, modeled, and reinforced to assist the student in achieving the
replacement behavior and the written behavioral goal and objective.
3. Determine when the replacement behavior should occur. Once a replacement
behavior is identified, we must teach the student to use the new skill. This is
accomplished by determining the conditions under which that behavior will serve
the same function. A student who uses a replacement behavior when reinforcement
is unavailable is less likely to attempt the replacement behavior again, even
when reinforcement is likely. Thus, we must clearly define and teach the
specific conditions under which the replacement behavior should be used. The
student must be taught to discriminate the conditions in which to use the
replacement behavior in order to achieve the desired outcome for it. At the same
time, the conditions under which reinforcement is unlikely to occur for the
replacement behavior should be identified and taught as non-examples.
4. Design a teaching sequence. As with academic instruction, social and
behavioral skills need to be taught through a planned sequence of instruction
within ongoing school routines. After steps 1-3 are completed, a plan for
teaching the replacement behavior is implemented by providing the student with
examples and non-examples of when, where, and with whom to display the
replacement behavior, what he/she will gain by exhibiting the new behavior, and
the circumstances in which the replacement behavior is not likely to be
reinforced. Actually reinforcing the replacement behavior during the examples
may make its outcomes clearer.
5. Manipulate the environment to increase the probability of success. Based
on the FBA data (e.g., specific settings, people, times, tasks), the student's
environment should be arranged so that reinforcing each instance of the
replacement behavior is likely. However, reinforcement will not be possible if
the student does not use the replacement behavior. This step involves procedures
to increase the likelihood that the replacement behavior will be used at the
appropriate time so that reinforcement can be delivered. Prompts, cues, and
pre-correction strategies may be used to increase the likelihood of replacement
behaviors. As a general rule, we should use the least intrusive prompts
necessary to predict success.
6. Manipulate the environment to decrease the probability of failure. The
environment is also analyzed to identify and remove barriers that might prevent
the replacement behavior from being demonstrated under the appropriate
conditions. For example, if we know that a student is unlikely to engage in a
replacement behavior when seated next to a particular peer, then we also know
that reinforcement will be unlikely. We can increase the likelihood of success
by removing the predictors of failure. That is, we can separate the student from
the peer during initial stages of intervention so that the student can receive
reinforcement for appropriate replacement behavior.
7. Determine how positive behavior will be reinforced. The goal of this step
is to provide natural (functionally equivalent and naturally occurring)
reinforcement for replacement behaviors. Initially, reinforcement must be
immediate and consistent. But over time, reinforcement will be delivered on a
more natural schedule by the natural environment. A plan is needed to assist
school personnel and researchers to naturally reinforce instances of the
replacement behavior. At this step, reinforcement for displays of the
replacement behavior will vary in terms of type (e.g., verbal or tangible
reinforcement) and schedule (e.g., reinforcement every second display of the
8. Determine consequences for instances of problem behavior. Even the most
appropriate BIP will not immediately negate the student's history of
reinforcement for prior inappropriate behavior. Therefore, the BIP should
include consequences for inappropriate behavior and strategies for their use.
This step clearly establishes a distinction between outcomes for the replacement
behavior as opposed to the consequences of inappropriate behavior. Such a clear
distinction increases the chances that the replacement behavior will be used
more often, since the function of that behavior is being reinforced.
9. Develop a data collection system. In order to ascertain whether the
replacement behavior has been effective in decreasing the frequency, duration,
or intensity of the targeted inappropriate behavior, data must be collected.
Data should be collected on the targeted behavior before intervention to provide
a baseline and during intervention. Comparing baseline and intervention data
facilitates evaluation of intervention effectiveness. School personnel and
researchers should carefully select a data collection method that best matches
the settings in which the BIP will be implemented.
10. Develop behavioral goals and objectives. To assess overall effectiveness
and positive changes in the student's behavior, school personnel and researchers
should write measurable behavioral goals and objectives related to the
replacement behavior. These student-specific behavioral goals and objectives
provide standards for evaluating whether changes in the frequency, duration,
and/or intensity of the target and replacement behaviors have met objective
criteria. O'Neill and colleagues (1997) provide examples of measurable and
objective behavioral goals.
VIEWING FBAS AND BIPS AS A UNIT
Overall, it may be more
appropriate to view the IDEA mandates on FBAs and BIPs as a single, continuous
process rather as a separate process and a subsequent product. Such a view may
ensure that (a) the FBA is not interpreted to be "an intervention in itself"
(Nelson, Roberts, Mathur, & Rutherford, 1999), (b) the FBA does not occur
without the intention of developing a BIP, (c) the FBA data are incorporated
into an actual BIP, and (d) both the FBA data and the BIP become integral
components of the student's IEP (stressing both academic and behavioral
instruction and goals). BIPs tied to the function maintaining the student's
behavior (as identified through the FBA), which are consistently implemented and
continuously monitored, may not only increase the student's repertoire of
appropriate behaviors, but also may have positive effects on the student's
Feil, E. G., Severson, H. H., Walker, H. M.
(1995). Identification of critical factors in the assessment of preschool
behavior problems. Education and Treatment of Children, 18, 261-271.
Fitzsimmons, M. K. (1998). Functional behavior assessment and behavior
intervention plans. (ERIC EC Digest E571). Reston, VA: Council for Exceptional
Flannery, K. B., O'Neill, R. E., & Horner, R. H. (1995). Including
predictability in functional assessment and individual program development.
Education and Treatment of Children, 18, 499-509.
Gable, R., Hendrickson, J. M., & Sasso, G. M. (1995). Toward a more
functional analysis of aggression. Education and Treatment of Children, 18,
Iwata, B. A., Pace, G., Kilter, M., Cowdery, G., & Cattalo, M. (1990).
Experimental analysis and extinction of self-injurious escape behavior. Journal
of Applied Behavior Analysis, 23, 11-27.
Iwata, B. A., Vollmer, T. R., & Zarcone, J. R. (1990). The experimental
(functional) analysis of behavior disorders: Methodology, applications, and
initiations. In A. C. Repp & N. N. Singh (Eds.) Perspectives on the use of
nonaversive and aversive interventions for persons with developmental
disabilities (pp. 301-330). Sycamore Press: Sycamore, IL.
Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford, R.B. (1999).
Has public policy exceeded our knowledge base? A review of the functional
behavioral assessment literature. Behavioral Disorders, 24, 169-179.
O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K.,
& Newton, J. S. (1997). Functional assessment and program development for
problem behavior (2nd Edition). Pacific Grove, CA: Brooks/Cole Publishing
Rutherford, R. B., & Nelson, C. M. (1995). Management of aggressive and
violent behavior in schools. Focus on Exceptional Children, 26, 1-16.
Scott, T. M., & Nelson, C. M. (1999). Using functional behavioral
assessment to develop effective behavioral intervention plans: A ten step
process. Submitted for Publication. University of Kentucky, Lexington, KY.