FBA and BIP - What is it and does my child need it?
FBA… BIP… The acronyms are confusing, but the support could be a game changer.
First, let’s clear up the meaning of both:
FBA= Functional Behavior Assessment
BIP = Behavior Intervention Plan
Both are available supports as a part of an IEP or a Section 504 Plan, and they often go hand in hand. Not every child who has an IEP or a 504 Plan needs an FBA and BIP. They are most often used when there is a significant amount of challenging behavior that is interfering with your child’s ability to learn.
What is a Functional Behavior Assessment?
A Functional Behavior Assessment is a structured data collection process used to determine the reason behind specific behaviors. A trained professional (sometimes a teacher, but more likely a behavior specialist or interventionist) will observe your child over multiple days, across different settings and record what happened right before the specific behavior, what the behavior is, and right after the behavior. An FBA is most commonly used when a child is engaging in negative behavior (examples: refusing to do work, running out of the classroom, hitting, biting).
The goals of the FBA are to determine why, when, and with whom
Why: By looking at what happens right before and right after the behavior, the specialist can hypothesize why your child is engaging in the behavior. All behavior has a purpose. If you can figure out what the purpose is, you can find a better replacement behavior for negative behaviors.
When: Does the behavior happen all day? Or only in certain classes or certain times of day?
With whom: Is the behavior only happening with specific people?
The results of the FBA are used to create a Behavior Intervention Plan.
What is a Behavior Intervention Plan?
A Behavior Intervention Plan is the playbook for how the school staff should teach the appropriate behaviors, respond when the negative behaviors occur, and be proactive to prevent unwanted behaviors in the first place.
The FBA is a key source of data that should drive the creation of a BIP. If your child has a BIP, but the school did not conduct an FBA, it’s a good idea to ask for an FBA.
Creating the BIP is just the beginning though. School staff need to be trained on the strategies, understand how to respond, and ensure there is consistency throughout the day. Each teacher that works with your child should have a clear understanding of the BIP and how to proactively support your child, not just the special education teacher.
My Child had an FBA and now has a BIP, but there are still behaviors. What’s going on there?
Changing behavior doesn’t happen overnight. Your child has likely been engaging in the unwanted behavior for far longer than the school has been implementing the BIP. Here are some things to look for:
Is the behavior improving over time, even if it is not gone?
Are all teachers consistent in how they respond to the behavior and is it aligned with the BIP?
There is often a burst in the unwanted behavior before it starts to improve. This is normal and is often expected.
Communication is key. Talk with the school team if you have concerns. If the BIP has been in place for more than 6-8 weeks and there is still no improvement, call an IEP meeting to discuss your concerns and what other supports are available.
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