Designed for special education teachers, assistants, related service providers (e.g., school psychologists, speech pathologists, occupational therapists, physical therapists), and administrators, this two-part series* will provide a general overview of Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs). After briefly reviewing the possible ways (theoretical frameworks) to understand student behavior, the session will discuss what an FBA and BIP are, why they’re important, and how (and when) to complete them. An interactive session, there are multiple opportunities for active engagement and the presenter will provide real-world (redacted) case examples and scenarios to reinforce key concepts. Implications for school-based practice, including the relationship between FBAs and special education referrals will be discussed.
At the end of this session, participants will be able to explain:
1. Different theoretical frameworks (e.g., cognitive-behavioral, ecological, psychodynamic, behavioral) for understanding students’ behavior.
2. What a Functional Behavior Assessment (FBA) is, including definitions of the following functions: escape/avoidance, access to tangible, and attention (positive or negative; from peers or adults).
3. Why FBAs are important, including using data to inform subsequent interventions.
4. The necessary components that are involved in completing an FBA.
5. What a BIP is, including the role of replacement behaviors.
6. The relationship between FBAs and referrals for special education evaluations.
Presenter: Charles Barrett
*Note: Collaborative members will use only ONE Trainings/Workshops (TW) seat to attend this two-part series.