be used to address it. effectiveness is made regularly through formal and/or informal measures. Simple/ To address one specific Competing behavior PBIS Tier 2, Team Planned, intentional Brief behavior, at school, in one pathways level of members that intervention that uses a setting or limited contexts detail; Suggested data includes the set of strategies to when safety to student or points: FACTS parent(s) and address targeted others is not a concern. worksheet, Review student. It is behavior and meets the Existing Data recommended that need of the student. worksheet, interviews a staff person with Implementation is and/or informal expertise in monitored with data to observations. FBA/BIPs facilitate assess effectiveness. the process. To address significant Formal observations, Individualized team Formal, intentional plan challenging student behaviors interviews, and or IEP team that for intensive Multiple which may not be adaptive in multiple data sources, includes input from interventions that Domain the school environment. using scatter plots, the parent(s) and address complex Typically used at PBIS Tier 3. tracking and analysis student. If student behaviors based on If behaviors result in a of behavior patterns receives special positive behavioral disciplinary change of over multiple days education services, interventions and placement, seclusion, and/or and settings. Data is this may be part of a supports. restraint, IEP teams should triangulated and special education consider conducting a analyzed to provide evaluation and will complex FBA to meet the detailed picture of the be driven by IEP legal requirements. The IEP behavior and the team. team may also determine to conditions under conduct a complex FBA as which it occurs. part of a special education evaluation.
be used to address it. effectiveness is made regularly through formal and/or informal measures. Simple/ Brief To address one specific behavior, at school, in one setting or limited contexts when safety to student or others is not a concern. Competing behavior pathways level of detail; Suggested data points: FACTS worksheet, Review Existing Data worksheet, interviews and/or informal observations. PBIS Tier 2, Team members that includes the parent(s) and student. It is recommended that a staff person with expertise in FBA/BIPs facilitate the process. Planned, intentional intervention that uses a set of strategies to address targeted behavior and meets the need of the student. Implementation is monitored with data to assess effectiveness. Multiple Domain To address significant challenging student behaviors which may not be adaptive in the school environment. Typically used at PBIS Tier 3. If behaviors result in a disciplinary change of placement, seclusion, and/or restraint, IEP teams should consider conducting a complex FBA to meet the legal requirements. The IEP team may also determine to conduct a complex FBA as part of a special education evaluation. Formal observations, interviews, and multiple data sources, using scatter plots, tracking and analysis of behavior patterns over multiple days and settings. Data is triangulated and analyzed to provide detailed picture of the behavior and the conditions under which it occurs. Individualized team or IEP team that includes input from the parent(s) and student. If student receives special education services, this may be part of a special education evaluation and will be driven by IEP team. Formal, intentional plan for intensive interventions that address complex behaviors based on positive behavioral interventions and supports.
fba-bip-toolkit.docx