1. •Behavior Contracts
•Functional Behavior Assessments to develop Behavior Intervention Plans
TIER 3
1

2. TIER 3
Remember…
This step involves other staff and personnel as
needed (parents, teachers, counselors, social
workers, administrators, and/or nurse)
2

3. Data Decision Rules
• Need them to address:
• Teachers initiating the behavioral support
process
• Student data initiating the process
• Progress and goal completion rules
• Tertiary intervention effectiveness guidelines

4. Who is appropriate for Tertiary/Tier 3
Interventions?
• Specific chronic social, emotional, and behavioral
challenges needing tertiary supports can be defined as:
– More than 5 absences in a 30 day period
– 3 or more counseling referrals in a 30 day period
– 3 or more tardies per subject/ per 9 weeks
– 6 or more office discipline referrals
• Discuss with your team possible data decision
rules for your school.

5. Suggestions for the Process…
Initial Meeting (15 minutes)
PSM Team Take and review referral
Form Behavior Team
Provide support to BT as needed
Behavior Assessment
Team Conduct simple FBA (30 minutes)
Conduct full FBA if needed (90 min.)
Prepare to report findings
Behavior Second Meeting (60 minutes)
Team Discuss assessment findings
Design BIP
Implement BIP
Behavior Third Meeting (30-60 minutes)
Evaluate effectiveness of BIP
Team Modify BIP as necessary
Support and Follow through
Follow progress on identified student
PSM Team Provide support as needed

6. Possible Strategies/Interventions
Keep in mind, student should have gone through
secondary/tier 2 interventions prior to
tertiary/tier 3 interventions are determined.
• Behavior contracts
• Functional Behavior Assessments – Behavior
Intervention Plan
6

7. Implementation Inventory
• Evaluates all three levels of implementation
• Considers Systems, Data, and Practices
• Goal is 80% in each area
• Use this evaluation to continue to develop and
strengthen all three levels of your problem
solving model.
• Implementation Inventory Link
7

8. Behavioral Contracts
• Clarify behavioral expectations for students
and staff to carry out the intervention plan
• Include the student in designing the contract
to increase motivation
• Include parents in planning and reinforcement

9. Steps for Designing Behavior Contracts
1. List student behavior(s) preferably one
– Can be reduced or increased
– behavioral goals should usually be stated in positive, goal-oriented
terms.
– Clearly defined , observable
– Collection of behavior data
2. Reinforcement
– a statement or section that explains the minimum conditions under
which the student will earn a point, sticker, or other token for showing
appropriate behaviors.
– Amount of behavior
– Amount of reinforcement
(Wright, 2011; Jenson, Rhode, Reavis, 1994)

10. Steps for Designing Behavior Contracts
3. Collection of reinforcers and data
– Describe when the student will be able to redeem points earned for
reward/recognition
– How will this be documented
4. Bonus and penalty clauses (optional)
– can provide extra incentives for the student to follow the contract
– offers the student some type of additional 'pay-off' for consistently
reaching behavioral targets
– a penalty clause may prescribe a penalty for serious problem behavior
(Wright, 2011; Jenson, Rhode, Reavis, 1994)

11. Steps for Designing Behavior Contracts
5. Negotiate and Document Terms
– Discuss the plan and responsibilities of the student and staff
– Date to review contract progress
6. Areas for signature.
– both teacher and student signatures
– Other staff, parents, administrators
(Wright, 2011; Jenson, Rhode, Reavis, 1994)

12. Behavior Contract
• Individualized class or school behavior plan
– Adjust goals
– Prerequisite skills
– Shorter time periods
– More frequent reinforcement
• Contract to address performance deficit
12

13. Workbook
Sample Contracts
My Contract:
Race to 20!
13

14. Functional Behavior Assessment &
Behavior Intervention Plans

15. FB(A) – What is it?
Functional Behavior Assessment
The process of determining the cause (function) of
behaviors that interfere with learning.
The FBA uses data that could include: interviews
(student, teacher, parent), direct observations, and a
review of student records to develop a Behavior
Intervention Plan (BIP).

16. Who ???
Participates in the FBA/BIP process?
• Any individual with knowledge of and an interest in the student’s
success can participate in the FBA/BIP process.
• This includes, but is not limited to,
Teachers Administration
Counselors
Parents
Student
Psychologist
Community members
Other agency personnel

17. How??
FBA -Planning Meeting
• PSM team will hold a planning
meeting.
• Team members should come
prepared to discuss 3 main topics:
1. Student Strengths
2. Target behavior
3. Situational events

18. Target Behavior
Must answer 3 fundamental ?s
1. What is the child doing?
2. When/under what conditions is the child demonstrating the
behavior?
3. How often is the child demonstrating this behavior?
(frequency)
(ex. Johnny yells and curses when given an assignment that requires
him to read independently on 2 out of 4 assignments.)

19. Activity…For the following examples,
come up with some questions that may help to refine
the target behavior…
• Trish is so aggressive.
• Stella doesn’t pay attention.
• Chance is always bothering others.
• Maggie’s lab projects are a mess.
• Carlos is so disruptive.
• Timmy is lazy.

20. Teacher concern Target Behavior
Trish is aggressive. Trish hits other students during
recess when she does not get her
Way, 3 out of 5 days.
Carlos is disruptive. Carlos makes irrelevant and
inappropriate comments during
class discussion 75% of the time.
Jan is hyperactive. Jan blurts out answers without
raising her hand during whole group
instruction, 3-5 times during a 60 minute class
period.
the behavior -> when/under what conditions -> how often
The Center for Effective Collaboration and Practice, 1998

21. Situational Events
These are immediate and time bound events, such as recent
divorce, new student in class, changes in the family dynamics,
or student relocation to a new school.
In some cases these events can be identified and discussed so that
interventions can be put in place immediately. If effective,
there may be no need to move forward with the FBA/BIP
process.

22. FBA/BIP
Process
Step 1: Step 3: Step 4:
Step 2:
Data Create a Review the
FBA Analysis
Collection Behavior Plan
Intervention
Plan (BIP)

23. How??
FBA Getting Started
If the team feels that it is necessary
to complete the FBA/BIP process
proceed with the following:
• Initial meeting held to assign roles and
responsibilities in conducting the FBA.
• FBA notification letter

24. How?? - Assessment
DATA COLLECTION
 Environmental Inventory
 Observations
(frequency, intensity, duration)
 Student, Parent, Teacher Interview
(setting and function)
 Record Review
(academic performance, discipline referrals, evaluation information)

28. Functional Behavior Analysis
(FBA) Form

29. How?? - FBA Analysis
Must identify the following:
 Strengths
(ex. works well with peers, has great vocabulary skills, is a
good classroom helper)
 Description of any Situational Events
These are immediate and time bound events, such as recent
divorce, new student in class, changes in the family
dynamics, or student relocation to a new school.

30. FBA Analysis Continued…
 Description of Target Behavior
(Must be measurable, observable, and repeatable)
What is the child doing? When/under what conditions
is the child doing it? How often is the child doing it?
(frequency)
(ex. Johnny yells and curses when given an assignment that requires him
to read independently on 2 out of 4 assignments.)

31. FBA Analysis Continued…
 Frequency, Intensity, and Duration
(Frequency – 3x a day, 12 x in a 45 minute period,
Intensity – On a scale of 1 -5 (1 = low, 5 = high)
Duration – Approximately 5 minutes, the entire block)
 Previous Interventions
(What has been tried in the past? Seating or schedule
changes, peer buddies, support during transitions)

32. FBA Analysis Continued…
 Setting Events/Precipitating Factors
Slow Triggers – (pervasive antecedents)
such as medication issues, home issues, lack of
social skills, academic issues
Fast Triggers – (immediate triggers)
what preceded the behavior such as
peer interactions, new assignments/tasks,
unstructured activities, noises, lights

33. FBA Analysis Continued…
 Consequences
Typical responses by the school – do they
reinforce the function of the behavior?
 How does the student respond to the
consequence(s)?

34. What is the function /cause
of acting out behavior?
1. GAIN or OBTAIN – could tangible, social, sensory, or
attention from adults or peers
2. ESCAPE or AVOID SOMETHING – could be a task,
person, situation, sensory stimulation, social interaction,
attention, etc.

35. Completing an FBA provides a hypothesis…
• When Perry is getting little attention in a large
group in the classroom, he is likely to shout
profanities and throw things to get peer
attention. The less attention Perry has
received during the day, the more likely this
pattern is to occur.

36. Determining the
function of the behavior
• In your small group, read over the example analysis
(Michael) and determine the function of the
behavior.
– 1. GAIN or OBTAIN – could tangible, social, sensory, or
attention from adults or peers
– 2. ESCAPE or AVOID SOMETHING – could be a task,
person, situation, sensory stimulation, social interaction,
attention, etc.
Workbook
pg,. 47

37. Michael
What is the function of Michael’s behavior?
– Avoid or escape task

38. You may reveal interesting info…
Behavior only occurs:
• During a certain time of day
• When with a certain group of peers
• When in a certain classroom
• When round a certain teacher/staff member
• When asked to do a certain task
• Others?

39. Link the BIP to the FBA…
• You have identified the function of the
behavior (gain or avoid)
• Create a behavior plan that will address the
function and teach the replacement behavior.
This will continue to meet the student’s need
to gain or avoid.

40. Step 3
Behavior Intervention Plan
ABSS (BIP) form

41. Behavior Intervention Plan Must
Include:
Setting Event
Replacement Adult/student
Strategies
Behavior Responsibilities
Data Collection
Continuum of
Reinforcement & System to
Consequences
Review
41

42. Components of a Behavioral Objective/
Replacement Behavior
1. Identify the learner (John will…)
2. Identify the target behavior (state what the student will do)
3. Identify the conditions of the intervention
4. Identify criteria for acceptable performance
Johnny will ask to work with a peer or use the
audio book when given an assignment that
involves independent reading, 80% of the
time.

43. Is the behavior specific and Objective
(IBSO)?
1. Can you count the number of times the
behavior occurs in a 15 min. period, 1-hour,
or 1 day? Or, can you count the number of
minutes it takes for the child to perform the
behavior? That is, can you tell someone the
behavior occurred X number of times or X
number of minutes in a day?
• Your answer should be yes…

44. Is the behavior specific and Objective
(IBSO)?
2. Will a stranger know exactly what to look for
when you tell him the target behavior you are
planning to modify? That is, can you actually
see the child performing the behavior when it
occurs?
• The answer should be yes…

45. Is the behavior specific and Objective
(IBSO)?
3. Can you break down the target behavior into
smaller components, each of which is more
specific and observable than the original
target behavior?
• Your answer should be no…

46. Your turn…
 Write 1-3 replacement behaviors for your
student example (Michael)
1. Identify the learner (Michael will…)
2. Identify the target behavior (state what the student
will do)
3. Identify the conditions of the intervention
4. Identify criteria for acceptable performance

47. Michael
• Replacement behaviors?
– Follow directions without being yelling at the
teacher, 80% of the time.
– Complete assignments75% of the time.
– Participate in class by volunteering to answer
questions 3/5 days
– Ask for assistance, a break or a different activity
when frustrated, 85% of the time.

48. BIP or no BIP…
that is the question…
• Review the sample BIP
• Discuss the usefulness of this plan
• What is missing???

49. Would you
consider this an
individualized
plan for a
student?

50. Examples of Environmental Interventions
• Have consist expectations and rules
• Teach classroom routines and procedures
• Move away from distraction
• Create area to reduce distraction (lights, air conditioning)
• Seating arrangement
• Chill Out area/space
• Provided a peer during transitions or difficult times
• Alter schedule
• Adjust teacher proximity
• Use a timer or buzzer to signal end of activity
• Eliminate Attention for inappropriate behavior
• Consider other environments (resource vs. inclusion)
• Speak to privately or in written form
• Allow for movement

51. Modifications, Instruction, and
Interventions
• These are changes that are made by teacher, staff
and/or administration to the environment and
instructional presentation to promote demonstration
of replacement behaviors.
• Replacement behaviors include what students will
do. These modifications, instruction and
interventions involve what teachers & staff will do.

52. Teaching Replacement Behaviors
Adult/staff Responsibilities:
What skill(s) will be taught?
Who will teach the skill(s)?
Student Responsibilities:
How will the student demonstrate
understanding and generalization of
replacement behavior?
How will the student self-monitor?

53. Reinforcements/Rewards (Types)
Tangible Privilege Sensory Social
•Stickers •Homework pass •Brushing •Praise
•Tokens •Access to •Listening to •Proximity
•Pencils media music •Physical
•Armbands •Preferred •Tactile exposure contact
•“Bucks”
activities •Swinging •Written or
•Teacher helper •Ball pit verbal
•Food
•Free time - (make •Velcro feedback
•Drink
is structured) •Seating
•Candy

54. Examples of Continuum of Consequences
Always begin with least severe.
• Warning
• Does not earn point/token
• Does not earn 2nd point/token & loss of reward/privilege
• Time-out in classroom
• Parent contact
• Time-out outside of classroom (ISS or Choices)
• For those students whose behavior is danger to self and
others include a crisis plan or statement.

55. What’s Next???
IMPLEMENTATION
Teaching Roles & Responsibilities
Strategies/Interventions Of Staff
Educational & Roles & Responsibilities
Environmental Changes/ Of Student(s)
Interventions

56. Teaching Strategies/Interventions
• Classroom Management
• Instructional Strategies
• Social Skills Instruction
• Utilize Reinforcement and
fade once behavior is learned
• Continuum of Consequences

57. Ideas to keep things lively when teaching social
skills/ replacement behaviors…
• Include games
• Videotape what you are doing
• Ask children to share stories about prosocial
behavior they see
• Celebrate accomplishments
• Connect activities to the children’s goals
– more friends, a better academic performance, a safer
school
(Thornton et al., 2000)

58. Now what???
EVALUATION
Collect Data
Monitor the Student
(point systems, frequency charts,
(All faculty should do this) discipline referrals)
(STEP 3)
INITIAL REVIEW
(Minimum 30 days)
(STEP 4)
Other Reasons to Revisit/Review
(no change in behavior, change in placement/school, annual review
of the IEP, if student reaches behavioral goals)

59. Step 4. BIP Plan Review Form

60. -Dan Mulligan

61. Behavior Intervention Plan
NOT WORKING: Possible Causes
 Short term vs. long term focus (there is no “quick fix”)
 Poor FBA
 Focus on stopping behavior rather than teaching new behavior
 Inconsistency in responding to behavior
 Using too much Verbal Input and not enough Visual Input
 Lack of DATA based decision making
 Not all relevant staff informed
 Not defining success
 Lack of available reinforcers and consequences
Information provided by Kelly Rogers, S.
Psy.S. Behavior Consultant, Delta-School
Craft ISD.

62. Team Time
• Discuss and document your plan for Tertiary
levels of support.
• Use the back of the BIP review to document:
– BIP team
– BIP training needed
– Suggestions for strategies
62

63. PROBLEM SOLVING PRACTICE
63

64. Problem Solving (PSM) Process
Step 1
1 2
Define the
Problem
Develop a behavioral Step 2
7
Step 7 (observable) definition Develop an
Analysis of the of problem
Assessment Plan
Intervention Plan Generate a hypothesis and assessment
questions
make a team decision on the
effectiveness of the related to the problem
intervention
6
Step 6 Step 3
3
Implement the Analysis of the Assessment
Intervention Plan Plan
Provide strategies, materials, and
resources: include Create a functional and multidimensional
assessment to
progress monitoring test the hypothesis
5 4
Step 5 Step 4
Develop an Intervention Generate a Goal
Plan Statement
Base interventions on best practices Specific Description of the changes
and research-proven strategies expected in student
behavior
64

65. Using the Referrals by Student
BH
Use the data to identify
individual students in
need of secondary &
tertiary supports.
Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual.
Educational and Community Supports, University of Oregon unpublished training manual.

66. When?

67. When?

68. What?

69. Where?

70. Why?
70

71. Refer to Tier II paperwork example
REVIEW PAPERWORK EXAMPLE
71

72. Problem Solving Practice
• Use your disciplinary data to practice the
problem solving process or use the example
data in your workbook.
• Use the RtI Paperwork to assist you with the
process.
Workbook
Pg. 55-59

73. Planning for Implementation
73

74. Resources for Planning
• Review your data from each section of the
Implementation Inventory.
• Develop your Tier 2 and 3 Action Plan
– Include short and long term goals
– Remember to continue to address Universal
Systems
Workbook
Pg. 60-61
74

75. FBA/BIP Websites:
 Center for Effective Collaboration and Practice: www.air-dc.org/cecp/cecp.html
 Council for Exceptional Children: www.cec.sped.org
 Wrights Law www.wrightslaw.com
 Colorado Department of Education: www.cde.state.co.us
 Conner’s Rating Scales www.parinc.com/achieve
 Devereux Behavior Rating Scales www.devereux.org/scale.htm
 Behavior: You can handle them all ww.disciplinehelp.com
 School Behavior www.schoolbehavior.com
 Positive Behavior Support www.pbis.org
 Intervention Central www.interventioncentral.org

76. Texts and Reproducibles
Jenson, W., Rhode, G. & Reavis, K. (1994). The Tough
Kid Tool Box . Sopris West Publishers.
Mahler, D. E. (2005). 204 Fold and Say Social Skills.
Superduper Publishing Company.
Olson, J. (2005). Go-To Guide for Social Skills. Thinking
Publications.

77. References
•Alberto, P.A. & Troutman, A.C. (2006). Applied Behavior Analysis for Teachers. Upper Saddle River,
New Jersey: Pearson Education, Inc.
•Bateman & Bateman (2006). A Principal’s Guide to Special Education.
•The Center for Effective Collaboration and Practice, 1998
•Chandler, L. & Dahlquist, C. (2006). Functional Assessment: Strategies to Prevent and Remediate
Challenging Behavior in School Settings.
•Colorado Department of Education (2001). Functional Behavioral Assessments and Behavior
Intervention Plans: Questions and Answers.
•Holahan, T. & and Hussey, B. Training for Alternative Learning Environments, Instructors Guide.
•Lewis, T. Ph.D. Functional Behavioral Assessments: Moving Beyond Compliance to Create
Comprehensive Positive Behavior Support Plans. University of Missouri - Columbia.
•Rogers, K. & S. Psy. S., Behavior Consultants, Delta-School Craft, ISD. (Information provided for
Behavior Deficits & Excesses and Functions of Behavior handouts)
•Starin, S. Ph.D. Functional Behavioral Assessments: What, Why, When, Where, and Who? Wrightslaw.

78. Questions?
• Please complete your evaluation.
• Thank you!
78