erase: a brief fba/bip process

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ERASE: A Brief FBA/BIP Process. Lorie Spanjers Prairie Lakes Area Education Agency Fort Dodge, Iowa Kim Bodholdt , Counselor Susan Winter, Classroom Teacher Feelhaver Elementary Fort Dodge, Iowa Based on a Presentation Created By: - PowerPoint PPT Presentation


The Functional Assessment and Intervention Team Process: ERASE

ERASE: A Brief FBA/BIP ProcessLorie Prairie Lakes Area Education AgencyFort Dodge, Iowa

Kim Bodholdt, CounselorSusan Winter, Classroom TeacherFeelhaver ElementaryFort Dodge, Iowa

Based on a Presentation Created By:Rose Iovannone, Ph.D., BCBA-DUniversity of South FloridaFlorida PBS Project

11Facilitator Script:In this presentation we will learn how a team-based functional assessment and intervention can benefit students with typical problem behaviors in general education classrooms.As the process unfolds, you will have opportunities to be involved in some of the assessment and decision making steps.

Tips:Consider describing your own background, training, or qualifications.Consider asking the participants about their prior knowledge of the topic, their professional role, and their reasons for attending the training event.ERASE: A Brief FBA/BIP ProcessDeveloped by:Terrance M. Scott, Ph.D.Carl J. Liaupsin, Ed.D.C. Michael Nelson, Ed.D.

Liaupsin, C. J., Scott, T. M., & Nelson, C. M. (2006). Functional Behavioral Assessment and Intervention Planning: A Simplified Team Process: Facilitators Guide CD-ROM. Longmont, CO: Sopris West

22Facilitator Script:The ERASE process was developed by Terry Scott, et. al. ERASE resources are available at Sopris WestGoals of today:Participants will:Describe steps of a brief functional behavior assessment process, ERASELearn about one schools application of the ERASE processDiscuss how they can use ERASE in their setting

Presentation materials will be posted at:, the triangle is a continuum, not a place.ERASE

Just a reminder that ERASE is one element of a continuum of supports provided to students who experience behavioral difficulties.4

5The Issue Two ApproachesThe child IS the problem so fix him/herPunish the child to teach a lesson We hope the problem will go awayDoes it?Who benefits the most from this approach?The child HAS a problem so fix itChange the environmentTeach new skills Problem less likely to occur

6A box to think outside of:Child7ChildThere are many other boxes to explore 8ERASE Problem Behavior (Scott, 2006)Explain - What is the problem?

Reason - What is he/she getting out of it or avoiding?

Appropriate - What do you want him/her to do instead?

Support - How can you help this happen more often?

Evaluate - How will you know if it works?9ERASELess intensive FBAMeeting typically takes one hourSystematic small team process Intended for students with mild behavior problems (e.g., high frequency, low intensity)Not appropriate for students with intensive or multiple behavior problems10ERASE Process Brief Example: Eric and his team11ERIC Referred by teacher for recurrent behavior problems

Ms. Smith - Erics fourth grade classroom teacherThere have been some minor problems with Eric for quite some time. After using the typical classroom management strategies (including moving desk, removing from recess), Ms. Smith has not seen any change in behavior and has decided that she needs help. Thats why she initiated this request for assistance.12Facilitator Script:Eric is a fourth grade student who has demonstrated recurrent behavior problems for which Ms. Smith has requested assistance.She has tried all the typical classroom management strategies including moving his desk and having him miss recess but nothing seems to work with any consistency.She has completed this request for assistance because shes not sure what to do next.

Tips:Discuss the request for assistance from the perspective of the teacher.At what point should this request come?What should have been tried first?What information should be provided at the first meeting?Team-Based Planning Effective Teaming Range of persons with vested interest Knowledge of student Perspectives and experiences shared Collaborative brainstorming and plans Focus on studentRepresentation of Three Levels of KnowledgeStudentBehavioral PrinciplesContext13Facilitator Script:We could just work from Ms. Smiths statement that Eric makes noises in the classroom that are disrupting the learning of other students.But this information alone isnt enough to completely understand what it is that Eric is doing and why.However, we can get a better idea of what were dealing with if we put together a team of persons who have regular interactions with Eric.Effective teaming in these cases requires that we involve a range of persons who know Eric.In this way, we get a range of information from a variety of perspectives.

Tips:Prompt participants to consider who might be on a team for an elementary student such as Eric.Team Members


PE Teacher




Parent14Facilitator Script:The following people have been asked to attend the meeting and be a part of the team for Eric.Of course, as the referring teacher, Ms. Smith is on the team.Joining her are the PE teacher and librarian, who both see Eric in their classes.The counselor who chairs referral meetings for all students.The principal who tries to sit in on as many referral meetings as she can.And the parent who knows Eric better than anyone.These people were selected because they each have their own perspectives and experience with Eric.This is the team that will develop a plan for Eric.

Tips:Discuss why each of the selected members makes sense as a participant on the team.What are the Teams Tasks?Team Tasks AssessDefine problem, identify predictable patterns, and determine function InterveneInstruction, environmental arrangements, and consequences EvaluateMonitor, measure, and create criteria for success15Facilitator Script:In simplest terms, the goal of the team is to collaborate to determine why Eric is displaying problems behaviors and then to use that information to develop an effective intervention plan.Their first tasks are to define the problem behavior, identify common or predictable patterns of behavior, and determine the purpose or function of Erics behavior.Then, the team works to develop an intervention plan that involves instruction and creation of effective environments to facilitate Erics success. Finally, the team must develop a plan for monitoring Erics performance and evaluating the success of their plan.

Tips:Discuss these three areas as the big tasks that comprise the entire FBA/BIP process.Explain - What is the problem?Definition of Behavior and Context Observable See it, hear it, feel it, smell it, taste it? Measurable How many, how long, how intense? Recognizable We all agree when it happens

Facilitator Script:As the team looks at the description of behavior written by Ms. Smith, they engage in a discussion to get more details about the students behavior.Formulating definitions that are observable, measurable, and recognizable will help the team understand the nature of the problem and the context in which it occurs.The team should share relevant information and refine their ideas until they come to a consensus regarding a definition of the problem behavior.

Tips:Consider asking participants to give examples of definitions of behavior that do and do not meet the requirements listed on the slide.Define Problems and Context

Segment 1Facilitator Script: Lets watch the team begin the assessment process by talking about the behavior itself.Notice that not all of the team members see the exact same thing from Eric and that this discussion requires each member to understand the others individual perspectives.Also notice how the counselor keeps the team on course by referring back to the Team Meeting Record form as a guide for completing the process.

Tips:Play the video by clicking on it.Ask participants to describe any team dynamics that may stand out.Prompt participants that the principal in this particular case often nearly leads the team off task.Point out that such problems are always dealt with simply by prompting the group back to the form as a guide for completing the process.!This slide contains a Video!Eric (Observation #1)

18Vignette 1Facilitator Script: You heard Ms. Smith say she could think of three times just this morning when she had to get after Eric about noises.If she tells these stories in detail we can begin to get a better picture of what is going on.As she describes these three incidents you will have the luxury of actually seeing Ms. Smiths stories.Watch these three incidents and see if you can detect any predictable patterns.Try to concentrate on the ABC format, identifying similar types of actions or events that seem to always happen just before or just after the behavior.

Tips:Play video by clicking on it.Consider asking participants to record antecedents, behaviors, and consequences as they watch the movies.Consider asking participants at the end of each video to describe the antecedent, behavior, and consequence surrounding the problem behavior.!This slide contains a Video!Eric (Observation #2)

19Vignette 2Facilitator Script:Lets watch the second video.Remember to pay particular attention to the antecedents, behaviors, and consequences.Also consider whether you see a pattern developing.

Tips:Play the second video by clicking on it.Consider reminding the participants to record the behavior chains on paper.Consider asking participants to describe the antecedents, behaviors, and consequences immediately after viewing the video.!This slide contains a Video!Eric (Observation #3)

20Vignette 3Facilitator Script:Lets watch the third and final video.Remember to pay particular attention to the antecedents, behaviors, and consequences.Also consider whether you see a pattern developing.

Tips:Play the v


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