Beyond Dysregulation: How FBAs and BIPs Can Support Your Child

It’s already March, and we are quickly approaching Spring Break season when different school districts have those breaks scattered over the next 4-6 weeks. Seeing a flare-up in behavior problems is not unusual during this time. There are highly severe sensory and emotional dysregulations happening with many students, and our goal should not be punishment. We need to appropriately address these behaviors that might be outside of the student’s control, especially those that are a result of a disability. Join us for today’s discussion about Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs).

Show Highlights:

• The first step in an FBA is to collect data to define and describe the behaviors.
• Sensory overload, avoidance, and seeking attention are common challenges that cause dysregulated behaviors.
• Unmet needs have to be understood and met before behaviors can be regulated; this is where a BIP comes in.
• A BIP can be helpful when “the behavior is affecting a student’s learning or the learning of others.”
• Autistic students may use masking behaviors at school and explode later.
• How FBAs compare to the former Functional Analysis Assessment
• Defining behavior in assessments should follow the ABC format: antecedent, behavior, and consequence.
• We must teach both preventive and reactive coping skills.
• The BIP should be checked and thoroughly evaluated after 30-60 days.
• Amanda’s advice to parents about getting the most out of a BIP
• Vickie’s advice to teachers about implementing a BIP

Resources:

Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org .

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