FBA to BIP: How to Conduct a Functional Behavior Assessment to Develop a Behavior Intervention Plan - Hood-Somervell Special Education Shared Services Arrangement - 33450

This learning experience is designed to equip educators, school psychologists, behavior analysts, and other professionals with the knowledge and skills necessary to effectively conduct Functional Behavior Assessments (FBAs) and develop Behavior Intervention Plans (BIPs). Understanding the function of students' problem behavior is the most effective way to create an effective behavior intervention plan (BIP). We will also review the Autism Supplement. Texas regulations (TAC 89.1055) require ARD/IEP committees to consider 11 strategies for students with autism. Schools sometimes use the term "Autism Supplement" to refer to a form that they use at ARD/IEP meetings to address these strategies. This session is aligned with the BIP (Behavior Intervention Plan) component(s) of the TEA-required self-assessment.

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Audiences
Teacher - Special Education, Charter School Personnel, Diagnosticians, Speech Therapists, Teacher - Early Childhood/PreK/Kindergarten, Teacher - Elementary (Grades 1-5), Teacher - General Education
Objectives
State the purpose of an FBA. Describe various functions of behavior. List and describe indirect assessment strategies. List and describe direct assessment strategies. Explain the importance of linking the BIP to the FBA. List and describe the necessary components of the BIP. Identify function-based interventionstrategies.
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