A PBIP is a written and agreed-upon improvement plan which directly addresses a target behavior. The ultimate purpose of a PBIP is to not only decrease problematic behavior but explicitly teach students a replacement behavior that serves the same function.
There are four functions of behavior (e.g., sensory, attention, escape, and access to tangibles). The primary function of behavior is first determined by a Functional Behavior Assessment (FBA) in which a parent is required to provide consent. An FBA may include:
- Record review
- Data Collection (e.g., Antecedent-Behavior-Consequence, frequency, rate)
- Rating Scales
- Baseline Data (e.g., point sheets)
- Student Interview
- Parent Interviews
- Teacher Interviews
Once the FBA is completed, the IEP team will convene to review the assessment and collaboratively write a PBIP. The PBIP may include elements such as:
- Operational definition of the target behavior
- Replacement Behavior
- Signals and environmental factors (e.g., time of day, specific classrooms)
- Antecedent interventions (e.g., environmental changes, accommodations, common language)
- Consequence strategies (primarily positive reinforcement, rates of reinforcement)
- Data collection plan
- Staff training plan
- Safety Plan (if needed)
- Crisis Plan (if needed)
At Hope Horizon, we strive to ensure that students are working on socially significant goals and meeting success. Progress on PBIP goals is reported every four and a half weeks. If your child meets their current PBIP goal, the IEP team will convene to discuss if there is a need for a new FBA and PBIP. Therefore, parents should expect to have requests for evaluations and participate in writing a new PBIP every one to two years.
If your child does not yet have a PBIP and you would like to pursue one or obtain more information, please reach out to the school's BCBA, Mrs. Jensen, or Mrs. Guy.