Why are FBAs and PBIPs so Important?

by Kathy Giordano, Advocacy Specialist
 

FBAs (Functional Behavior Assessments) and PBIPs (Positive Behavior Intervention Plans) are two of the most important educational safeguards for students with TS. They protect students from being punished academically and otherwise for their symptoms. FBAs and PBIPs are the legal foundations on which positive and proactive supports replace ineffectual punishment and negative consequences in the school setting.

When conducted properly, FBAs provide the necessary information to develop hypotheses as to why, when and where the interfering behavior and/or symptoms are most likely to occur. This is then used to determine what assistance the student requires in order to be successful in the school environment. The PBIP uses this information and outlines specifically the positive and proactive supports and strategies the school personnel will implement in order to reduce the likelihood of the behavior reoccurring and/or in developing techniques for the student to better manage symptoms that cannot be ignored.

It is important that parents and advocates recognize that not only is this process more effective than punishment, it also is the law. When the Federal Individuals with Disabilities Education Act (IDEA) was reauthorized in 1997, language was added that includes Functional Behavior Assessments and positive and proactive interventions. Under the current IDEA, the IEP team must explore the need for strategies and support systems to address any behavior that may impede the learning of the child with a disability or the learning of his or her peers.

IDEA supports conducting an FBA to assist in the process of gathering neces sary information and to then develop a PBIP that provides POSITIVE (not punitive) and PROACTIVE (not reactive) interventions.

An example would be a student who is refusing to write. In this scenario, an FBA simple involves a meeting of teachers, counselor and parents. During the discussion, it becomes apparent that a majority of the time the student's handwriting is messy; he often appears frustrated when writing, produces minimal written language output, and holds his pen in an awkward position. There is agreement that he frequently is orally creative and can verbalize answers when he is not able to get thoughts onto his paper. The hypothesis is that the student's refusal to write is due to his frustration from not being able to write in a manner which demonstrates his true ability. The parent explains dysgraphia, which is a common symptom of TS that interferes with writing. It is agreed that it is very possible that the student's behavior is due to dysgraphia.

A PBIP is then developed that provides the student with oral testing, a person to write when long answers are required, written assignments modified to reduce quantity and allows the student the use of a computer to write essays and reports. A future date is set to reconvene the team to look at the relative success of the PBIP by examining the student's progress toward improved written output.

In summary, students are frequently punished for symptoms because TS is misunderstood and often educators believe that a student's symptoms are "purposeful" misbehaviors. IDEA provides the legal protection that prevents a student from being punished for symptoms of their disability. Functional Behavioral Assessments and Positive Behavior Intervention Plans are important elements of this safeguard. They are important in determining the environmental modifications, and/or positive and proactive interventions or strategies that need to be provided to assist the student. Imagine the difference it would make in the lives of children with TS if this law was understood by all school personnel and implemented properly. Unfortunately while schools are mandated to provide these assessments and plans, the majority of educators have received no training or guidelines regarding FBAs or PBIPs .That is why it is imperative that parents of children with TS understand and advocate for FBAs and PBIPs when appropriate.

TSA has been highly involved in the efforts of keeping these safeguards in the Individuals with Disabilities Education Act, which is currently being reauthorized. Parents and family members must support the efforts of Jeremy Scott (TSA Government Relations) in this critically important endeavor by responding to his requests for action alerts. If FBAs and PBIPs are removed, students with TS will be at risk and the law that advocates use to protect them will be unavailable.

A guide for conducting FBAs and developing PBIPs, which Sue Conners and I have recently written, will soon be available.