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<blockquote data-quote="LittleDudesMom" data-source="post: 242730" data-attributes="member: 805"><p>Sandy,</p><p> </p><p>A FBA is a <strong>F</strong>unctional <strong>B</strong>ehavior <strong>A</strong>nalysis. It is a "questionaire" that is completed by all those in school (and youself) who have daily contact with your daughter. It lists "triggers" and "trends" that are noticed by the teacher(s) just prior to or during the behavior in question. It lists things that have worked in the past to distract, redirect, and calm your child. You may have some suggestions that you use at home. </p><p> </p><p>Once that docment is complete, the FBA is used to write a <strong>B</strong>ehavior <strong>I</strong>ntervention <strong>P</strong>lan (BIP). It is what it sounds like - the information from the FBA is used to come up with interventions to help your daughter and prevent the severity and number of behavior issues. The team (IEP team) may come up with some rewards that can be used to motiviate her. For example, calming down upon direction may result in feeding the fish, or watering the classroom plants. A whole day of good behavior can result in "special game time" with mom at home. A week of good decisions and hard work could mean she gets to go to the assistant principal's office and have a book read to her Friday before she goes home. It is as creative a document as needed. Once formulated, the BIP gets attached to the IEP and everyone who comes in contact (art teacher, main teacher, PE teacher, etc.) is given a copy. The plan is to be followed as it is part of her education plan.</p><p> </p><p>It's really difficult when our difficult children are young. Surely they know that particular behaviors or wrong. But they are just little children without the ability to express what is deep inside. Often the feeling, frustrations and emotions within storm out in bad behavior. </p><p> </p><p>Good luck.</p><p> </p><p>Sharon</p></blockquote><p></p>
[QUOTE="LittleDudesMom, post: 242730, member: 805"] Sandy, A FBA is a [B]F[/B]unctional [B]B[/B]ehavior [B]A[/B]nalysis. It is a "questionaire" that is completed by all those in school (and youself) who have daily contact with your daughter. It lists "triggers" and "trends" that are noticed by the teacher(s) just prior to or during the behavior in question. It lists things that have worked in the past to distract, redirect, and calm your child. You may have some suggestions that you use at home. Once that docment is complete, the FBA is used to write a [B]B[/B]ehavior [B]I[/B]ntervention [B]P[/B]lan (BIP). It is what it sounds like - the information from the FBA is used to come up with interventions to help your daughter and prevent the severity and number of behavior issues. The team (IEP team) may come up with some rewards that can be used to motiviate her. For example, calming down upon direction may result in feeding the fish, or watering the classroom plants. A whole day of good behavior can result in "special game time" with mom at home. A week of good decisions and hard work could mean she gets to go to the assistant principal's office and have a book read to her Friday before she goes home. It is as creative a document as needed. Once formulated, the BIP gets attached to the IEP and everyone who comes in contact (art teacher, main teacher, PE teacher, etc.) is given a copy. The plan is to be followed as it is part of her education plan. It's really difficult when our difficult children are young. Surely they know that particular behaviors or wrong. But they are just little children without the ability to express what is deep inside. Often the feeling, frustrations and emotions within storm out in bad behavior. Good luck. Sharon [/QUOTE]
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