ERC NEWSLETTER
FEBRUARY 2025
Hello WCSD#1 Families!
Welcome to February! Hope you are all staying warm out there. This month our focus is on Functional Behavioral Assessments (FBA). We are going to dive into what a Functional Behavioral Assessment is and find out when should your student participate in this assessment.
What is a Functional Behavioral Assessment? It is a process used to gather information and data about a student's behavior to understand WHY they are exhibiting certain actions.
When should my student participate in this assessment?
1. When Behavior Significantly Impacts Learning
- The student's behavior consistently interferes with their own learning
- The behavior disrupts other students' learning opportunities
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Academic performance is declining due to behavioral challenges
2. When Initial Interventions Aren't Working
3. Specific Behavioral Triggers
- Pattern of escalating behaviors
- Sudden changes in behavior
- Consistently problematic behaviors in specific settings/situations
4. Before Considering More Restrictive Placements
5. Following Disciplinary Actions
6. When Safety is a Concern
7. Parent/Teacher Request
Remember: The goal of an FBA is to understand WHY the behavior is occurring. Then the team can develop appropriate, effective interventions through a Behavior Intervention Plan (BIP).
What is a Behavior Intervention Plan (BIP)? It is a written plan designed to address and improve challenging behaviors in a student, by identifying the root cause of the behavior, outlining strategies to change it, and teaching alternative, appropriate behaviors to replace the problematic ones. The plan is based off of the data from the FBA.
The BIP is a clear plan for both the student and the staff that includes the following elements:
- Specific strategies based on behavioral function
- Prevention of Target Behaviors
- Teaching Replacement Behaviors
- Response Protocol
- Clear steps for staff response to behaviors
- Consistent consequences and rewards aligned with function
- Crisis intervention procedures if needed
- De-escalation strategies
- Progress Monitoring System
- Staff Support & Communication
- Clear roles and responsibilities
- Training needs identified
- Communication protocols between team members
- Home-school communication plan
- Student Self-Management Supports
REMEMBER, a BIP is designed to reduce challenging behaviors through teaching replacement skills, implementing consistent preventative measures, and providing appropriate responses while ensuring student success through coordinated team effort.
As always, feel reach to reach out to myself and/or any of the ERC team members if you have any questions.
Ryan R. Clark<><<
Special Education Director
Washakie County School District #1
When it comes to conducting a functional behavior assessment (FBA), it is essential to have qualified professionals who possess the necessary expertise and knowledge in behavior analysis. The process of conducting an FBA involves a systematic approach to understanding and addressing challenging behaviors in individuals with developmental delays or diagnosis.
Qualified Professionals
A variety of qualified professionals can conduct an FBA. These professionals may include:
- Board Certified Behavior Analysts (BCBAs): BCBAs are individuals who have obtained certification through the Behavior Analyst Certification Board. They have undergone rigorous training and possess the skills and knowledge necessary to conduct FBAs and develop behavior intervention plans (BIPs) tailored to individual needs.
- Licensed Psychologists: Psychologists with expertise in behavior analysis can also conduct FBAs. They have a deep understanding of behavioral principles and can provide valuable insights into the assessment process.
- Special Education Teachers: Special education teachers who have received training in behavior analysis may also conduct FBAs as part of their role in developing individualized education programs (IEPs) for students with autism and other developmental disorders.
- School Counselors: School counselors are trained to understand the underlying reasons behind challenging behaviors, which is crucial for a successful FBA.
It is important to ensure that the professional conducting the FBA has the appropriate credentials, experience, and knowledge in behavior analysis to ensure accurate assessment and effective intervention.
Once an FBA has been conducted and the underlying causes of challenging behaviors have been identified, it is essential to develop and implement a behavior intervention plan. This plan outlines strategies and techniques to address the behavior, as well as a system for monitoring progress.
Strategies and Techniques
To effectively address challenging behaviors, a range of strategies and techniques can be employed. These strategies are tailored to the specific needs and goals of the individual, and may include:
- Positive Reinforcement: Positive reinforcement is a widely used technique that involves providing rewards or incentives to reinforce desired behaviors. This can include verbal praise, tokens, or access to preferred activities or items. Positive reinforcement has been shown to be effective in promoting behavior change in individuals.
- Visual Supports: Visual supports, such as visual schedules, social stories, and visual cues, can help individuals with behavior concerns better understand expectations and routines. Visual supports provide clear and predictable information, which can reduce anxiety and support appropriate behavior.
- Prompting and Fading: Prompting involves providing cues or assistance to help individuals perform a specific behavior. Prompting can be gradually faded over time to promote independent behavior. This technique helps individuals learn and generalize new skills.
- Functional Communication Training: Functional Communication Training focuses on teaching individuals alternative, appropriate ways to communicate their needs and desires. This can reduce the occurrence of problem behaviors that stem from communication difficulties.
Data collection is paramount for assessing the effectiveness of a BIP.
Consistent monitoring of the child’s behavior provides valuable insights into whether the chosen strategies are yielding the desired outcomes.
Analyzing this data allows for adjustments to the BIP if needed. Are the antecedent strategies effectively preventing the behavior? Are the consequence strategies reinforcing the desired replacement behaviors?
A successful Behavior Intervention Plan is not a static document. It should be viewed as a work in progress, constantly evolving to meet the individual’s changing needs and ensure progress toward their goals.
Specific, Measurable Goals
Measurable goals are the cornerstone of any effective BIP. These goals serve as clear targets, guiding the intervention strategies and allowing the team to objectively assess progress. For instance, instead of stating "improve classroom participation," a measurable goal might be "raise their hand quietly and wait to be called upon at least three times during each group activity."
Defining specific behaviors, conditions, and criteria for success ensures that everyone involved understands what is being measured and how improvement will be determined. This clarity is essential for maintaining consistent implementation and evaluating the impact of the chosen strategies.
Remember that goals should be ambitious yet attainable, providing the student with opportunities for positive reinforcement and a sense of accomplishment. By breaking down larger objectives into smaller, achievable steps, the BIP fosters a sense of progress and motivates the student to continue working towards positive behavior change.
Data Collection Methods
Data collection plays a vital role in monitoring the effectiveness of the BIP. It allows the team to track the frequency, duration, and intensity of the target behavior, as well as the occurrence of the desired replacement behaviors. This data provides valuable feedback on the effectiveness of the chosen strategies.
Various methods can be employed for data collection, depending on the nature of the target behavior and the resources available. Frequency recording, duration recording, and interval recording are common methods used in BIPs. Additionally, notes and observations from teachers, therapists, and parents provide valuable qualitative data.
The baseline data collected during the functional behavior assessment serves as a point of comparison, allowing the team to evaluate whether the interventions are leading to positive changes in the student's behavior. Regular data analysis is crucial for making informed decisions about adjusting the BIP and ensuring progress.
Prepare for your student's next IEP by putting your thoughts and ideas into this new form.
- Form will come in the mail with IEP meeting notice.
- OR, click below to get the digital version.
- Bring it to your next IEP meeting with your notes and to take notes.
- It's yours to keep once the meeting is done and you can compare notes with the finalized IEP.
- Do you have suggestions about the form? Email or call us!
rclark@washakie1.com / 307-347-2435
CLICK LINK BELOW TO CHECK IT OUT!
WDE PARENT HUB
This will get parents links to an abundance of resources in the great state of Wyoming, including Special Education.
For more info click here https://edu.wyoming.gov/parents/
WDE SPECIAL EDUCATION PORTAL
Special education (SPED) programs provide students with disabilities with the support they need to learn and thrive in school and beyond. Click on the below tiles to learn more about these programs.
Dispute Resolution
Vision Outreach
Monitoring
Deaf & Hard of Hearing
Parent Resources
The Project WIN website provides information on special education resources, evidence-based instructional practices, professional development and events to educators, families and other agencies.
John Balow
Special Education Programs Division Director
(307) 777-2870
Parent Information Center of WY
We help Wyoming families of children impacted by disabilities or special education needs (birth to 26), find their voice and effectively advocate as equal partners with schools.
For more info click here https://www.wpic.org/
Wyoming Institute for Disabilities
The Wyoming Institute for Disabilities (WIND) is an academic unit in the College of Health Sciences and a University Center for Excellence in Developmental Disabilities (UCEDD). WIND works to assist individuals with developmental disabilities, their families, professionals, and University of Wyoming students through education, training, community services, and early intervention. The Wyoming Institute for Disabilities envisions a Wyoming where all people can participate in everyday community life as they choose.
For more info click here https://www.uwyo.edu/wind/index.html
Wyoming Assistive Technology Resources
WATR is Wyoming's Assistive Technology Act program and a resource for all assistive technology (AT) needs in Wyoming. AT may be a device or solution that enhances an individual's ability to live, play, or work independently. AT can take the form of a device, tool, or adaptation that supports a person when participating in everyday activities and settings.
For more info click here: https://www.uwyo.edu/wind/watr/index.html
Wyoming Children's Law Center, INC
Need Help?
Our work encompasses local, statewide and tribal services at reduced cost or, for qualifying families, for free. Legal services include special education cases, guardianships, adoption, and juvenile assistance.
Our Family Tree services are non-legal and consist of mediation, parent education and supervised visits and exchanges.
The Youth Justice Coalition works within the communities of Wyoming to build relationships and generate positive solutions to the problems facing youth who have been in contact with the criminal justice system.
Our juvenile justice advocacy encompasses coordinating with local stakeholders to identify and implement juvenile justice reforms, working to make schools safer for everyone, and collecting data to make informed decisions to best advocate for the most vulnerable members of our society.
For more info click here: https://www.wyoclc.org/
STEAM SATURDAY AT WASHAKIE MUSEUM
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Saturday, February 8 | 10:00-11:30am
Grades K-8 - FREE
Have you ever wondered how computers communicate? Or how your clicks and commands are translated to digital signals?
Spend this Saturday at the Washakie Museum for a fun lesson on the Binary language and learn how to create your name in beads that only a few can decipher!
Sponsored by the Newell B. Sargent Foundation
STEAM Saturdays are monthly classes focused on engaging students in Science, Technology, Engineering, Art and Math (STEAM) topics. Each class includes a hands-on project. STEAM Saturdays are for ages 6 and up unless specified. These classes are held on a first come, first served basis. Up to 25 student spaces are available for each class. STEAM Saturdays are free for participants and funded by a generous grant from the Newell B. Sargent Foundation.
Classes begin at 10:00am and will end by 11:30am, unless specified. Parents are required to sign each child in and out.
Contact: Museum Educator, Angela Reddick at educator@washakiemuseum.org or 307-347-4102.
Visit the Washakie County Library for Events
Click here for info http://www.washakiecountylibrary.com/home.html
FREE WEBINAR: SIGN UP NOW!
STAR AUTISM asks you to Join their FREE webinar on February 25 to learn all about meaningful inclusion! We’ll share free resources and tools as we highlight strategies for inclusion success, solutions for measuring progress, and evidence-based practices for collaboratively facilitating inclusion for students.
“Making Inclusion Powerful”
This session is offered at two times:
February 25
1:30 pm (PST)/3:30 pm (CST)/4:30 pm (EST)
3:30 pm (PST)/5:30 pm (CST)/6:30 pm (EST)
After registering, you will receive a confirmation email containing information about joining the webinar.
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WCSD #1 Special Education