INDIVIDUAL STUDENT FBA / BIP TEMPLATE

WITH EXPLANATIONS

Competing Behavior Pathway:

Student Strengths
5) Desired Behavior 6) Reinforcing Consequences
Identify strengths, This is the behavior we are looking for; the This is what students who demonstrate this
interests, behavior which meets the school-wide expectation. behavior are earning.
activities/items that 
are reinforcers for the
student.

4) Setting Event 2) Trigger/ 1) Target Problem 3) Maintaining 8) Function

Antecedent Behavior Consequence
Common functions:
Setting Events –
indirectly “set-up” Antecedents - occur Definitions of Examine what happens Obtain/ Access :
the problem behavior immediately before behaviors need to be: right after the problem  Peer attention
by making the and act as “triggers” Observable: The behavior. What is  Adult attention
problem behavior for problem behavior. behavior is an action happening that is  Desired activity
more likely to occur. Antecedents will that can be seen. reinforcing the problem  Desired object/
Examining when the usually be absent Measurable: The behavior? A reinforcer items
problem behavior when the problem behavior can be is an item, activity or Avoid/ Escape:
does not occur may behavior does not counted or timed. event that follows a  Difficult Task
give clues about  occur. Note: these  Defined so clearly that  behavior and results in   Boring Task
setting events. can also be described a person unfamiliar an INCREASE in that  Easy Task
in observable and with the student could behavior.  Physical
measurable terms recognize the behavior demands
without any doubts.  Non-
preferred
activity
 Peer or Adult
attention

7) Replacement Behavior
 Does replacement behavior
serve same function as
problem behavior?
 Is replacement behavior
easier to do than problem
behavior?
 Is the replacement
behavior a step toward the
desired behavior and
obtainable for the student.
 The goal is to shape
student behavior toward
the desired behavior.
_

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IL-PBIS Network 2009. Adapted from R. Horner March, 2008, C. Anderson, July 2007 from Todd, Horner, Sugai, & Colvin, 1999, Educational and Community Supports. University of Oregon, Revised 11.09 Buffalo Public Schools

FBA/BIP Template Milwaukee Public Schools Office of Academics Rev. 09.6.11, Illinois PBIS Network
 1. Brainstorm possible elements of behavior support, to neutralize setting events and/or make problem behavior irrelevant, inefficient and
ineffective. 2. Select strategies that are contextually appropriate for final plan and list them below. Try to have one or more strategies for
each section. Multiple stakeholders should share in implementing the strategies (i.e. not just the classroom teacher).
Teaching/Instructional
Setting Event Strategies Antecedent Strategies Consequence Strategies
Strategies
Identify strategies which create Identify strategies which Identify teaching strategies Identify strategies to help make
neutralizing routines that eliminate or alter the which help make the problem problem behavior ineffective, by
diminish the effects of setting antecedent (trigger) so student behavior inefficient. reinforcing both the replacement &
events that have already will no longer need to use Strategies should teach a desired behaviors AND minimizing
occurred. Neutralizing problem behavior. The functionally-equivalent reinforcement for problem behavior.
routines act as “separating BEST modifications directly replacement behavior that is
events” that occur between the address the identified easier to perform than the When the student engages in the
setting event and the triggering antecedent and the function of problem behavior, while also replacement behavior, provide the
antecedent. These routines or the problem behavior. teaching the desired student with an outcome that
strategies should function to Strategies to eliminate triggers behavior/skill. matches the FUNCTION of the
eliminate or neutralize the help to make the problem Develop an observable problem behavior.
effects of the setting events, so behavior irrelevant. definition of the replacement It is extremely important that the
they have less impact. behavior. Identify and teach replacement behavior is reinforced:
examples & non-examples of immediately and consistently. This
HOW and WHEN to use the is necessary for the replacement
replacement behavior. Provide behavior to successfully compete
multiple opportunities to with the problem behavior.
review & practice the
replacement behavior
throughout the day. The CICO
intervention provides this
opportunity.

IL-PBIS Network 2009. Adapted from R. Horner March, 2008, C. Anderson, July 2007 from Todd, Horner, Sugai, & Colvin, 1999, Educational and Community Supports. University of Oregon, Revised 11.09 Buffalo Public Schools

FBA/BIP Template Milwaukee Public Schools Office of Academics Rev. 09.6.11, Illinois PBIS Network