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I enjoyed the video that was associated to this weeks topic. I found myself thinking about some of my students that have behaviors and began categorizing them by the intent of their behaviors. BIPs seem like they are a useful tool, but I began thinking about what would an administrator do if there were teachers not properly following the plan as it is outlined. This action is more detrimental for the students academic success.

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I felt it was interesting to see the "other side of the coin," so to speak, with BIPs. Most of my experience with a BIP is the implementation of the modified instruction during class after the SPED teacher has come up with and written the plan. It was an eye-opening experience for me to see all of the work that goes into that process of evaluating the behavior and crafting the plan. 

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I felt it was interesting to see the "other side of the coin," so to speak, with BIPs. Most of my experience with a BIP is the implementation of the modified instruction during class after the SPED teacher has come up with and written the plan. It was an eye-opening experience for me to see all of the work that goes into that process of evaluating the behavior and crafting the plan. 

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The information shared this week in regards to FBA and BIPs isn't something I have been exposed to. Learning about FBAs it was encouraging to know it is designed as an intervention that will help the student learn a more acceptable way to get what he or she wants once the teacher determines what the cause of the challenging behavior is. I also liked the ABCs because I was able to think about a few students who I could potentially benefit from what I've learned this week.

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I work at the John Boner Neighborhood Centers as a site-coordinator for the EDGE after school program at Harshman Middle School in Indianapolis, we focus on restorative practices and trauma informed care. I was concerned at first with the terms being used like punishment. I do appreciate the FBA and BIPS. I believe these are very helpful to help figure out what is happening with the student to help them individually. One size does not fit all for students. We are currently trying to implement behavior plans for individual students but we do not have to fill any paperwork out.

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An "ah-ha" moment for me would be the ABC analysis and the overall discussion on FBAs and BIPs. I never heard of any of these before so learning more about them was very informing. I really liked that we all discussed if we had our own experiences with it and it was interesting how not that many people did. I think it would be nice to learn more on positive and negative reinforcement. Also the video of the little girl and teacher was so intriguing to watch.

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This is very timely and interesting.  We just completed a daylong PD at work in regards to FBA and BIPS.  I turns out that many of our students with IEPs had an FBA or BIP and it wasn't done correctly.  Many of the teachers that have been teaching for years had no idea on how to properly create a BIP or FBP.  We are fortunate that our school psychologist is somewhat of an expert in the are and is assisting all of us in creating/updating student records.  Many students can benefit from having a  BIP or FBP and students do not have to be SPED in order to have these.  The hardest part is engaging the student and parents to help create and meet the goals.

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These research based methods are obviously successful when implemented with fidelity. Many students could benefit from FBA/BIPs but there are many many obstacles in the way of implementing this process. I believe my school district has only 1 or 2 behavior specialists for all5 schools. Seeing the process first hand this semester, I contacted the behavior specialist in August and have still never met her but have invited her to observe the student in the question. No one has been into my room to observe her in fact. I have made contact with parents, be in constant contact her TOR and counselor and they are documenting everything and in the process of development a BIP but I just don't think it is fast enough. I worry that the student in question will fall through the crack once she is no longer in class after December. I don't blame the other adults involved either as their case loads are much larger than they should be. It is so frustrating to know what is right for students but to be denied the resources to provide it.

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An "ah-ha" moment for me was hearing the responses from my classmates. Before viewing the responses I assumed that a lot of people would have experience with BIPs and FBAs because they work in schools but it seemed that most people hadn't had much formal experience. It may not be an "ah-ha" moment but it was definitely interesting to me. It makes me wonder if schools are properly utilizing them. Perhaps there are not many students that need them.

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I've learned about positive/negative reinforcement/punishment and extinction in other classes, but not connected with FBA/BIP.  I liked the live videos in combination with the corresponding documentation tools and the explanations by the professor.  I feel somewhat able to document behaviors but of course more training would be preferable.  I feel more able to locate resources by knowing the relevant terminology.

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I have actually completed an ABC analysis on a student without being told what it stood for or what the purpose was. I was told to work with a child that had a large range of positive and negative behaviors and I was chosen, because he responded well to me. I was told to record what he did, the time, what he was doing at the time, what happened before he did the behavior and what I did to try to correct it or redirect him. It was really weird to me at the time, but I had to keep track for a week. Looking back now, I can see how that data is useful. Also, because I was the one tracking the data, I'm now supposed to be on the team as we design an IEP for him, which is a little uncomfortable for me, as he is so young.

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I had heard of FBAs before this week and course but I had not yet heard and learned about Behavioral Intervention Plan. After the reading I asked a special education instructor and my supervisor if they could explain to me major differences between the FBAs and BIPs. My supervisor told me that the FBA is like the process of cooking and the BIP was the meal. She just explained to me that without one you can not have the other. The food analog helped lock and seal FBAs and BIPs in my head. I think my aha moment is just that there is a lot of the behind the scene work in creating IEPs. Having solid partnership between special education staff and guidance staff with open lines of communication should make both departments so much happier and efficient.

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I actually had never heard of FBAs or BIPs before so this whole unit was new to me. I knew that there were surely things teachers did to calm bad behavior, but I never realized there was a process. I would really like to learn more about how to handle poor behavior.

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I have only seen 1 FBA in process. All of our students have FBAs and BIPs The BIP is, to me very valuable. The biggest problem is consistency of follow through. The IRIS video was a little confusing to me and frustrating to me because it seemed like there was a lot of deficit language in it. There was also a lot of discussion of punishment and not a lot of positive change happens when punishment is used.

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I have not (yet) had much experience with FBA and BIP. The information that was shared I have heard of or about before. The ABC's are easy to follow to list what the behaviors are and the things leading up to and after that behavior. I do hope to sit in on the actual process of an FBA and BIP.

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I liked that the readings touched based on the importance of replacement behaviors. All too often we reprimand a student for misbehaving but fail to remind them specifically what they did and what they could do instead. I feel like this is important for all students not just students who struggle to control themselves and follow rules. It’s somethijg that I need to keep in mind for my daily proutines with students.

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I appreciate being able to read about all of the specifics behind a BIP and FBA. I will say that I have sat in many IEP meetings and have heard them go over the BIP but never realized that was what it was until now after going through the module. Since it is apart of the IEP I guess I never noticed them saying specifically that this the BIP we are going over now.

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I have never worked with the actual creation of these plans, but reading the articles, I think maybe teachers should actually be involved with creating it, or at least have some say so. We are the ones with that child and know what will work and what also won't work. I definitely love how many of us agreed that relationships are important in which it does factor/influence the child's behavior in many situations.

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I've never worked with a student with an BIP or helped create and FBA. Many of the steps and the ABC seems similar to behavior chart systems I've used in the past. I found the readings this week interesting, especially the focus on looking for the cause of the behavior and how you are trying to replace the undesired behavior with another behavior that helps to accomplish the same goal. I liked the focus on the positive instead of the negative aspect of the examples given also.

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I appreciated that this module focused on the importance of determining the function of behaviors. In the self-contained ED classroom I work in, we have behavior charts for all of the students where we mark what caused the behavior, any behaviors that the student exhibited, and how staff responded - it's neat to see that we have been using a version of an ABC chart to better understand the functions of our students' behaviors.