Understanding High & Low-Incidence Disabilities, FBA, BIP, UDL, and DI
High-Incidence and Low-Incidence Disabilities
The terms high-incidence and low-incidence disabilities are sometimes used as categories of disabilities based on the prevalence, or number of individuals identified as having this disability.
- Disabilities that are often categorized as high-incidence include:
- Learning Disabilities
- Emotional/Behavioral Disorders
- Mild Intellectual Disability
- Developmental Delay
- Speech/Language Impairments (i.e., Communication Disorders)
Due to the significant increase in prevalence, Autism Spectrum Disorders is now also often considered a high-incidence disability. These categories make up between 90 and 95% of students with disabilities.
Low-Incidence Disabilities
- Sensory Impairments
- Vision Loss
- Hearing Loss
Functional Behavioral Assessment (FBA)
Functional Behavioral Assessment (FBA) is a person-centered, multi-method, problem-solving process that involves gathering information to:
- Measure student behaviors
- Determine why, where, and when a student uses these behaviors
- Identify the instructional, social, affective, cultural, environmental, and contextual variables that appear to lead to and maintain the behaviors
- Plan appropriate interventions that address the purposes the behaviors serve for students
Behavior Intervention Plan (BIP)
Based on the results of the FBA, a Behavior Intervention Plan (BIP) is created. Minimally it includes:
- Description of the problem behavior
- Hypothesis as to why behavior occurs
- Intervention strategies to implement to address the behavior
Evaluating the Behavior Plan
- Collect data on student behavior
- Decide whether or not the interventions selected have had a desired effect on the student
- Revise plan if necessary
ABC Analysis
When conducting an FBA, it is helpful to consider the ABCs:
- Antecedent: What happened before the behavior occurred or, in other words, what triggered the behavior?
- Behavior: Describe the behaviors in measurable and observable terms.
- Consequence: What were the consequences of the behavior?
Universal Design for Learning (UDL)
Universal Design for Learning (UDL) is built on the premise that:
- Learning differs across tasks
- Learning differs across development
- Learning differs across individuals
Examples:
- PowerPoints – Posted – Design (e.g., font size, contrast)
- Choice in final product for Children’s Literature
- Advanced organizer
- Preview vocabulary and clarification of terms
Elements of Differentiated Instruction (DI)
- Content: What is taught
- Process: How content is taught
- Product: How students demonstrate content mastery
- Affect: How students connect their thinking and feelings
- Learning Environment: How the classroom is designed and students are grouped
Difference Between DI and UDL
Both attempt to maximize the learning of all students by offering multiple ways to learn content or skills and to demonstrate that knowledge. Additionally, both emphasize learning environments that are engaging and utilize ongoing assessments to make adjustments to meet the instructional needs of students.
So what is the difference? The difference is in when and how changes are made to address the needs of students.