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WELCOME

WELCOME. PLEASE SIT IN TEAMS! Small groups of 3 to 4 people Sit with your building peers (as well as you can) Be sure to sign in Take a packet of materials designated for your assignment level (either Secondary or Elementary). HOW TO CREATE A BIP: SOUP TO NUTS. October 23, 2013

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WELCOME

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  1. WELCOME PLEASE SIT IN TEAMS! Small groups of 3 to 4 people Sit with your building peers (as well as you can) Be sure to sign in Take a packet of materials designated for your assignment level (either Secondary or Elementary)

  2. HOW TO CREATE A BIP:SOUP TO NUTS October 23, 2013 ELEMENTARY: Brianna Olsen & Cathy Huttner SECONDARY: Gina Norton

  3. AGENDA 1. Housekeeping MOCK FBA Review BIP development FBA Progress Monitoring – The Final Frontier!

  4. When do we need to develop an FBA? • The student exhibits persistent behaviors that impede his or her learning or that of others, despite consistently implemented school-wide or classroom-wide interventions • The student’s IEP indicates behaviors that impede his or her learning or that of others • The student exhibits behavior that places the student or others at risk of harm or injury • The student is being referred to the CSE due to behaviors concerns

  5. When do we need to develop an FBA? • The CSE is considering more restrictive programs or placements as a result of the student’s behavior • The student has a high number of office referrals, in-school suspension, and/or out-of-school suspension • If the manifestation team determines that the conduct was a manifestation of the student’s disability, an FBA will be conducted • When should FBA’s be completed? • A new OR updated FBA and BIP should theoretically be completed by the first week in November for every student who meets one of the above requirements

  6. NOVEMBER 1STTASKS AND TIMELINES • NEW FBA/BIP – Tasks and timelines • UPDATED FBA/BIP – Tasks and timelines These are in your previous handout packet from last PD AND on the website

  7. Changes??? ALWAYS! FORMS HAVE BEEN UPDATED BASED ON YOUR FEEDBACK FROM LAST YEARCHECK THE WEBSITE FOR MOST CURRENT VERSIONS OF ALL FORMS Out with the (barely) old…. In with the new… Now use ABC data to determine function New FBA planning worksheet includes Prior Written Notice, 60 day time line, etc. Now using IEP Direct forms Saving documents in shared drive – HOPEFULLY NO GLITCHES! • No more required MAS • Old FBA planning worksheet now revised • Consent Process • Saving documents in the shared drive – GLITCHES!

  8. Why this workshop? Because YOU asked for it

  9. New Stuff Review today… Your handout packet includes NEW stuff! What a surprise! NEW Planning Worksheet NEWFBA Consent process (step-by-step directions for IEP students) NEW directions for saving documents to the shared drive This year ALL FBA/BIP documents need to be done as WEB-BASED documents. No more HARD COPIES! And don’t forget…..

  10. Today as a team… Using a MOCK FBA created at the last training: • MOCK FBA (in packet) • Blank BIP form (in packet) • Setting Event strategies • Antecedent Event strategies • Alternate Behavior strategies • Consequence strategies You will develop…

  11. MOCK FBA REVIEW • With your small team READ and DISCUSS the MOCK FBA • Reach consensus on a “Replacement Behavior” – it’s an acceptable “half way point” that serves the same function as the target behavior • Generate possible ideas for BIP interventions using the last section of the FBA TAKE 15 minutes and complete these two tasks Need help? PUT UP RED PAPER Need more time? Yellow Paper All done? Green Paper

  12. ONWARD TO THE BIP!

  13. Setting Events • Setting events are those aspects of a person’s environment or daily routines that do not necessarily happen immediately before or after the target behavior, but still affect whether or target behavior occurs • Modify environmental, social, physiological events that increase the likelihood that an antecedent event will trigger the target behavior • Examples of setting events: medications, medical or physical problems, sleep cycles, eating routines and diet, daily schedule, number of people around the student (large group, small group, 1:1), staffing patterns and interactions TASK NUMBER ONE DEVELOP 3 TO 4 SETTING EVENT STRATEGIES SHARE OUT WITH LARGE GROUP

  14. Antecedent • Antecedents are considered predictors of a target behavior. Antecedents occur before the target behavior and often “trigger” the target behavior. • Time of day, activity, location, people around the student… What was happening immediately before the target behavior occurred? TASK NUMBER TWO DEVELOP 3 TO 4 ANTECEDENT EVENT STRATEGIES SHARE OUT WITH LARGE GROUP

  15. TEACHING STRATEGIES There are three approaches to teaching alternative skills: • Replacement Skills – one to one replacement skills that serve the same FUNCTION of the target behavior • General Skills – Broad skills that alter problem situations and prevent the need for the target behavior • Coping Skills – Skills that teach students to cope with or tolerate difficult situations TASK NUMBER THREE DEVELOP 3 TO 4 ALTERNATE BEHAVIOR STRATEGIES SHARE OUT WITH LARGE GROUP

  16. Consequence Strategies • How should staff react when the student engages in the target behavior? • How should staff react when the student engages in the replacement behavior? • What is maintaining the behavior? • What is the function of the behavior? TASK NUMBER FOUR DEVELOP 3 TO 4 CONSEQUENCE STRATEGIES SHARE OUT WITH LARGE GROUP

  17. Progress MonitoringThe next chapter • Progress Monitoring is a method of tracking results after a target is chosen, a baseline is established and an intervention started • You can Progress Monitor many things, • for example, in an educational • setting… • An IEP goal or • An FBA target Behavior Let’s boldly go where no one has gone before

  18. What do I progress monitor? Target Behavior • The behavior you are measuring is the SAME behavior selected for the FBA… which is the SAME behavior addressed in the BIP. • Develop a goal • Use the SAME measurement (frequency, duration, latency, time sampling) Compare “apples to apples”

  19. What do I progress monitor? Get it? REPLACE a light bulb??? REPLACE a behavior?? Replacement Behavior • Determine if the child is using the skills being taught to him/her – is this working? • Helps to determine if the teaching strategies are effective – is this working? • We want to see an increase in the replacement behavior /decrease in the target behavior – is this working?

  20. How OFTEN do I progress monitor? Low frequency/high intensity behaviors should be documented when they occur High frequency behaviors can be measured 1-3 times per week during a specified observation time All behaviors that warrant an incident report will be documented (safety concerns)

  21. MORE PD TO COME ON PROGRESS MONITORINGbut for now…..

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