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BICM Certification Training. Part 3 February 26, 2003. Welcome. Who we Are Today’s agenda What we will accomplish. The role of the BICM at the Point of the BIP. The BICM and the BIP. Develop a BIP meeting all criteria. Facilitate implementation of the BIP.

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Bicm certification training l.jpg

BICM Certification Training

Part 3

February 26, 2003

Welcome l.jpg

  • Who we Are

  • Today’s agenda

  • What we will accomplish

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The role of the BICM at the Point of the BIP

  • The BICM and the BIP

  • Develop a BIP meeting all criteria

  • Facilitate implementation of the BIP

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Replacement Behavior orAdaptive Behavior

  • Teach the child alternative behaviors that produce the same consequence (or serve the same function) as the inappropriate behaviors


  • Teach the child behaviors.

    Adaptive behaviors (e.g. self-management or relaxation techniques) that reduce negative states that promote the display of inappropriate behaviors

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Considerations and Caveats

  • Do not select an alternative response that is non-behavior. (aka Dead-man principle)

  • Communication Hypothesis-

    Consider the student’s current level of receptive and impressive communication, and how to facilitate better communication skills.

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Considerations and Caveats

  • Compatible versus Incompatible Responses- e.g. singing versus walking down street with hands in pocket as a replacement for self-hitting

  • The “100% Rule”

    Look at the amount of time and number of opportunities. If rule cannot be met, consider multiple alternative response

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Considerations and Caveats

  • Task analysis of the desired behavior

    Determine realistic expectations

  • Shaping and chaining behaviors

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Intervention/Environmental Modifications

  • Modify the items you can control

  • Provide a “no fail” plan that includes creative ideas

  • Time, space, materials, instructions

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  • Schedule time ( i.e. Reduced on-task), different recess, lunch

  • Reduced day

  • Using a timer

  • Change the routine

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  • Physical setting of classroom

  • Seating changes, group and individual

  • Noise level

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  • Modify curriculum, make meaningful

  • How curriculum is presented

  • Needs to address student’s independent level

  • Providing choice

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  • Limit group participation

  • Voice changes

  • Staff proximity

  • Need for 1:1

  • Providing choice

  • Cues

  • Positive praise

  • Adult relationship

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Considerations for Instructional Strategies

  • Shaping and chaining of behavior

  • Direct instruction or modeling

  • Individual or group settings

  • Opportunities for practice and feedback

  • Use of a identified and proven curriculum

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Considerations for Reinforcement Strategies

1. Frequency, immediacy, variety, and magnitude of reinforcement

2. Schedules of Reinforcement

  • Response-based versus Time-based

  • Fixed versus Variable

    3. Type of Reinforcement

    4. If possible, should be the same as what was reinforcing the inappropriate behavior.

    5. Should also be sufficient to offset the reinforcement received from undesired behavior

    6. Do not satiate. Have a continuous state of desire to obtain reinforcement

    7. Natural reinforcement

    8. Use of reinforcement systems


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What do you do when the behavior occurs again?

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  • Crisis behavior is part of a chain or behavior

  • GOAL: interrupt the behavior chain to prevent the problem behavior from escalation

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Levels of Reactive Intervention/Behavior Escalation

  • Early

  • MidLine

  • Bottom Line

  • Emergency

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Levels of Behavior Escalation

Stage 1: Early


  • Setting, Environment

  • Events that occur in and out of school can trigger behavior

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Levels of Reactive Intervention

Stage 1: Early

  • Ignore the problem behavior

  • Verbally or physically redirect the student

  • Provide the student with feedback (e.g. “Your talking to loudly”)

  • Acknowledge the message of the behavior (e.g. “You are having a hard time with your work”)

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Levels of Behavior Escalation

Stage 2: Midline

  • Agitation

  • Appropriate responses at this level may stop behavior escalation at this stage

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Levels of Reactive Intervention

Stage 2: Midline

  • Provide a negative consequence(“thinking time”)

  • Implement age-appropriate negative consequences (e.g. Loss of privileges)

  • Utilize De-escalation techniques

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De-escalation Strategies

  • Implement relaxation techniques

  • Provide a “cool off” space to prevent further escalation

  • Maintain a soft,low toned voice and demeanor

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Levels of Behavior Escalation

Stage 3: Bottom Line

  • Acceleration

    • Triggers  agitation  acceleration

    • The student is becoming less in control of his/her behavior

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Levels of Reactive Intervention

Stage 3: Bottom Line

  • Make a phone call home to the students guardian

  • Send the student to the Principal’s office

  • Call the Probation Officer

    *The “Bottom Line” will not be the same for every student

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Techniques to Keep in Mind During the Bottom Line/Acceleration Level

  • Provide more space

  • Assess the need for assistance

  • Maintain a calm demeanor

  • Mentally review the emergency plan

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Levels of Behavior Escalation Line/Acceleration Level

Stage 4: Emergency

A “behavioral emergency” is the demonstration of a serious behavior

  • Self-injurious behaviors

  • Assaultive behaviors

  • Behaviors that cause serious property damage

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Levels of Reactive Intervention Line/Acceleration Level

Stage 4: Emergency

  • The team mustdocument a “crisis” plan

  • The “crisis plan” must be implemented among all staff who are involved with the student

    *A CPI certified employee can only conduct physical rest

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Prohibited Interventions Line/Acceleration Level

1. Any intervention designed to or likely to cause physical pain

2. Releasing toxic or unpleasant sprays to the students face

3. Any intervention that denies adequate sleep, food, shelter, etc.

4. Interventions that may result in verbal abuse, ridicule, sarcasm or humiliation

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Prohibited Interventions Line/Acceleration Level(Continued)

5. Use of any device which may immobilize all four extremities (prone containment may be used by CPI trained personnel as a limited emergency intervention)

6. Locked seclusion

7. Any intervention that precludes adequate supervision of the student

8. Deprivation of one or more of the student’s senses

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Safe Strategies for Managing Individual Emergencies Line/Acceleration Level

1. Planning for behavioral emergencies:

  • Crisis plan

    2. During the behavioral emergency:

  • Removal of student who is in crisis

    3. After the behavioral emergency:

  • Repeated instances of crisis behavior should serve as a red flag that things need to be done differently

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Revisions not requiring an IEP Line/Acceleration Level

  • Phasing out reinforces

  • Changing schedule

  • Use of different materials (e.g. visual clock)

  • Change preferential seating

  • Forms of communication among team members (via phone,e-mail,documentation, etc.)

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Criteria for Discontinuing/Revising BIP Line/Acceleration Level

  • IEP goal must be met for discontinuation of BIP

  • Revise the BIP as needed (if the intervention does not work, try something else).

  • Document progress by utilizing behavior tracking charts

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Frequency of Consultation to be Provided by the BICM Line/Acceleration Level

  • Document frequency and form of consultation (e.g. weekly check-in team meetings, etc.)

  • Document all involved individuals (e.g. weekly check-in team meetings, etc.)

  • Document all involved individuals

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Implementation of Behavior Intervention Plan Line/Acceleration Level

  • Realistic expectations

  • Teacher and parents need to be on board

  • Demonstrate the behavior plan

  • Reinforce the teacher and staff