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COMPONENTS OF A BIP. Preventing behaviors Teaching functionally equivalent, appropriate behaviors. IMPLEMENTING INTERVENTION PLAN. Contextual fit of behavior plans * Characteristics of person for whom the plan is designed * Persons who are implementing plan

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components of a bip

COMPONENTS OF A BIP

Preventing behaviors

Teaching functionally equivalent,

appropriate behaviors

implementing intervention plan

IMPLEMENTING INTERVENTION PLAN

Contextual fit of behavior plans

* Characteristics of person for whom the plan

is designed

* Persons who are implementing plan

* Actual physical environment

implementing intervention plan3
IMPLEMENTING INTERVENTION PLAN
  • Positive supports
  • In determining which intervention:
    • Would intervention have any effect on child beyond this behavior
    • Would a decrease in this behavior result in an increase/decrease in other behaviors
expanded a b c model
EXPANDED A-B-C MODEL
  • Focus on
    • How to manipulate or change antecedents
    • How to teach proactive skills to the child
    • How to manipulate the consequences
child skills
CHILD SKILLS
  • Many skills can be taught in proactive manner to child
    • Functional communication training
      • Type of training will depend upon individual
      • Response taught must be functionally equivalent
      • Taught around functions
      • May be non-verbal or verbal
      • Systems must be accessible
      • Provide practice in natural settings
child skills6
CHILD SKILLS
  • Other skills:
    • Curriculum based
    • Social skills
    • Teach waiting skills
    • Teach replacement skills
child skills7
CHILD SKILLS
  • Other skills
    • Self control/self regulation
      • Strategies
        • High probability request sequence
        • Tolerance for delay of reinforcement
        • Collaboration
        • Preferred item as a distracter
manipulating antecendents circumstances
MANIPULATING ANTECENDENTS-CIRCUMSTANCES
  • What circumstances/context can be changed
    • Classroom
    • Environmental factors
    • Tasks
    • Communication level of teachers/peers
    • Social setting of the classroom
    • Routines and structure
manipulatingantecedents circumstances
MANIPULATINGANTECEDENTS- CIRCUMSTANCES
  • What circumstances can be changed
    • Developmentally appropriate curriculum tasks
    • Setting events (knowledge of)
    • Schedules
manipulating consequences
MANIPULATING CONSEQUENCES
  • Reinforcement and maintenance of behavior
    • Positive consequences are for teaching
    • Negative consequences are for stopping inappropriate behavior
develop reinforcement plan
DEVELOP REINFORCEMENT PLAN
  • Identify what rewards and reinforcers will be used
    • Tool: Preference Profile
    • Reward student frequently
    • Reward approximations
    • Keep reinforcers varied
    • Use more positive than negative consequences
develop reinforcement plan12
DEVELOP REINFORCEMENT PLAN
  • Contingency management
    • Analyze context and function
    • Reschedule to avoid problem contexts
    • Increase level of engagement
    • Catch child being good
    • Teach functionally equivalent social and communication responses
what if behaviors continue
WHAT IF BEHAVIORS CONTINUE
  • Most will be eliminated following positive programming. Some may continue:
    • Natural consequences are best
    • Any negative consequence, including time out, needs to be documented and agreed upon in IEP
final thoughts
FINAL THOUGHTS
  • Assessment is an ongoing process
  • Prevention is best cure for challenging behaviors
crisis management
CRISIS MANAGEMENT
  • Goals:
    • Keep the student and staff safe
    • Stop the behavior
  • Not Goals:
    • Punish the student
    • Express adult anger
crisis management cont
CRISIS MANAGEMENT (CONT.)
  • Methods
    • Prevent the crisis
    • Remove the student if possible-avoid physical confrontation
    • Remove the other students or prevent access to harmful item
    • Be concerned about people, not stuff
    • Re-direct if possible
    • Use stimulus change events