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Behavior Intervention Plans

Behavior Intervention Plans. Susanne Okey Winthrop University. Purpose of FBA’s and BIP’s. To gather the necessary information so that we can “develop effective strategies to address those behaviors that interfere with learning and threaten safety.”. FBA’s and BIP’s. A team effort. FBA’s.

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Behavior Intervention Plans

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  1. Behavior Intervention Plans Susanne Okey Winthrop University

  2. Purpose of FBA’s and BIP’s • To gather the necessary information so that we can “develop effective strategies to address those behaviors that interfere with learning and threaten safety.”

  3. FBA’s and BIP’s • A team effort

  4. FBA’s • Function of behavior • To gain something • To escape/avoid something • FBA determines the function of the target behavior

  5. FBA determines the context of the behavior • Settings • Conditions • Types of activities

  6. FBA results in an hypothesis regarding the function of the behavior • “When Adam is asked to complete word problems during math, he curses and throws his book on the floor.”

  7. After completing a FBA the team determined that the function of Adam’s behavior was to avoid the task by being sent to ISS. • The team also learned that Adam had difficulty with the language used in the math text book.

  8. Positive Behavior Support • Interventions based on teaching rather than controlling • Suppressing inappropriate behavior results in further attempts by student to meet his/her needs, usually in inappropriate ways • Teaching new, appropriate behaviors addresses the source and the problem

  9. BIP’s include strategies to: • Teach student more acceptable ways to get what he/she wants, e.g. Replacement behaviors • Decrease future occurrences of the misbehavior • Address repeated episodes of the misbehavior

  10. Replacement behaviors • Behaviors that serve the same function as the inappropriate behavior • Asking to be left alone • Using conflict resolution skills • Using instructional strategies • Tolerating delay • Using self-management techniques

  11. Decrease future occurrences • Setting events that make behavior more likely to occur • Physical arrangement of classroom • Management strategies • Seating arrangements • Sequence of academic instruction

  12. Decrease future occurrences • Manipulate antecedents • Teacher instructions • Instructional materials

  13. Decrease future occurrences • Manipulate consequences • Precise praise/feedback • Principles of reinforcement • DRO • Shaping (successive approximations) • Student contracts • Group motivational strategies

  14. Components of a BIP • Identify the function of the behavior • Select a replacement behavior • Design a teaching plan • Arrange the environment • Develop consequences for desired and undesired behavior • Write behavioral objectives

  15. Replacement behaviors • Make problem behavior • Irrelevant • Inefficient • Ineffective

  16. Selecting replacement behaviors • Problem: Attention seeking behavior • Effective interventions • Keep student from engaging in inappropriate behavior • Teach replacement behavior • Practice new behavior • Reinforce new behavior

  17. Behavior: • Anne pushes other girls on the playground. • Function of behavior: • She wants to play with them. • Replacement behavior??

  18. Selecting replacement behaviors • Problem: Escape/avoidance behaviors • Teach socially acceptable replacement behavior such as, asking for help, signals • Provide more appropriate assignments (curricular accommodations)

  19. Provide strategies and/or supports (instructional modifications) • Pair undesired activity with desired activity

  20. Behavior: • Sarah ignores teacher requests to participate in group discussions • Function of behavior: • Sarah does not want to look dumb in front of her friends • Replacement behavior?

  21. Positive interventions must: • Be aligned with assessment information • There is no “one size fits all” when it comes to replacement behaviors • Learning outcomes must be complemented by: • Teacher actions • Instructional materials • Monitoring systems

  22. Skill deficits • Performance deficits • Motivation • Discrimination

  23. Which intervention: • Aligns with function of behavior • Is most appropriate given student needs and present levels of performance • Directly teaches target behavior • Is least intrusive, least complex • Will change behavior quickly and easily • Unlikely to produce negative side effects

  24. Which intervention • Has evidence of effectiveness with targeted behavior • Is most acceptable to person responsible for implementation • Is most acceptable to student • Is most likely to promote replacement behavior that occurs and will be reinforced in natural environment • Has most system-wide support

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