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Creating a behavior intervention plan

Creating a behavior intervention plan. Presenters: Kyla Weatherford, LSSP; Katherine Maddox, Ph.D., LSSP; & Teressa Feierabend , LSSP. When do I develop a bip ?.

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Creating a behavior intervention plan

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  1. Creating a behavior intervention plan Presenters: Kyla Weatherford, LSSP; Katherine Maddox, Ph.D., LSSP; & TeressaFeierabend, LSSP

  2. When do I develop a bip? • In the case of the student whose behavior impedes his or her learning or the learning of others, the ARD committee must consider: • The use of positive behavioral interventions and supports and B) Other strategies to address that behavior

  3. Student 1

  4. Choosing behaviors to target (i.e., Inappropriate Behaviors) for the BIP • How do you choose which problems to focus on when writing a BIP? • Prioritize! You cannot work on all problematic behaviors at once • It is usually best to address 2-3 of target behaviors in the BIP for the following reason • Choose the most significant behavior(s) which are creating the most severe problem(s) • You may have to let another bothersome behavior go while working on a more severe one. It’s ok. You can work on the others later. • Behaviors which are the most dangerous, disruptive, or frequent are good starting points

  5. Operationally Define Target Behavior • An operational definition describes the behavior in terms of what you see. • It is an explicit definition that two or more disinterested observers would be able to identify.

  6. why IS an operational definition necessary? • Three people will have three different ideas of what a “meltdown” is. To indicate “I want her to stop having meltdowns” doesn’t explain what a “meltdown” is. Therefore, the behaviors should be identified: hitting, kicking, cursing, and crying may all be occurring when the student is “having a meltdown,” but another person may consider whining, pouting, a curled lip, banging fists on the desk and refusal to work to be a meltdown.

  7. Non-OperationaL VS. Operational Definitions Non-Operational DefinitionOperational Definition • Is disruptive in class • Refuses to work • Says inappropriate things to other students • Runs away • Blurts out without being called upon when teacher is lecturing • Sits and puts his head down when asked to write • Says “You’re a retard.” • Runs out of the classroom

  8. Student 1 • Student 1 is a 10-year-old fifth grader who was referred for testing last year to determine if he is a student with an autism spectrum disorder. He was already identified as a student with a specific learning disability and speech impairment. He has a history of speech/language delays and academic difficulties. Cognitive testing demonstrated that the student’s overall IQ was in the 60s, and he actually qualified as ID. He did not qualify as a student with an ASD. He also has a history of ADHD and is on medication. Student 1’s behavior is very disruptive to the learning environment. He has a lot of sensory issues and social deficits.

  9. Off-task • Not working, not completing assignments • Continually asking if he can go to the resource room when in a gen. ed. class • Out of seat • Loud outbursts • Off-task • Not working, not completing assignments • Continually asking if he can go to the resource room when in a gen. ed. class • Out of seat • Loud outbursts Off-task Not working, not completing assignments Continually asking if he can go to the resource room when in a gen. ed. class Out of seat Loud outbursts Off-task Student 1 • Off task • Not working, not completing assignments • Continually asking if he can go to the resource room when in the gen. ed. classroom • Out of seat • Loud outbursts

  10. Replacement Behaviors • What is a replacement behavior? • It is the behavior you want the student to demonstrate rather than the behaviors he is currently demonstrating • Replacement behaviors should… • Be incompatible with the target behavior (behaviors cannot occur at the same time) • Example: • Target Behavior: • Sally is blurting out without being called upon when teacher is lecturing • Replacement Behavior • Sallie will raise her hand and wait for the teacher to call upon her to answer

  11. Complete Academic Assignments

  12. Avoidance of non-preferred or frustrating tasks

  13. Positive behavior supports If you have a recent psychological evaluation, as is the case here, look at the student’s Behavior/Social/Emotional PLAAFP at the end of the report and look at the recommendations. This will help you determine which positive behavior supports to use.

  14. Positive behavior supports: Student 1

  15. Positive behavior supports: Student 1

  16. More About Student 1

  17. Ensure that the curriculum is aligned to ’s level of functioning • Consistently reinforce Logan for working. • Logan feels overwhelmed by the work presented in class. Use the split folder technique (see below) to address this. • Offer breaks including movement breaks during his most difficult academic tasks. • Ensure that the curriculum is aligned to ’s level of functioning • Consistently reinforce Logan for working. • Logan feels overwhelmed by the work presented in class. Use the split folder technique (see below) to address this. • Offer breaks including movement breaks during his most difficult academic tasks. • Ensure that the curriculum is aligned to ’s level of functioning Follow sensory recommendations offered by the OT listed below. Give Logan precise methods he can use to seek help when he experiences frustration. For example, give him “I need a break” cards to present when needed Use a Daily Point Sheet (see explanation below) Follow sensory recommendations offered by the OT listed below. Give Logan precise methods he can use to seek help when he experiences frustration. For example, give him “I need a break” cards to present when needed Use a Daily Point Sheet (see explanation below) Positive behavior supports: STUDENT 1 • Assure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction. First, think about how you can alter Student 1’s environment to make him as successful as possible. This is considered Antecedent Manipulation and can prevent behaviors from ever occurring. This is because you are addressing events that trigger or lead to the behaviors.

  18. Follow sensory recommendations offered by the OT listed below. Follow sensory recommendations offered by the OT listed below. Positive behavior supports: STUDENT 1 • * Ensure that the curriculum is aligned to Student 1’s • level of functioning and differentiate instruction. • * Maintain a structured, quiet setting. • * Student 1 feels overwhelmed by the work presented in class. Use the split folder technique. • Assure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction. Limit the amount of information/steps provided at any one time by breaking it into smaller, more manageable pieces. Cut a file folder into strips. The shorter the attention span, the smaller you will cut the strips. Students open 1 flap at a time and always begin at the top and work their way down. When Student 1 completes the first part of the assignment, have him raise his hand to let you know. Check his work and reinforce him (e.g. verbal praise). Then instruct him to close that flap and open the next flap. This continues until the work is done.

  19. Follow sensory recommendations offered by the OT listed below. Follow sensory recommendations offered by the OT listed below. Positive behavior supports: STUDENT 1 • *Ensure that the curriculum is aligned to Student 1’s • level of functioning and differentiate instruction. • *Maintain a structured, quiet setting. • * Student 1 feels overwhelmed by the work presented in class. Use the split folder technique. • Assure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction. Next, think about what strategies will help Student 1 begin working and keep working.

  20. Follow sensory recommendations offered by the OT listed below. Follow sensory recommendations offered by the OT listed below. Positive behavior supports: STUDENT 1 • *Ensure that the curriculum is aligned to Student 1’s level of • functioning and differentiate instruction. • *Maintain a structured, quiet setting. • *Student 1 feels overwhelmed by the work presented in class. Use • the split folder technique. • *Offer breaks including movement breaks during his most difficult • academic tasks. • *Follow sensory recommendations offered by the OT . • * Give Student 1 precise methods he can use to seek help when he experiences frustration. For example, give him an “I need a break” card to present when needed. • Assure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction.

  21. Follow sensory recommendations offered by the OT listed below. Follow sensory recommendations offered by the OT listed below. Positive behavior supports: STUDENT 1 • *Ensure that the curriculum is aligned to Student 1’slevel of functioning and • differentiate instruction. • * Maintain a structured, quiet setting. • *Student 1 becomes overwhelmed by the work presented in class. Use the • split folder technique to address this. • *Offer breaks, including movement breaks, during his most difficult • academic tasks. • *Follow OT sensory recommendations to address sensory needs. • *Give Student 1 precise methods he can use to seek help when he experiences • frustration. For example, give him an “I need a break” card to present when • needed. • Assure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction. Finally, consider what type of positive reinforcement you will use. In order to get a student to engage in a new behavior, we use an ABA technique called shaping. During shaping we reinforce approximations of the behavior. As the student begins to demonstrate the behavior, we use positive reinforcement to make sure the behavior continues. Eventually, we will fade the positive reinforcement.

  22. Sheet Follow sensory recommendations offered by the OT listed below. Follow sensory recommendations offered by the OT listed below. Positive behavior supports: STUDENT 1 • *Ensure that the curriculum is aligned to Student 1’slevel of functioning • and differentiate instruction. • * Maintain a structured, quiet setting. • * Student 1 feels overwhelmed by the work presented in class. Use the • split folder technique to address this. • * Offer breaks, including movement breaks, during his most difficult • academic tasks. • * Follow OT sensory recommendations to address sensory needs. • * Give Student 1 precise methods he can use to seek help when he • experiences frustration. For example, give him an “I need a break” • card to present when needed. • * Use a Daily Point Sheet. • * Consistently reinforce Student 1 when he is working. • Assure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction.

  23. Loss of points on Daily Point Sheet • Loss of access to rewards and special privileges Positive behavior supports: STUDENT 1 Let’s have a look at Student 1’s Complete BIP.

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