Presentation on theme: "Creating a behavior intervention plan"— Presentation transcript:
1Creating a behavior intervention plan Presenters: Kyla Weatherford, LSSP;Katherine Maddox, Ph.D., LSSP; &Teressa Feierabend, LSSP
2When 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 considerA) Other strategies to address that behavior (you can addthese on the accommodation page).B) The use of positive behavioral interventions and support (write a BIP like the one we are introducing today).If the child’s learning is being interfered with-less severe-identify behavioral strategies in the accomodation page-for more severe cases develop a BIP in the format we are discussing today-statement for any special ed kid-not just ED
3Student 1This a WORD document and the diagnostician can import it into the SEAS document. You can use the form in SEAS if you are putting a lot of information in it. You will get the information you need to construct a BIP from the psychological evaluation. If a psychological wasn’t recently conducted, you will get the information from teachers.
4Choosing behaviors to target (i. e Choosing behaviors to target (i.e., Inappropriate Behaviors) for the BIPHow do you choose which problems to focus on when writing a BIP?Prioritize! You cannot work on all problematic behaviors at onceIt is usually best to address 2-3 of target behaviors in the BIP for the following reasonChoose 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 pointsRemind teachers that this information will come from the psychological evaluation if there is a recent one.
5Operationally 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.
6why IS an operational definition necessary? Three people will have three different ideas of what a “meltdown” is. To write “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.Meltdown means nothing to me in an interview-give more exampoles of what it could be
7Non-OperationaL VS. Operational Definitions Non-Operational Definition Operational DefinitionIs disruptive in classRefuses to workSays inappropriate things to other studentsRuns awayBlurts out without being called upon when teacher is lecturingSits and puts his head down when asked to writeSays “You’re a retard.”Runs out of the classroom
8Student 1 Off-task Not working, not completing assignments Continually asking if he can go to the resource room when in a gen. ed. classOut of seatLoud outburstsOff-taskNot working, not completing assignmentsContinually asking if he can go to the resource room when in a gen. ed. classOut of seatLoud outburstsOff-taskNot working, not completing assignmentsContinually asking if he can go to the resource room when in a gen. ed. classOut of seatLoud outburstsStudent 1Off-taskNot working, not completing assignmentsContinually asking if he can go to the resource room when in a gen. ed. classOut of seatLoud outburstsInformation came from information in the psychologicals which came from information from the teachers who sometimes have difficulty operationalizing behavior so we get what we get.
9Replacement Behaviors What is a replacement behavior?It is the behavior you want the student to demonstrate rather than the behaviors he is currently demonstratingReplacement 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 lecturingReplacement BehaviorSallie will raise her hand and wait for the teacher to call upon her to answer
10Complete Academic Assignments Talk about incompatible nature of the replacement and inappropriate behavior
11FUNCTIONS OF BEHAVIOR WHY IS IS IMPORTANT TO KNOW THIS? Explain why the child is engaging in the behavior.** So you can select a function-based intervention to address the behavior. Minimize the hit and miss approach.
12Functions of behavior ALL BEHAVIOR IS COMMUNICATION BEHAVIORS ONLY CONTINUE IF THEY ARE RESULTING IN REINFORCEMENTWhat we need to find out is: What does this behavior achieve for this student? What was obtained? What was avoided or escaped?2 Basic functions of behavior:1- To get something. For example-Gain a tangible itemGet AttentionSelf-stimulating sensations2- To avoid something or escape something. For example-ClassworkSocial situations
13Functions of behaviorREMEMBER: A behavior can serve more than one functionExample 1: Child has a tantrum because he wants a candy bar at the store (to gain a tangible)--- The same child has a tantrum because he does not want to clean his room (avoidance).You will need more than one intervention here to address both functions. *Interventions need to address the function.Example 2: A child spits because when he does, his teacher verbally reprimands and talks to him about why it’s wrong to spit in class (attention). Another child spits up in the air to receive reinforcement in the form of self-stimulation.If you do not know why the behavior is occurring, start collecting data.
14FUNCTIONS: COLLECTING DATA Indirect MethodsInterviews with those who know that student wellInterview with the studentReview records and documentationGrades, anecdotal notes, evaluations, history of discipline referrals, etc.Direct Method: observations/ABC approach
15Functions of Behavior A-B-C Antecedent: the event or stimulus that occurs immediately before the behaviorBehavior: operationalized target behaviorConsequence: the event or stimulus that takes place after the occurrence of a behavior.Key: Determine what triggers the behavior and what consequences may be maintaining or reinforcing the behavior.
16Functions of Behavior Questions to be asking… Develop a hypothesis When does it happen? How often? Where does the behavior occur and where does it not occur? With whom? Is there a consistent pattern? Is it predictable? What did adults and peers do in response? What did the child gain/escape/avoid?Develop a hypothesisWhat are the possible reasons for the behavior?Manipulate the relevant antecedents and/or consequences to change behaviorWhat replacement behaviors can be taught to the student that serve the same function?
17Let’s practice Identify the possible function: Your student tries to leave the room when the class is asked to get out their math books to complete an assignment.Your student starts screaming louder after the teacher prompted the student to be quiet.Your student climbs furniture when favorite toy is out of reachYour student runs out of the room when another student starts crying.
18EXAMPLE: HaroldThe teacher asks Harold to complete the class assignment. Harold becomes physically and verbally aggressive. Possible function?Harold brings a toy from home and is playing with it when he should be working. The teacher takes the toy and Harold cusses an hits her, trying to get it back. Possible function?Harold always ignores his teacher when she asks him to do something. Possible function?
19Positive behavior supports: Behavior 1 Inappropriate Behavior: Physically aggressive inappropriate behavior with adults which include: Hitting, Kicking, Biting Functions of Behavior: Avoidance of non-desired task; Gain a TangibleReplacement Behaviors: Harold will keep hands/feet to himself. (No physical aggression)
20Positive behavior supports: Behavior 1 *Daily Point Sheet – provides positive reinforcement for demonstration of replacement behavior; provides ongoing progress monitoring data; gives student corrective feedback so he has an idea of how he is doing*Paraprofessional assistance for work completion.*Proximity control*Prompts by the teacher to keep working.*Maintain a highly structured setting.*Ensure academic demands match student’s instructional level.*Reinforce student each time he completes a task. Reinforcement should be 4 to 1 reinforcers to punishers.
21Consequences: Behavior 1 Loss of points on point sheet.Loss of access to rewards.Verbal Hassel LogRestitution
22Positive behavior supports: Behavior 2 Inappropriate Behavior: Verbally aggressive inappropriate behavior with adults which include: Cursing, Name calling, Threatening Functions of Behavior: Avoidance of non-desired task; Gain a TangibleReplacement Behaviors: Harold will refrain from cursing, name calling, and threatening others
23Positive behavior supports: Behavior 2 Daily Point Sheet – provides positive reinforcement for demonstration of replacement behavior; provides ongoing progress monitoring data; gives student corrective feedback so he has an idea of how he is doingSocial StoriesT-ChartsRemain Calm and decreases voice volume to deescalate the situation
24Consequences: Behavior 2 Loss of points on point sheet.Loss of access to rewards.Hassel LogRestitution
25Positive behavior supports: Behavior 3 Inappropriate Behavior: Does not comply with adult request Functions of Behavior: Avoidance of adult directiveReplacement Behaviors: Comply with adult directive within 1 min. with no more than two prompts.
26Positive behavior supports: Behavior 3 Give Harold access to the sensory strategies recommended by the OTDaily review the 5 Point Scale with Harold to ensure he knows how to use it properlyGive Harold access to a Home Base for time to regroup when he appears upset or frustrated
27Consequences: Behavior 3 Loss of points on the point sheet.Loss of access to rewards