1. Behavior Intervention Plan (BIP) Positive Behavior Support Plan (PBSP)
AAPS Professional Development
Created by Vicky James, MA, BCBA
November 5, 2014

2. WHY DO A BIP?
…`` (D) SERVICES.--A child with a disability who is removed from the child's current placement under subparagraph (G) (irrespective of whether the behavior is determined to be a manifestation of the child's disability) or subparagraph (C) shall-
It’s the law pecial-education- dictionary/ideia---individuals- with-disabilities-education- improvement-act.htm
    ``(i) continue to receive educational services, as provided in section 612(a)(1), so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child's IEP; and
``(B) CONSIDERATION OF SPECIAL FACTORS.--The IEP Team shall--
    ``(i) in the case of a child whose behavior impedes the child's learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior;
      ``(ii) receive, as appropriate, a functional behavioral assessment, behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur.

3. Behavior Intervention
Plan
FBA
PBIS

4. BEHAVIOR INTERVENTION PLAN (BIP)
Data Driven
Measurable
Carried out in a school setting

5. BIP on Tienet
Positive Behavior Support Plan
(PBIS)
Functional Behavior Assessment
(FBA)

6. Data Sources Interviews Direct Observations
Reports (e.g., previous/current IEPs, BIPS, FBAs, etc.) and 3-6 weeks of ABC data with duration and intensity

7. List and Define Target Behaviors
What behavior is impacting the student’s education?
List and provide an OPERATIONAL definition
Describes behavior you can SEE or HEAR

8. Target Behavior Examples
Operational Definition Elopement: leaves assigned area during instruction Non-operational Elopement: wanders around Aggression: any hitting, biting, charging, kicking or grabbing often with enough force to leave bruises tear clothing, or leave red marks/scratches Aggression: when Suri becomes angry she attacks staff

9. Choose 1 target behavior
Elopement was chosen because the aggression typically occurs when trying to get Suri back in her seat. If we find a way to have Suri stay in her assigned location, the aggression should also decrease.

10. Data supporting target behavior
Frequency
Intensity
Duration
Longevity
Elopement
Daily: typically 3 or 4 times a day
Scale:
1= returned with one reminder
2= returned or moved to next activity after several techniques
3= engaged in aggression before or next activity
10% is 1
74% is 2
16% is 3
Currently lasts anywhere from 30 seconds to 30 minutes.
68% of elopement incidents last between 10 and 20 minutes.
ABC, intensity, and duration data have been taken for 3 weeks. There is a history of elopement last school year.

11. Data sheets on AAPS Website
Data sheets can be found on our website
OR go to the home page and click on “academics”, then “special education”, then “behavior analysis”
OR for other options, training on collecting data or the link to where it is on the website.
Vicky James or someone from the district support team can provide additional training.

12. Target Behavior Function
There are typically 4 functions of behavior:
Social attention
Escape/Avoidance
Access to activities or tangibles
Sensory or self-stimulatory
Tienet lists a bunch of options and separates them into confusing categories.
KEEP IT SIMPLE
If Timmy puts his hands over his ears when the fire alarm sounds. The function is ESCAPE from auditory sensation. Auditory itself, is not a function even though Tienet gives you that option.

13. Target Behavior Function Example
Situation: Amir cries when sitting and doing math problems.
You have the option on tienet of choosing “emotion”.
This option cannot be operationally defined and does not help you determine an intervention.
The crying could be because the work is too hard (escape), OR
The crying could be because the teacher comes over and asks her what is wrong (attention)
KEEP IT SIMPLE. STICK TO THE 4 FUNCTIONS
Escape, Attention, Access, Sensory

14. Summary Hypothesis Statement
This is the last part of the FBA and the first part of the PBSP or BIP.
When this occurs, the student does this to get or avoid this
Examples
1) When doing math work at a desk, Jasmine drops to the floor to avoid doing her work.
2) When sitting alone Jose whistles to get a teacher to give him attention.

15. NOW BEGIN THE BIP/PBSP SUMMARY HYPOTHESIS STATEMENT begins the plan
STRATGIES: Next there are a bunch of boxes that can be confusing. Try the following method to help you devise an intervention and then you can place the intervention into the appropriate boxes.

16. Plan it out Antecedent Desired Behavior Reinforcement Target Behavior
Acceptable Alternative
Behavior
Alternative Antecedent
Consequence
(Function)

17. Tienet provides you the table below to fill in
Setting Event
Antecedent
Strategies
Taught Strategies
Consequence Strategies
Acceptable alternative behavior
Consequence and reinforcement
Alternative antecedent
Antecedent
Antecedent
Desired Behavior
Reinforcement
Target Behavior
Acceptable Alternative
Behavior
Alternative Antecedent
Consequence
(Function)

18. Jasmine Example: When doing work at her desk, Jasmine drops to the floor to avoid doing work.
Doing work at desk
Completes work
Earns reward, gets needs met
Drops to the floor
Use break card
Work is removed for a designated time, reintroduce work in a less demanding way and quickly provide reward
Before math remind Jasmine to use her card at any time
Prompt break then complete work because the function was escape

19. Setting Event
Antecedent
Strategies
Taught Strategies
Consequence Strategies
Jasmine doing math work at her desk.
Before math and several times during math, remind Jasmine that she has a break card
Using a break card, raising hand to ask for help
If Jasmine drops to floor, she must complete her work.
If she uses a break card, work is removed for a designated amount of time, work is made easier (e.g., help provided, presented in a different way, fewer problems),praise provided for asking for a break and reward given when work is completed.

20. Jose Example: When sitting alone Jose whistles to get a teacher to give him attention.
Sitting alone at desk
(appropriate waiting)
Social skills
Attention
Whistles
Raises hand
Teacher attention and praise, give rewards for appropriate waiting (token economy)
Role plays and peer modeling
Ignore because the whistling was getting attention

21. Setting Event
Antecedent
Strategies
Taught Strategies
Consequence Strategies
Jose is sitting alone at his desk.
Role plays and peer modeling are used to show how attention can be obtained
Teaching Jose to raise his hand instead of whistling
If Jose whistles, ignore the whistling. When Jose raises his hand, teacher gives him attention and praise. A token economy will be used to reward for appropriate waiting and attention seeking.

22. Implementation Activities Timeline Training/resources
Person responsible

23. Monitoring and Reporting
Who will be responsible for monitoring progress and scheduling follow up meetings?
How often will monitoring take place?

24. THANK YOU And remember you are doing interventions all the time!
A FBA and BIP/PBSP is a comprehensive way to communicate effective strategies so that our team will meet law requirements and stay consistent.
It’s for the KIDS!!!