Presentation on theme: "Behavior Intervention Plan (BIP) Positive Behavior Support Plan (PBSP)"— Presentation transcript:
1 Behavior Intervention Plan (BIP) Positive Behavior Support Plan (PBSP) AAPS Professional DevelopmentCreated by Vicky James, MA, BCBANovember 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.
4 BEHAVIOR INTERVENTION PLAN (BIP) Data DrivenMeasurableCarried out in a school setting
5 BIP on TienetPositive 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 definitionDescribes 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 FrequencyIntensityDurationLongevityElopementDaily: typically 3 or 4 times a dayScale:1= returned with one reminder2= returned or moved to next activity after several techniques3= engaged in aggression before or next activity10% is 174% is 216% is 3Currently 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 websiteOR 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 attentionEscape/AvoidanceAccess to activities or tangiblesSensory or self-stimulatoryTienet lists a bunch of options and separates them into confusing categories.KEEP IT SIMPLEIf 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), ORThe crying could be because the teacher comes over and asks her what is wrong (attention)KEEP IT SIMPLE. STICK TO THE 4 FUNCTIONSEscape, 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 thisExamples1) 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 AlternativeBehaviorAlternative AntecedentConsequence(Function)
17 Tienet provides you the table below to fill in Setting EventAntecedentStrategiesTaught StrategiesConsequence StrategiesAcceptable alternative behaviorConsequence and reinforcementAlternative antecedentAntecedentAntecedentDesired BehaviorReinforcementTarget BehaviorAcceptable AlternativeBehaviorAlternative AntecedentConsequence(Function)
18 Jasmine Example: When doing work at her desk, Jasmine drops to the floor to avoid doing work. Doing work at deskCompletes workEarns reward, gets needs metDrops to the floorUse break cardWork is removed for a designated time, reintroduce work in a less demanding way and quickly provide rewardBefore math remind Jasmine to use her card at any timePrompt break then complete work because the function was escape
19 Setting EventAntecedentStrategiesTaught StrategiesConsequence StrategiesJasmine doing math work at her desk.Before math and several times during math, remind Jasmine that she has a break cardUsing a break card, raising hand to ask for helpIf 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 skillsAttentionWhistlesRaises handTeacher attention and praise, give rewards for appropriate waiting (token economy)Role plays and peer modelingIgnore because the whistling was getting attention
21 Setting EventAntecedentStrategiesTaught StrategiesConsequence StrategiesJose is sitting alone at his desk.Role plays and peer modeling are used to show how attention can be obtainedTeaching Jose to raise his hand instead of whistlingIf 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!!!