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BIPs and IEPs. 2 What will we cover? l Overview of IEPs l Quick review of behavior l Need for Behavior Intervention Plans (BIP) l Effective BIPs l Incorporating.

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Presentation on theme: "BIPs and IEPs. 2 What will we cover? l Overview of IEPs l Quick review of behavior l Need for Behavior Intervention Plans (BIP) l Effective BIPs l Incorporating."— Presentation transcript:

1 BIPs and IEPs

2 2 What will we cover? l Overview of IEPs l Quick review of behavior l Need for Behavior Intervention Plans (BIP) l Effective BIPs l Incorporating BIPs into IEPs WELCOME!

3 An Overview of IEPs Written document Developed by a team Determines FAPE Individualized Tool for  Communication  Accountability  Management  Compliance & monitoring  Evaluation

4 Who is the IEP team? l Parent(s) l At least 1 special education teacher l At least 1 regular education teacher l LEA representative l Person knowledgeable of evaluation procedures and results l Others as determined by parents or school l Student, if over 14; younger if appropriate

5 Required Components 3 Present levels of performance 3 Annual goals and short term objectives or benchmarks 3 Special education and other services 3 Transition 3 Participation in regular curriculum and environment 3 Standardized assessment 3 Progress reporting 3 Special factors

6 Cover All Bases l Meaningful parent participation l All the required participants l All required components

7 There is no such thing as a behavior IEP, a transition IEP, an inclusion IEP, a speech IEP, an LD IEP… An IEP is an IEP!

8 5 Principles from Legal Rulings on IEPs l Address all unique needs, not just academics l Write the IEP based on needs, not availability of services l IEP is a binding commitment of resources l IEPs must be individualized l All required components of the IEP must be included -- Barbara Bateman

9 Behavior: A Quick Review

10 lData Collection –Interviews –Work samples and other permanent products –Behavior rating scales and checklists –Other standardized instruments –Direct observation –Student self-report lDiffers significantly from peers? Identifying Behavioral Needs

11 Skill vs. Performance Deficits Skill: student doesn’t know how Performance: student knows how but doesn’t do it

12 Context of Behavior A  B  C Antecedent Behavior Consequence

13 Aspects of Target Behavior Student does not have the knowledge/skill to display the desired behavior Student has the knowledge/skill, but does not display the desired behavior Inappropriate or antisocial behavior in place of desired behavior No inappropriate or antisocial behavior is displayed

14 Behavior is Complex Culture Needs and Desires Disability Habit Family Peers

15 Why do kids misbehave?  It works!  Copy-catting  Testing limits  Asserting independence  Protection  Feeling badly about self from Dr. Charles Smith (Kansas State Univ.)

16 What messages do we send to kids?

17 What typically happens when we intervene?  It takes time to change behavior  Behavior gets worse before it gets better  Spontaneous recovery  Low level behavior can escalate

18 Positive Behavioral Supports l 1 - 7% of students l % of students l % of students (Lewis & Sugai, 1999) School-wide Selected Individual

19 Remember what you know! = ?

20 When do you need a BIP? l A student with disabilities displays behavior that interferes with his/her learning or that of others (special factor) l A student’s behavior results in a change of placement

21 Base the BIP on a Functional Behavioral Assessment (FBA) lDefine target behavior lDevelop a hypothesis as to the function of the behavior lCollect data (direct and indirectly) lValidate the function and key context variables –Triangulate data –Data analysis lDevelop the BIP

22 Behaviors Occur for Many Reasons lKnowledge deficits lCommunication lSensory Needs

23 Behavioral Intent l Students act for a purpose l Behavioral intent = purpose sought by the student l Most children seek similar goals in social situations l Behavior used by students with behavior problems is not accepted or desired by others

24 Common Functions of Behavior l Attention l Escape l Power/control l Tangible reward l Peer affiliation l Justice/revenge

25 Effective BIPs l Clear definitions of behavior l Appropriate consequences l Addresses the environment, including teacher and peer behavior l Evaluation plan

26 Behavior Intervention Plans... l Support desired alternatives that allow student to meet their needs l Make the current undesired behavior less effective in meeting the student’s need

27 Focus on Positives l Positive behavioral interventions, strategies and supports l Long-term behavior change only comes from positives l Need to balance the equation

28 Define observable behavior l Look or sound like? l Student says or does? l How often? l How intense? l Danger level? l What do you want instead?

29 Appropriate Consequences l Nature of surface behavior has little to do with selecting an appropriate consequence l The function of behavior should direct the consequences

30 Disruption of the Lesson What might be typical responses? “Math sucks! I’m not going to do this

31 Uniform Code of Conduct l Schools should have uniform expectations for student behavior l It is not reasonable to have the same consequences for all students “ Boys, we don’t talk like that in school…” Principal

32 Programs to Meet Common Student Needs School-wide or classroom- based programs to help meet needs such as –peer affiliation –academic and social competence –leadership skills –self-direction and self-control

33 Altering the Context l Only addressing student behavior without changing the context is a recipe for failure l Teacher behavior, curriculum, peers, and family play critical roles in supporting behavior change

34 Systems of teacher support lStaff collaboration lTechnology lPeer Triads lAutomatic triggers lStaff development

35 Peer Consequences lBe wary of consequences that group students w/ challenging behaviors lInstructional & pro- social consequences

36 Evaluating the BIP l S ystematic review l Data collection l Communication l Criteria for success (long and short term)

37 2 Components of a BIP l Teaching plan l Crisis plan

38 Teaching Plan l Definitions l Prevention l Intervention l Skill building

39 The best way to address undesirable behavior… …is to prevent it from happening in the first place!

40 Interventions l Stopping the behavior once it starts but before it gets out of control l Timeout, in-school suspensions, response- cost

41 Skill Building l Replacement or alternative behaviors l Social skills l General skills l Problem solving l Self management

42 In an Emergency…. l De-escalate l Protect

43 Potential Potholes l No plan l No basis for plan l Plan not followed l No data on effectiveness

44 Incorporating BIPs into IEPs

45 Where in the IEP? l Present levels l Special factors l Annual goals l Program summary l Attached page

46 If Alternative Undesired Behavior is Displayed... l Reduce undesired behavior l Increase display of desired behavior

47 Annual Goals l Reasonably be accomplished in 12 months l Observable and measurable outcomes to demonstrate progress Example: Michael will use verbal de-escalation, avoidance tactics, or seek help in conflict situations.

48 Objectives/Benchmarks (Minimum of 2 per goal) lObservable and measurable behaviors for outcomes lInclude: -Conditions -Specific, measurable, observable target behavior lOutcome -Accuracy (be realistic) -Time allotted / time frame Example: Given a social situation with conflict and a list of socially acceptable ways to address conflict, Michael will state at least 2 ways to address the conflict with 100% accuracy for 20 consecutive sessions.

49 Target Various Aspects of Skill Development lCognitive –List 2 strategies for... lAffective –Identify the emotion being displayed... lBehavioral –Increase number of times…

50 Sexual harassment? What issues might have to be considered when exploring a behavior such as possible sexual harassment?

51 Sexual Harassment lPresent level: Samuel displays inappropriate sexual comments to females an average of 4 times/week. lGoal: Samuel will make appropriate comments when greeting and interacting with females within the school setting. lObjectives –Given a verbal, written or role-play situation, Samuel will be able to give socially appropriate greetings to females with 90% of opportunities for 3 consecutive weeks. –Samuel will reduce the number of office referrals for inappropriate sexual comments or gestures to less than 2/month for 4 consecutive months.

52 A sample goal… Brenda will work independently and attend to a given task during a 20-minute school activity with only 1 teacher prompt for 7 of 10 class sessions.

53 And the STOs… l Given 2 teacher prompts, Brenda will begin working within 1 minute after instructions are given and will work continuously for 8 minutes by the end of the 1 st grading period. l Given 2 teacher prompts, Brenda will begin working within 45 seconds after instructions are given and will work continuously for 12 minutes by the end of the 2 nd grading period. l Given 2 teacher prompts, Brenda will begin working within 30 seconds after instructions are given and will work continuously for 16 minutes by the end of the 3 rd grading period. l Given 1 teacher prompt, Brenda will begin working within 20 seconds after instructions are given and will work continuously for 20 minutes by the end of the 4 th quarter.

54 Another example… Goal: Given 2 classes per day initially and increasing to a full day (8 periods) of classes, Joe will attend school regularly.

55 STOs for Joe 1. Given 2 classes per day plus morning check-in, Joe will attend 100% of his classes for 5 consecutive days. 2. Given Joe’s input on which subjects to add, he will attend 4 of 4 classes plus morning check-in for 8 of 10 days. 3. Given Joe’s input on which subjects to add, he will attend 5 of 5 classes plus morning check-in and lunch for 8 of 10 days. 4. Given an 8 period day, Joe will attend all of his classes plus morning check-in and lunch for 8 of 10 days.

56 One more… Goal: Given social skills training, Mary will participate in structured small group activities by remaining in the group, respecting personal space, and initiating a conversation 100% of opportunities.

57 Mary, continued… 1. Given an instructional group of 3-4 children, Mary will remain in the group (on the rug or sitting at the table) for 5 minutes of a 20- minute class by the end of the 1 st quarter… 2. Mary will keep her hands and feet to herself and remain at least 1 arm’s length away from other people 50% of opportunities… 3. By the end of the 4 th quarter, Mary will ask at least 1 question related to the discussion topic during every small group session and then make at least 1 follow-up comment.

58 Try some…  How will you identify a need?  Document current level of functioning?  Develop a measurable goal & at least 2 measurable obj./benchmarks? Self- esteem Lack of organizational skills Non-compliance Anger management Disrespect Stereotypic behavior Off-task Out of seat Teasing & taunting

59 Additional Resources html

60 More Resources


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