1. MNU: 7023 Behavior Support Plans: Important Components

2. Hypothesis Statement Clear and concise summary of information collected Clear and concise summary of information collected Explains or Best Guess reason for the behavior Explains or Best Guess reason for the behavior Gives clear direction to team members writing the BSP Gives clear direction to team members writing the BSP Allows team to spell out: When X occurs, the student does Y, in order to achieve Z. Allows team to spell out: When X occurs, the student does Y, in order to achieve Z.

3. Hypothesis Statements Once the function of the behavior is known a hypothesis statement can be written in order to establish an effective Behavior Support Plan. Once the function of the behavior is known a hypothesis statement can be written in order to establish an effective Behavior Support Plan.

4. Hypothesis Statements Charles disrupts reading class by swearing at the teacher when he is asked to read aloud. He is most likely to disrupt the class if he has not had breakfast or if there was a problem at the bus stop. Charles stops swearing when he is told to leave the group.

5. Hypothesis Statement When she does not get what she wants from her peers, Trish calls them names and hits them until they give in to her demands.

6. Hypothesis Statements Chris verbally threatens the teacher when he is given a math assignment that he sees as too lengthy and too difficult, but stops when he is told to find something else to do.

7. Hypothesis Statement Clear and concise summary of information collected Clear and concise summary of information collected Explains or Best Guess reason for the behavior Explains or Best Guess reason for the behavior Gives clear direction to team members writing the BSP Gives clear direction to team members writing the BSP Allows team to spell out: When X occurs, the student does Y, in order to achieve Z. Allows team to spell out: When X occurs, the student does Y, in order to achieve Z.

8. Behavior Support Plans Moving on to the next step

9. Structures & Supports Provide visual and verbal prompts Provide visual and verbal prompts Role Play appropriate behaviors Role Play appropriate behaviors Provide opportunities for student to practice appropriate (expected) behavior Provide opportunities for student to practice appropriate (expected) behavior Model appropriate behavior Model appropriate behavior Provide close supervision Provide close supervision Provide informative/purposeful feedback (praise, stickers, reinforcement) Provide informative/purposeful feedback (praise, stickers, reinforcement) Employ group contingencies / expectations Employ group contingencies / expectations Teach social skills Teach social skills

10. Structures & Supports These items just listed need to effect a change in the student’s; These items just listed need to effect a change in the student’s;-Time-Space-Materials -Interactions with others (students & staff)

11. Replacement Behavior Examples / Strategies Include Examples / Strategies Include Student yells ----- Student sings, soft words Student yells ----- Student sings, soft words Student kicks ------ Student uses words Student kicks ------ Student uses words Student bolts ----- Student does calisthenics Student bolts ----- Student does calisthenics Student sleeps ----- Student is awake Student sleeps ----- Student is awake Student throws ----- Student has squishy ball Student throws ----- Student has squishy ball Student hits ----Student give high fives Student hits ----Student give high fives Student refuses work ----- Student has on task behavior Student refuses work ----- Student has on task behavior Student uses inappropriate language ---- Appropriate language Student uses inappropriate language ---- Appropriate language

12. Replacement Behavior How and with what are you going to replace the behavior? How and with what are you going to replace the behavior? -Teach appropriate -Give tangible -Reward the positive -Ignore the negative (if appropriate)

13. Behavior Definition “Operational Definition” Identifying and defining a specific behavior so it will be measured consistently from observer to observer Identifying and defining a specific behavior so it will be measured consistently from observer to observer Include active verbs describing specific behaviors a person exhibits Include active verbs describing specific behaviors a person exhibits Include a brief description of the behavior and information about what the behavior looks like (topography) Include a brief description of the behavior and information about what the behavior looks like (topography)

14. Definition What the behavior looks like, intensity, duration, frequency What the behavior looks like, intensity, duration, frequency Identify what should and should not be counted; give a specific time frame for data collection Identify what should and should not be counted; give a specific time frame for data collection How each instance of behavior is measured How each instance of behavior is measured

15. Definition Objectivity – observable characteristics of the behavior in the environment it can be observed Objectivity – observable characteristics of the behavior in the environment it can be observed Clarity – very clear so another staff person would be able to understand Clarity – very clear so another staff person would be able to understand Completeness – Boundaries clearly defined Completeness – Boundaries clearly defined

16. Definition Examples Poor Example: Taylor is frequently upset and late to class. Poor Example: Taylor is frequently upset and late to class. Good Example: Taylor yells in a high-pitched voice for 1-3 minutes and can be heard outside of the classroom. This occurs when he is given directions. Good Example: Taylor yells in a high-pitched voice for 1-3 minutes and can be heard outside of the classroom. This occurs when he is given directions.

17. Definition Examples Poor Example: Nick is aggressive. Poor Example: Nick is aggressive. Good Example: Nick hits, kicks and pushes resulting in physical harm. The aggression most often occurs in the math class with a teacher assistant. This occurs when work needs to be resubmitted. Good Example: Nick hits, kicks and pushes resulting in physical harm. The aggression most often occurs in the math class with a teacher assistant. This occurs when work needs to be resubmitted.

18. Reinforcement Schedule Schedule How often How often Procedure Procedure Who needs to know Who needs to know Where does the reinforcement occur Where does the reinforcement occur What will it be What will it be When doe the reinforcement occur When doe the reinforcement occur

19. Response Intervention What you do when the behavior occurs What you do when the behavior occurs from least invasive to most invasive Verbal Redirection Verbal Redirection Physical Prompting Physical Prompting Safe Area – Time Out Safe Area – Time Out Seclusion / Restraint Seclusion / Restraint

20. Response Interventions Who is involved Who is involved Teacher / Other Teachers Teacher / Other Teachers Paraeducator Paraeducator Support Staff Support Staff Principal Principal Others ??? Others ???

21. Response Interventions Detailed Procedures Detailed Procedures Task Analysis / Break down the steps Task Analysis / Break down the steps Easier to do with Activities vs. Behavior but… Easier to do with Activities vs. Behavior but… Behavior = Work Completion Extended Time on Task of Assignment.... then Extended Time on Task of Assignment.... then Guided Notes.... then Guided Notes.... then Scribe for Notes.... then Scribe for Notes.... then Oral Scribe.... then Oral Scribe.... then Shorter Assignment.... Get the picture? Shorter Assignment.... Get the picture?

22. Response Intervention Crisis Plan if appropriate – not always needed. Crisis Plan if appropriate – not always needed. Depends on the student & behavior Depends on the student & behavior Depends on SAFETY Depends on SAFETY

23. Evaluation / Reflection Data Data Data Data Data Data When and How are you going to collect the DATA When and How are you going to collect the DATA Who reviews the DATA Who reviews the DATA

24. Collaboration & Communication A list of involved participants A list of involved participants Dissemination of plan – How will it occur? Dissemination of plan – How will it occur? Communicate Communicate Communicate Communicate Communicate Communicate

25. Recap Positive Behavior Supports Structures, Support (time, space, materials..) Structures, Support (time, space, materials..) Replacement Behavior (strategies, skills) Replacement Behavior (strategies, skills) Schedule of Reinforcement Schedule of Reinforcement Response Interventions (least to most invasive) Evaluation (data collection) Communication (involvement and their responsibility of the plan)