1. Building Behavior Support Plans from the Competing Behavior Pathway

2. BSP Supports Behavior Support planning Document SDE BIP form
Implementation Training & Support planner (TBD)

3. Intervention Planning focuses on manipulating environmental factors
Antecedents/setting events = when
Specific Behavior = What
Function = Why

4. Intervention Planning
Setting event
Antecedent
Behavior
Consequence
Hungry
Playing with teacher, & teacher gets up to leave
Screams “no” and hits teacher
Teacher sits back down and continues to play
Function?
Access adult attention
Irrelevant
Reduce the likelihood
of the problem behavior
Neutralize or minimize the effects of
setting events and antecedents to
prevent the need for using the
problem behavior
Inefficient
Teach a
functionally
equivalent
replacement
behavior
Ineffective
Make
replacement
behavior access
function rather
than problem
behavior

5. Competing Behavior Pathway
Good behavior support plan yield challenging behaviors:
Irrelevant changing environment
Inefficient teaching easier replacement
Ineffective altering consequences
Desired Response
Typical Consequence
Setting Event
Antecedent
Behavior
Consequence
Develop the idea of comprehensive intervention
Remind that it is more combersome but more effective and reiterate why RTI is such an important process
Replacement Behavior
Irrelevant
Inefficient
Ineffective

6. Functional Equivalence
Identify an acceptable way that the child can deliver the same message.
Make sure that the new response is socially appropriate and will access the child’s desired outcome.
Teach the child a skill that honors that function of the behavior (e.g., if child wants out of activity, teach child to gesture “finished”).

7. Competing Behavior Equation
Child yells, kicks, throws.
Adult gives child another turn.
Child told peer gets a turn.
Adult says “one more turn, then (peer’s name)’s turn” and gives turn.
Child asks for one more turn.

8. Discussion Activity: Competing Behavior Equation
Child screams and resists.
Teacher lets child out of activity.
Child asked to join circle.
Child gestures “all done.”
Teacher lets child out of activity.

9. Competing Behavior Pathway
Desired Behavior
Work quietly
Existing Consequence
Grades
More work
Setting event
None
Antecedent
Preferred peer
Problem Behavior
Talking
Maintaining Consequence
Gain
Peer attention
Alternative Behavior
Peer helper

10. Competing Behavior Pathway
Desired Behavior
Work quietly
Existing Consequence
Grades
More work
Setting event
None
Antecedent
Preferred peer
Problem Behavior
Talking
Maintaining Consequence
Gain
Peer attention
Alternative Behavior
Peer helper
Alternative Behavior
Peer helper

11. Building support plan from competing behavior pathway
Four Steps:
Diagram hypothesis statement & competing pathway
Identify ways to reduce likelihood of challenging behavior (make irrelevant)
Teach EASIER functionally equivalent replacement (make inefficient)
Allow replacement to access function with added incentive (make ineffective)
Remove/minimize CB’s ability to access reinforcement
Briefly review steps to building Support plan

12. Step 2: Prevent Likelihood of Challenging Behavior
COMPETING PATHWAYS
BEHAVIOR SUPPORT PLANNING
Setting Event
Strategies
Antecedent Strategies
Teaching Strategies
Consequence Strategies

13. Setting Event Interventions
Percentage of Time With Problem Behavior
Baseline
With Neutralizing Routine
Setting Event & Antecedent
39% 3%
Just Setting Event 5% 0%
Just Antecedent 6%
Neither Setting Event or Antecedent
Percentage of Time With Problem Behavior
Baseline
With Neutralizing Routine
20%
11% 7% 0% 3%

14. SEs alter value of consequence We attempt to alter it back
Eliminate or minimize occurrence of a setting event
good nutrition; regular meals; good nights sleep
Neutralize effect of SE - neutralizing routines
Anxiety-humor; tired-rest/nap, unfamiliar person-build rapport
Withhold or change triggering cues or events when setting event is present
Add prompts for desired and alternative behaviors when setting events are present

15. Setting Event & Antecedent Interventions
Dan: 13 years old
Problem behaviors: tantrum (run through house screaming obscenities); lying; stealing
Intervene here to reduce presence of setting event
Maintaining
Consequences
Avoid
Punishment
Triggering
Antecedents
Question
“Did you take..”
Problem
Behavior
Lying
(Incorrect “yes” or “no” reply)
Setting Events
Earlier “secret”
behavior
Intervene here
Neutralize setting event
when present

16. Setting Event & Antecedent Interventions
Teddy: 7 years old, Asperger’s syndrome
Problem behaviors: severe aggression (destroy property, assault another by knocking them to the floor and biting)
Problem
Behavior
Triggering
Antecedents
Setting Events
Maintaining
Consequences
Physical
Assault
Negative
Interaction
Visit from
Mother during
past 24 hrs
Escape
aversive situation
Neutralize Routine

17. Antecedent Interventions
Antecedents trigger behaviors By changing the form of antecedent in some way we attempt to keep behavior from being triggered.

18. Basic Goals of Antecedent Strategies
Remove, modify or weaken cues/signals for problem behaviors
reduce or eliminate specific "triggers"
(e.g., don't say "no," say ____ ; reduce demands)
offer choices or present requests as choices
use self-scheduling or choice of sequence
embed difficult requests, use task interspersal, or task variation (e.g., behavioral momentum)
modify curriculum and instructional procedures
redesign tasks or activities/routines
add aids or supports (e.g., tool, visuals, assistive technology)

19. Basic Goals of Antecedent Strategies (continued)
Strengthen cues for, and add prompts for, alternative and desired behaviors
find instructional prompts that work and use antecedent (proactive) prompting strategies (e.g., most to least; errorless learning)
use precorrection and reminders
change discriminative characteristics to promote desired appropriate behavior
teach in activity context; make it relevant; make it a game; utilize preferences
use priming - make materials or activities familiar
add redundant cues (e.g., picture schedules) to promote desired behavior or to ensure predictability

20. Setting Event & Antecedent Interventions
Dan: 13 years old
Problem behaviors: tantrum (run through house screaming obscenities); lying; stealing
Maintaining
Consequences
Avoid
Punishment
Triggering
Antecedents
Question
“Did you take..”
Problem
Behavior
Lying
(Incorrect “yes”
or “no” reply)
Setting Events
Earlier “secret”
behavior
Intervene here
Reduce anxiety
Intervene here
Weaken Trigger
No questions

21. Step 2: Prevent Likelihood of Challenging Behavior
COMPETING PATHWAYS
Spelling task
tired
BEHAVIOR SUPPORT PLANNING
Setting Event
Strategies
Minimize: Change bedtime routine
Change: Specific splng activity/words
Antecedent Strategies
Teaching Strategies
Consequence Strategies
Neutralize: Provide nap before work
Strengthen: add extra verbal prompt for replacement

22. Competing Behavior Pathway
CBP/BSP
Spelling task
tired
BEHAVIOR SUPPORT PLANNING
Setting Event
Strategies
Minimize: Change bedtime routine
Change: Specific splng activity/words
Antecedent Strategies
Teaching Strategies
Consequence Strategies
Neutralize: Provide nap before work
Strengthen: add extra verbal prompt replacement

23. Big Ideas
Prevention includes both manipulating and/or removing triggers (antecedents) as well as counter acting setting events.
Prevention greatly decreases the likelihood the student will need to use the CB (but not completely).
Prevention DOES NOT teach the student any new ways to get his/her needs met so should never be used alone!

24. Writing Prevention Section of BSP
Developed from Competing Behavior Pathway
Should outline specific adult behaviors that will address outlined steps from Competing Behavior Pathway.
Neutralizing Routine
Weakening the Trigger
Prompting for desired alternate

25. Neutralizing Routines
If “tired” is identified as a setting event then you need to be able to identify when it is in place and how it will be administered/monitored
In Prevention Section
Adults will ask Joey if he is tired.
If Joey indicates he is, adults will offer him a choice between a 10 and 20 minute nap in the quiet area.
When the nap is over Joey will be asked if he is ready to start work or if he needs one more minute, and be reminded that if he needs the work to stop, to “ask for a break.”

26. Weakening the Trigger
If “Independent seat work” has been identified as the antecedent then an alternate needs to be planned for when the setting is in place.
In Prevention Section
When Joey has had a nap, adults will inform Joey at the beginning of math class that he will be working on “math magician” when the class transitions to independent seat work by saying “Today is a ‘math magician’ day, so when the other kids start working by themselves, we will get you started on the computer.”

27. Competing Behaviors Pathway
Teaching desired alternates:
Desired
response
Maintaining
Consequences
COMPETING PATHWAYS
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Setting Events
Acceptable
Alternative
BEHAVIOR SUPPORT PLANNING
The third step is to list potential strategies…(USE EXAMPLES FROM CURRENT FOCUS PEOPLE)
-Irrelevant: prevention, eg, change schedule, curriculum, instruction; provide better communication method.
-Ineffective: e.g., withhold payoff
-Inefficient: e.g., increase reinforcement of desired replacement behaviors.
We’ve already worked on ways to modify the Triggering Antecedent (Predictor Strategies) and the Setting Events. Use examples to emphasize use of strategies in these categories.
Now we’re ready to look at the third general category of behavior support planning: Teaching Strategies or Response-building Strategies. This category includes ways to strengthen alternative behaviors.
Setting Event
Strategies
Predictor Strategies
Teaching Strategies
Consequence Strategies

28. Characteristics of Desired Alternate
Functionally Equivalent
Contextually Fit
A fluent skill
More efficient
More effective

29. Functional Equivalence is…
When two or more behaviors serve the same “function” or purpose
Both behaviors produce the same outcome or maintaining consequence
Ideally the new behaviors should lead to a better outcome.
The new behavior needs to communicate the same thing for the student

30. Components of FCT
Step 2: Teaching a “functionally equivalent” acceptable alternative behavior
Desired Alternative
Says, “Hello.” Interacts with peers
Maintaining Consequence
Attention from peers
Setting Event
Antecedent
Behavior
Consequence
Tired
Approached by Marge/Allison
Scream / Hit head
Escape Marge and Allison
Acceptable Alternative
Signs, “Leave.”

31. Contextual Fit A skill the student is fluent in
If a student has challenges with language then language should not be the modality.
Appropriate for setting
If the setting is large group then the replacement behavior should have a component that solicits adult attention.

32. More Efficient and Effective
Less physical effort
Shorter duration
Better schedule, amount, & quality of reinforcement
Less delay in obtaining the reinforcer

33. Example Antecedent: circle time
Problem behavior: Joe screams at circle
Function: moved from circle to library (escape circle)

34. Example: Planning Intervention
2: Identify Acceptable alternative: acceptable request for leaving (sign, PECS, etc.)
3: Teach/Plan: based on his skill Joe will be taught to point to library corner picture to ask to go there
Less effort
More immediate (shorter duration)
Greater amount of reinforcement

35. Example
Teach:
Away from circle, show Joe picture, model/prompt to point, go immediately to library (repeat several times)
Have criterion before moving back to circle
Ask Joe to come to circle, keep picture visible
Ignore any screams, prompt pointing to picture
Fade prompts and cues over time

36. Competing Behavior Pathway
Replace Challenging Behavior with a “functionally equivalent” acceptable alternative behavior
Desired Alternative
Stay at circle
Maintaining Consequence
???????
Setting Event
Antecedent
Behavior
Consequence
?????
Circle time
Scream / Hit head
Escape circle
Acceptable Alternative
Point at library pic.

37. Shaping Behavior
Shaping behavior is the process of changing the form of a behavior to the replacement behavior through a series of “successive approximations”.
Why shape?
When the difference between the challenging behavior and replacement behavior are too great, intervention will be ineffective

38. Shaping Behavior When is shaping needed?
The replacement behavior is not “in repertoire”
A new skill or process needs to be learned
EG: Using cards/symbols for communication
Features of challenging behavior out weigh others
Remove a feature, while other challenging aspects are still present
EG: Building a verbal “break” request in a student with violent tantrums

39. Shaping Behavior Identifying successive approximations:
Identify an appropriate acceptable alternate behavior.
PECS verses a verbal response
Identify that behaviors component skills.
Attend to card
Touch/grab card
Move card to specific location
Identify which of the component skills the student can fluently perform
Joey can easily attend to the card and grab it
Joey has difficulty velcroing card to board

40. Shaping behavior
Allow all approximations to access reinforcement until a criterion is reached.
Use break card in PECS
5 minute break from activity
Hand Break card to staff
Touch Break card

41. Shaping behavior
Allow all approximations to access reinforcement until a criterion is reached.
Respectfullysay “may I have a break”
5 minute break from activity
Say “May I have a break”
Say “break”

42. Promoting Generalization
Support variation in the response that fit with variations of the situation
Sign “more food” when hungry
Sign “more drink” when thirsty
Reinforce other communicative behaviors
A basic of FCT is getting your child hooked into communication
High efficiency communicative behavior will likely beget more communicative behavior

43. When writing the Teaching Section of the BSP think Annual Goal and Objectives
Requirements: In a Nutshell
Description of anticipated change
Who will do
What behavior
In which (when) context (be specific)
By what date
Measured to a criterion
Goal/Objective verbage Example:
Given a 15 minute free time activity, Polly will keep her hands engaged in appropriate activities (drawing, playing with toys) or to her sides during 90% of that period for 8 of 10 days by the end of the month.
Annual goal should reflect what Bobby will be doing a year from now (remember this should reflect the stage of learning the behavior will be at)
Objectives should reflect the process of shaping Bobby’s acceptable alternate behaviors to the annual goal.

44. Example Objective 1: Objective 2: Goal:
When Jamie is in class and would like to skip a specific activity, he will request to skip the activity by saying “skip”, “skip please”, “May I skip this activity?”, or “Can I skip this one please?” across 4 or 5 consecutive trials in multiple settings, as measured by data collection, by 04/24/09.
Objective 2:
When Jamie is in class and would like to skip a specific activity, he will request to skip the activity by saying “skip”, “skip please”, “May I skip this activity?”, or “Can I skip this one please?” in a normal classroom voice across 4 or 5 consecutive trials in multiple settings, as measured by data collection, by 04/24/09.
Goal:
When Jamie is in class and would like to skip a specific activity, he will request to skip the activity by saying “May I skip this activity?” or “Can I skip this one please?” in a normal classroom voice across 4 or 5 consecutive trials in multiple settings, as measured by data collection, by 04/24/09.

45. Remember Replacement behavior should be… Functionally Equivalent
Contextually Fit
A fluent skill
More efficient
More effective

46. Big Ideas
We need to teach the student a way of communicating what they need that is appropriate for our school.
Replacement behaviors need to be more easier and more efficient than the challenging behavior
We may need to help shape the desired behavior through helping the student use a series of approximations first.
Using replacement behaviors should be IEP goal rather than a reduction of challenging behaivor.

47. Consequence Strategies
Consequence Strategies lead to the challenging behavior becoming ineffective Through a process called “Differential Reinforcement”
Differential Reinforcement:
Extinguishing (discontinuing access reinforcement) the challenging behavior
Reinforcing another behavior

48. Components of Responding
Desired Behaviors
Challening Behavior
Added reinforcement for basic
Controlled access to function for replacement
Minimize access to function & Prompting Replacement
Punishment
Safety Planning

49. Competing Behaviors Pathway
Consequence Strategies:
Desired
response
Maintaining
Consequences
COMPETING PATHWAYS
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Setting Events
Acceptable
Alternative
BEHAVIOR SUPPORT PLANNING
The third step is to list potential strategies…(USE EXAMPLES FROM CURRENT FOCUS PEOPLE)
-Irrelevant: prevention, eg, change schedule, curriculum, instruction; provide better communication method.
-Ineffective: e.g., withhold payoff
-Inefficient: e.g., increase reinforcement of desired replacement behaviors.
We’ve already worked on ways to modify the Triggering Antecedent (Predictor Strategies) and the Setting Events. Use examples to emphasize use of strategies in these categories.
Now we’re ready to look at the third general category of behavior support planning: Teaching Strategies or Response-building Strategies. This category includes ways to strengthen alternative behaviors.
Setting Event
Strategies
Predictor Strategies
Teaching Strategies
Consequence Strategies

50. Consequence Strategy Functional Equivalence:
Acceptable Alternate needs to access the function
To start the replacement behavior needs to access the function every time it is performed (continuous reinforcement)
Though the replacement needs to access the function, the access needs to be controlled.

51. Example
It appears that little Jimmy’s “tantrum” behaviors are maintained from an escape from difficult tasks such as independent math work and independent reading. Mr. D decided that he needed to teach Jimmy to ask to skip a task.
Tantrum = timeout or trip to office
Skip request = get out of assignment/assignment w/help

52. Example
Jeannie “under the table kicked” her table group during Independent reading in social studies until they yelled at her, resulting in a talking to from Mrs. Walters and detention. Mrs. Walters decided to teach her ask for “1:1 time”.
Under the table kick = Adult attention and detention
1:1 request = assigned work at teachers desk

53. Example
Joseba’s “wrist biting” seemed to happen when there was a schedule change. It seemed to lead to Joseba being removed from classroom. It also seemed to always lead to a 5-10min. Of discussion about the schedule change. Mr. Washington decided to teach Joseba to ask for “talk-time”.
wrist biting = leaving class room/discussion
Talk-time request = 5-10min. In discussion spot w/adult

54. Controlled Access Escape from Independent work : Escape from work
Escape from multiplication : Escape from table group
Escape from Independent Reading : Escape from reading
Access to computer : Access to cartoon network
Connect four : Activities with Robby
Help request/skip activity
Break
skip activity
Move request
Help request/skip activity
skip activity
Request computer based activity
Request cartoon network
Request Connect four
Request work/play with Robby

55. Controlled Access Considerations
Where- Can it be given in regular setting
Form- What are the specific behaviors when the student is accessing function
How much- How much time or what amount of the function the student will get.

56. Thinning reinforcement
Once the acceptable alternate has been established and is being used consistently it is time to considering “thinning” (intermittent reinforcement) the schedule of reinforcement.
Why thin?
Thinning actually strengthens established behaviors
Thinning builds a “tolerance” for delayed reinforcement (how we are generally reinforced)

57. Thinning Reinforcement
Thinning: Slowly changing from reinforcing the behavior every time it is performed to a level or reinforcement that works for the student and the context.
Considerations:
Thinning to quickly results in a reoccurrence of challenging behavior
The reduction should match the context

58. Examples
Break from a math activity: Thin by gradually requiring more and more work before the break. Break from a person or a setting: Thin by gradually increasing the amount of time he/she must stay before the break is received. Requesting access to a preferred activity or toy: Thin by gradually increasing the amount of time he/she must wait before getting to do the activity

59. Thinning Reinforcement
When necessary, use visual cues to make the requirement clear
Increased time: Have a visual timer available
Watch with alarm set
Big red clock
Stopwatch
Increased work: Have a tally or check off system
Sticker chart
An adapted token boards

60. Reinforcer Overlay
It is sometimes difficult to give enough access to the function. Then what?
Up the amount of reinforcement available for the replacement behavior.
Tokens:
Treats:
Attention (adult and/or peer)

61. Jerome’s tantrums lead to escape from work ALL DAY.
Overlay should be used to reinforce both the replacement behavior and the ultimate goal.
Jerome’s tantrums lead to escape from work ALL DAY.
Break request = 10 minute break
Functionally Equivalent, but in far less quantity
Overlay = 5 min. of work gets Jerome 5 min of preferred activity
Good because it reinforces work (the end goal)
Overlay = While on break Jerome can play a game with a peer
Less good because it because it doesn’t tie back to work

62. Safety Routine
When does teaching stop and crisis intervention begin?

63. The MODEL AGITATION  High Low
Here is where we really begin to see that the student is moving toward crisis, and because of that we slow the teaching and become a bit more helpful
Low

64. The MODEL ACCELERATION High Low
During this stage the student is approaching a full blown crisis, and they are really not in a place to learn, so here we are really not teaching at all anymore
Low

65. Safety Routine Components
Specific behavior that signals to adult to shift the focus from teaching to crisis intervention
Specific steps adults will follow
Specific ways adults will interact w/ student until they are fully deescalated

66. When writing the responding section be sure to include
Responding to desired behavior
Acknowledgement
Responding to challenging behavior
Prompting Strategy
Safety Routine
Crisis intervention plan

67. Idaho SDE BIP Form
Coming soon . . .