1. Scoring Behavior Plans
AHAA Seis 2nd Half
Scoring Behavior Plans

2. Try ignoring him.

3. Key Concept:
The behavior plan must specify reactive strategies across four stages:
2) Mid-behavior stage: The problem behavior is fully present and now requires staff to handle the behavior safely through an individualized, careful deescalating of the behavior. This might include specific techniques, calming words, presenting of choices, distraction, and redirection. Each technique will likely be unique to the student. What has worked in the past is important to discuss. Some staff deescalate the student better than others and this should be considered.

5. Key Concept:
The behavior plan must specify reactive strategies across four stages:
3) Problem-solving/Debriefing stage: Debriefing with the student is to review what happened, practice the alternative behavior again, and plan what to do next.
4) Required consequences stage: Clearly written consequences or other team determined actions because of the behavior are important, e.g., school and district disciplinary required actions; calling parents; notifying probation department; attendance at special seminars, detention, and so forth.

6. Requirement:
All implementers must be clear on specifically how to handle behavior to assure safety of all and that the intervention matches the stage of escalation.
Method:
The behavior team will need to discuss what has worked in the past to alter the problem behavior, and what interventions are required at all four stages of problem behavior.

7. Example of reactive strategies: Billy
Billy’s Behavior Support Plan includes
the four stages of reactive strategies
as follows:
1. Beginning Behavior Stage: Use gestures Billy has been taught that are cues to Billy to use the alternative protest, i.e., call the teacher over to protest hard work. Follow the “Stop and Think” gestural system taught to teachers and students at this school.
Howard Knoff, Stop & Think Social Skills Program,

8. Example of reactive strategies:
Billy
Billy’s Behavior Support Plan includes
the four stages of reactive strategies
as follows:
2. Mid-behavior Stage: Increase proximity to Billy, point to the work on the floor, get on eye level, use calm voice requiring work to be replaced on desk, wait patiently for compliance and praise in accordance with the teacher training on “4 step procedure-One Minute Skill Building.” If Billy is too agitated to work, invite him to take a “Time Away” in a specified classroom area. Praise his return when he is ready to work.

9. Example of reactive strategies:
Billy
Billy’s Behavior Support Plan includes
the four stages of reactive strategies
as follows:
3. Debriefing Stage: Ask Billy why he chose the old form of protest rather than his new alternative. Have Billy help fill out the daily report card communicating the poor choice he made and what Billy and the teacher will do next time to help assure the new behavior to protest is selected.

10. Example of reactive strategies:
Billy’s Daily Report Card

11. Example of reactive strategies:
Billy
Billy’s Behavior Support Plan includes
the four stages of reactive strategies
as follows:
4. Consequences Stage: If the behavior escalates to loud swearing, Billy will be sent to the counselor to complete a written process, “My Inappropriate Behavior,” which may or may not result in a suspension or other school disciplinary procedures given by the Vice Principal for the disruptive behavior.

12. Example of reactive strategies: Billy’s “My Inappropriate Behavior”
(see handouts)

13. Positive Behavioral Support Principle:
On-going communication needs to be between all important stakeholders in the student’s life.
Key Concept:
The behavior plan must specify who communicates with whom, how frequently and in what manner. Two-way communication between message senders and recipients is important.

14. Requirement:
The communication needs to be frequently enough to result in the continuous teaming necessary to achieve success.
Method:
Communication ideas: sent home in writing, through messages on or voice mail, through posting on a teacher’s answering machine in school (if information can be communicated in codes to assure confidentiality) or face-to-face.

15. Example of Communication
between important stakeholders:
Billy
Billy’s team decided on the following communication provisions:
1. Communication between: parents, teacher, school counselor, therapist from Department of Mental Health, school principal

16. Example of Communication between
important stakeholders:
Billy’s team decided on the following
communication provisions:
2. Frequency:
a. Daily: Report card on use of replacement behavior will be sent home; parents report back on praise or other reinforcers for accomplishment they gave Billy each day.
b. Weekly: Teacher will send weekly summary of Billy’s behavior to principal, school counselor, parents and therapist through .

17. Example of Communication between important stakeholders:
Billy’s team decided on the following
communication provisions:
2. Frequency:
c. Per Incident: Episodes of protest that include throwing furniture or loud swearing will be reported to the school counselor, who will debrief and send “My Inappropriate Behavior” analysis sheet to the principal, therapist, family, teacher. Therapist and parents will communicate any discussions with Billy about the incident which have yielded important insights about future interventions to counselor, who will inform others as needed.

18. Example of Communication between
important stakeholders:
Billy’s team decided on the following
communication provisions:
Manner:
a. Daily: written report hand carried by Billy to parents
b. Weekly: summaries using a report chart
c. Per Incident: paper copy to principal, teacher. scanned copy to therapist, family

19. What does the BSP QE measure?
Extent to which this plan reflects a team developed plan in alignment with principles of behavioral change from the field of applied behavior analysis
Those are the behavior
change principles we just
reviewed !

20. What the QE does NOT measure

21. What the QE does NOT measure
Whether the new behaviors, interventions, environmental changes, and reinforcers fit
the student
Whether this plan is developmentally appropriate
for this student
Asking Mikey to eat in the cafeteria

22. Who is this student? Current developmental stage Skill mastery levels
Personality, temperament, and
other unique characteristics
Team members must know the student well to develop an effective plan
Asking Mikey to eat in the cafeteria

23. What the QE does NOT measure
Whether the hypothesized function is correct

24. What the QE does NOT measure
Whether the plan was or will be implemented consistently and skillfully

25. The BSP QE Analysis Areas
_____ A. Problem Behavior
_____ B. Predictors of Behavior
_____ C. Analyzing What is Supporting Problem Behavior
_____ D. Environmental Changes
_____ E. Predictors Related to Function
_____ F. Function Related to Replacement Behaviors
_____ G. Teaching Strategies
_____ H. Reinforcement
_____ I. Reactive Strategies
_____ J. Goals and Objectives
_____ K. Team Coordination
_____ L. Communication
_____ Total Score (X /24)

26. The BSP QE Analysis Results
Ÿ       Fewer than 12 points = Weak Plan
This plan may affect some change in problem behavior but the written plan only weakly expresses the principles of behavior change. This plan should be rewritten.
Ÿ       13 – 16 points = Underdeveloped Plan
This plan may affect some change in problem behavior but would require a number of alterations for the written plan to clearly embody best practice. Consider alterations.
Ÿ       17 – 21 points = Good Plan
This plan is likely to affect a change in problem behavior and elements of best practice are present.
Ÿ       22 – 24 points = Superior Plan
This plan is likely to affect a change in problem behavior and embodies best practice.

27. Layout of the Scoring Guide
Area Eval-uated
& BSP
Line
A-L
Scoring Criteria
0-2
Actual
Examples
Student who refuses to do work
Key
Concepts
Clarify scoring or extend your understanding

29. Scoring Suggestions Look at the criteria for 2 first.
If it’s not met, look at 0. Figure a 1 from there.

31. Scoring Problems IGNORE IT!!
When there is lots of extraneous information, such as curriculum adaptations not relevant to the problem behavior
IGNORE IT!!

33. Scoring Problems
“Logically related” means that you can grasp the connection between the items.
DON’T OVERANALYZE!

34. Scoring Suggestions
Score leniently if you have reason to believe that the principles and key concepts are there.

35. Scoring Problem
Writing a “gold standard” goal and objective in the era of accountability
6 Key Components for Scoring A Complete Goal or Objective
1) observable and measurable,
2)  specifies what the student will do,
3)  by when will criteria be reached,
4)  under what conditions,
5)  at what level of proficiency,
6) how and by whom mastery will be measured

36. Example Goals: What is the score?
Mike will stop fighting on the playground
By Mike will use appropriate
behaviors on the playground
By Mike will substitute
appropriate behaviors (seeking help,
walking away or verbally problem-
solving as taught by the counselor) in lieu of physical aggression as measured by counselor observations and recording on an IEP team designed record sheet for 90% of yard observations.

37. Symbols F
Function
“Communicative
Intent”
Problem Behavior PB

38. PB1 PB3 PB2 F Scoring Problem 1 Student uses multiple behaviors
for one function
# each of the problem behaviors
Correlate behavior #s with
interventions and reactive strategies appropriate for each behavior
Write your plans with these correlations. F
Remind: some of the intervention #s will likely be the same-- but the reactive strategies will need to clearly communicate when and how to respond to each problem behavior when it occurs and numbers are really important here.

39. Screams, hits, runs away to escape
Scoring Problem 1
PB1
PB3
PB2
Screams, hits, runs away to escape
Example of Reactive Strategies
correlated with each behavior:
When he screams - remind to
use the new behavior
When he hits - block hit, then
use student specific calming words
3. When he runs away - use student specific enticements, do not chase F

40. PB1 PB3 PB2 F Multiple behaviors for one function
Two Strands for Positive
Behavioral Support
Teach an alternative – a new behavior to express need
Environment – change tasks, use visual schedules, provide more reinforcement, etc. F

41. PB F2 F1 F1 1 F2 2 Scoring Problem 2 Student uses one behavior
for multiple functions
Correlate function #s with
interventions #s and reactive strategies #s
matches intervention
Write one plan, number the functions and correlate
with the interventions, or, write a separate plan for each
function. F2 F1 F1 1 F2 2

42. Example for Scoring Problem 2:PB
Example for Scoring Problem 2:
Screams for multiple functions
1. When it is for Attention
Teach - 1. guide to
use hand raising to get attention,
Environment - 1. Recognize & reinforce frequently (>2x in 15 min),
Reactive Strategy - 1. use gestures to prompt hand raising, guide hand raising, initiate new task F1 F2

43. PB F2 F1 Example 2: Screams for multiple functions
2. When it is for Escape
Teach - 2. teach asking for a break
Environment - 2. Reduce task demands
Reactive Strategies - 2. use student specific enticements, do not chase

44. PB1 PB2 F2 F1 Scoring Problem 3 Student uses multiple behaviors
for multiple functions
Number the behaviors
Correlate each behavior
with each function then match to interventions and reactive strategies
Consider writing multiple plans, or write one plan for each behavior/function. Focus on Pivotal Skills F2 F1

45. PB1 PB2 F2 F1 Example 3: PB1 Screams, PB2 Runs away
Multiple behaviors with multiple functions
PB1 Screams, PB2 Runs away F2 F1
Behavior 1 Screams
Function 1 Attention
Teach - 1. Remind to use the new behavior of calling teacher over to his desk to get attention.
Environment - 1. Call on student more frequently, allow to work with a buddy.
Reactive Strategies -1. Use gestures to signal “stop and think” how the student can get teacher attention appropriately.

46. PB1 PB2 F1 F2 Example 3: PB1 Screams, PB2 Runs away
Multiple behaviors with multiple functions
PB1 Screams, PB2 Runs away F1 F2
Behavior 2 Runs away
Function 2 Escape
Teach - 2. Teach how to use a time away spot.
Environment - 2. Establish time away spot.
Reactive Strategies - 2. Use gestures then verbal prompts to orient student to use the time away spot when he is about to escape.

47. BSP
How To

48. Activity
Scoring “Ralph’s” BSP

49. Ralph - A. Line 1; B. Line 5; C. Lines 6 & 5

50. Ralph - D. Lines 6 & 7

51. Ralph - E. Lines 5 & 8

52. Ralph - F. Lines 8 & 9

53. Ralph - G. Lines 9 & 10

54. Ralph - H. Line 11

55. Ralph - I. Line 12

56. Ralph - J. Line 13

57. Ralph - L. Line 14

58. Tom 5th grader, General Education student ADHD with 504 plan
Swears, refuses to do work

59. Tom - A. Line 1; B. Line 5; C. Lines 6 & 5
Line 1: Work refusal, esp. written work
he thinks will take a long time to complete.
Work refusal often escalates to defiance,
e.g., You can’t make me!” Also, verbal aggression
Can occur, such as swearing, calling the teacher
Names and asking challenging questions, such as
“Why do I have to do this dumb work, huh, HUH!!

60. Line 5
Teacher assigning work, especially work he thinks will take a long time to complete
Line 6
Tasks are not yet being broken down and sequenced for Tom. There is currently no agreed upon way for Tom to express his inability to structure the task himself. Verbal negotiation skills have not yet been taught. Opportunities for choice within a structure is not yet offered.

61. Tom - D. Lines 6 & 7

62. Tom - E. Lines 5 & 8

63. Tom - F. Lines 8 & 9

64. Tom - G. Lines 9 & 10

65. Tom - H. Line 11

66. Tom - I. Line 12

67. Tom - J. Line 13

68. Tom - L. Line 14

69. Mary 7 year old, Severe Disabilities and Autism
Non-symbolic communicator
Cognitive development 18 months
Screams, hides under table
Fictitious picture

70. Mary - A. Line 1; B. Line 5; C. Lines 6 & 5

71. Mary - D. Lines 6 & 7

72. Mary - E. Lines 5 & 8

73. Mary - F. Lines 8 & 9

74. Mary - G. Lines 9 & 10

75. Mary - H. Line 11

76. Mary - I. Line 12

77. Mary - J. Line 13

78. Mary - L. Line 14

79. You can always email or phone me for clarification or assistance.
Business cell #