1. Determining Interventions
Presented by
Erica Winn, MBA/BCBA
Program Specialist
EGUSD

2. First Things First
Complete Functional Behavior Assessment (FBA) to determine:
Purpose for the target behavior
Gain Access
Escape/Avoid
Setting Events
Antecedents
Maintaining Consequences

4. Once you have discovered the circumstances leading to and following a behavior problem you can begin putting together a picture of how events typically play out.
Specific behavior problem
Desired Alternative (i.e. coping skills, quiet voice, work completion, etc.)
Determine a typical consequence that can be provided for the desired alternative
Antecedents
Current Consequence (reinforcing property)
Setting Events
FERB

5. Guidelines for Behavior Intervention Plan (BIP) Development
Setting Events Strategies
Neutralize or eliminate the effect of setting events
Antecedents Strategies
Prevent the problem behavior from occurring
Behavior Teaching Strategies
Teach alternative (based on function) and desired behaviors
Consequences Strategies
Increase alternative and desired behaviors AND decrease problem behaviors

7. Antecedent Based Interventions
Arrange the environment
Change schedule or routine
Structured time
Use highly referred items/activities
Offer choices
Change how instruction is provided
Provide access to sensory stimulation
Cueing
Accommodate learning needs
Modify curriculum
Proximity
Transitional warnings

9. Proactive (PBIS) Interventions Attention Seeking
Antecedent Intervention
(PREVENTION)
Give attention early for positive behaviors
Check-in – provide adult attention immediately upon student arrival
Give student leadership responsibility or a class ‘job’ that requires the student to interact w/ staff
Place student in desk where he/she is easily accessible for frequent staff attention
Give student frequent intermittent attention for positive or neutral behavior
Pre-Correct - Frequently & deliberately remind student to raise their hand and wait patiently if they want your attention

10. Proactive (PBIS) Interventions Avoidance
Antecedent Intervention
(PREVENTION)
Modify task or provide support
Modify assignments to meet student skill level (timelines, graphic organizers, chunking, etc.)
Assign student to work with a peer
Provide additional instruction/support
Provide visual prompt to cue steps for tasks student struggles with
Provide additional support focused on instructional skills (Homework Club, study hall, etc.)
Pre-Teaching content
Pre-Correct - Frequently & deliberately remind student to ask for help

11. Differential Reinforcement
DRA – Reinforce the desired alternative and functional alternative
DRO – Reinforce time passed in absence of behavior
DRI – Reinforce a physically incompatible behavior
DRL – Reinforce progressively lower rates of behavior

12. Teach New Skills Core skills can include ... Functional communication
Code Switching
Social skills
Ability to regulate emotions
Use of independent life skills
Academic skills
Ability to express emotions or anxiety in an acceptable manner
Request help or a break
Ability to recognize the need for a break
Ability to work independently for a designated period of time
Appropriately seek sensory input

14. Extinguish the behavior problem www.autisminternetmodules.org

16. Reactive Strategies Redirection – change focus of student
Planned Ignoring – no looking at, touching, talking to/about
Restitution – restore the environment
Behavior Contract – agreement between student & staff
Response Cost – can earn or loose rewards across the day
Review the Rules – discuss the expectations
Group Contingency – peers are all accountable
Removal of Reward – taking away an earned reward
Over Correction – practice correct behavior repeatedly
Time Out – time away from reinforcement

17. Proactive (PBIS) Interventions Attention Seeking
Consequence Intervention
(RESPONSE)
Intervention occurs after positive or negative behavior
Respond quickly if student asks appropriate for adult attention
Give the student frequent adult attention for positive behavior
Student earns ‘lunch w/ teacher’ when student earns points
Eliminate/minimize amount of attention for problem behavior
Limit verbal interaction – create a signal to prompt the student to stop
Avoid power struggles

18. Proactive (PBIS) Interventions Avoidance
Consequence Intervention
(RESPONSE)
Intervention occurs after positive or negative behavior
Respond quickly if student asks appropriate for help or a break
Reward student for on task, trying hard, work completion
Eliminate/minimize the amount of missed instructional time / work for engaging in problem behavior
Need to make sure student is capable of doing work or provide support

19. Proactive (PBIS) Interventions Avoidance
Consequence Intervention
(RESPONSE)
Sometimes students need additional encouragement to engage in the desired behavior…
Additional incentives to encourage student positive behavior:
Free homework passes
Reduced numbers of problems
Extra credit points

20. Ensuring Effectiveness
Consistency
Contingency
Immediacy
Appropriateness

21. Progress Monitoring Ongoing data collection
Regularly scheduled collaboration with site team and family
Trouble shoot problems as they arise
Make small changes if needed
Call an IEP meeting if big changes are needed

22. How can we regulate BIPs?
Look for BIP on file if the IEP indicates one should be present
BIP should be updated annually or as needed
Cannot determine whether the appropriate methods are being used without in depth knowledge of Behavior Analysis as well as the individual student’s history and needs