1. Tips on BIPS: Examples and Strategies for Developing Effective Behavior Intervention Plans Christine Christle, Ed.D. University of South Carolina

2. Overview Why BIPs don’t work Why BIPs don’t work What makes a successful BIP? What makes a successful BIP? What parts of the BIP are most troublesome for you? What parts of the BIP are most troublesome for you? Possible Solutions Possible Solutions Examples Examples Discussion Discussion

3. What is a BIP? A Behavior Intervention Plan to: Teach desired behavior Teach desired behavior Reduce or eliminate problem behavior Reduce or eliminate problem behavior It must include a FBA which must include an ABC… It must include a FBA which must include an ABC…

5. Why BIPs don’t work Not based on a FBA with ABC data Goal unclear Lack of buy-in by student, adults, parents Weak fidelity Inconsistency No supports Lack of progress monitoring Lack of self-monitoring Failure to phase out supports to self- management Others?

6. What is an ABC? A method of observing and recording behavior that helps us determine the function of the behavior: A method of observing and recording behavior that helps us determine the function of the behavior:Includes The setting The setting Antecedent = what happens before Antecedent = what happens before Behavior = what the problem is Behavior = what the problem is Consequence = what happens after Consequence = what happens after

7. ABC Problems Lack of time to observe Lack of trained people available to observe Setting events not considered or described Setting events not considered or described Antecedents missed or inferred rather than observed Antecedents missed or inferred rather than observed Consequences missed or inferred rather than observed Consequences missed or inferred rather than observedOthers?

8. Possible Solutions Trade off with other teachers Practice Ask for training Other ideas?

9. FBA = Functional Behavior Assessment Process to help determine motivation of the student’s behavior Process to help determine motivation of the student’s behavior Gather information Gather information Review records Review records Interviews Interviews Observations - ABC Observations - ABC

10. FBA Problems Problem Behavior not well-defined or measurable – no ABCs completed Problem Behavior not well-defined or measurable – no ABCs completed Desired Behavior (typical) unrealistic for this student Desired Behavior (typical) unrealistic for this student Consequences not defined for problem and desired behavior Consequences not defined for problem and desired behavior Alternative Behavior not understood, not defined or unrealistic Alternative Behavior not understood, not defined or unrealisticOthers?

11. Possible Solutions Devise ways to count the instances of the problem behavior - Practice recording Devise ways to count the instances of the problem behavior - Practice recording Record what specifically happens after the desired behavior and the problem behavior – what is gained or avoided? Address each area under Alternate Behavior Others?

12. Understanding Alternative Behavior An approximation leading to the desired behavior using PreventionTeachingExtinctionReinforcement Page 2 of the Functional Behavior Worksheet http://ed.sc.gov/agency/offices/ec/documents/FUNCTIONALBE HAVIORASSESSMENTsampledraft.doc http://ed.sc.gov/agency/offices/ec/documents/FUNCTIONALBE HAVIORASSESSMENTsampledraft.doc

13. Prevention Make the problem behavior irrelevant Activity schedule Curriculum – age appropriate, etc Modify instruction Prompts for appropriate behavior Precorrect for problem situations

14. Teaching Make problem behavior inefficient Teach replacement skills Teach adaptive social skills in context “That is not appropriate…” Model, Lead, Test Model, Lead, Test Example, Non-examples Example, Non-examples Multiple Opportunities to Respond Multiple Opportunities to Respond

15. Extinction Minimize positive reinforcement for problem behavior Teacher and adults will ignore… Teacher and adults will ignore… Other students will ignore… Other students will ignore… Minimize negative reinforcement for problem behavior Time Out Time Out Suspension Suspension

16. Reinforcement Select positive reinforcers Select positive reinforcers Know the student Know the student Surveys (Forced Choice Menu) Surveys (Forced Choice Menu) Maximize the schedule of positive reinforcement for appropriate behavior Maximize the schedule of positive reinforcement for appropriate behavior Gradually fade to intermittent schedule Gradually fade to intermittent schedule

17. Reinforcement

18. Problems with the BIP Plan Plan Present Levels not defined from FBA Present Levels not defined from FBA Behavioral Goal not measurable or realistic Behavioral Goal not measurable or realisticPrevention Environmental issues not addressed Environmental issues not addressed

19. Problems with the BIP Instruction not clear Who will teach what, when and where? Who will teach what, when and where? How will progress be monitored? How will progress be monitored?  Adults do not cooperate or follow through Crisis Plan not in place Others?

20. Possible Solutions Provide actual numbers or % of problem behavior occurrences Consider actual numbers of typical students for Behavioral Goal Look at modifications to the environment – often easy to change

21. Possible Solutions Teach behavior as you would academics – plan, teach, evaluate Provide a checklist to all adults involved, email reminders, resort to “guilt” or begging Create a crisis plan and practice Others?

22. BIG IDEA It takes time and support to change behaviors It takes time and support to change behaviors Consistency for 30, 90, … days depending on the nature of the behavior and the supports Consistency for 30, 90, … days depending on the nature of the behavior and the supports Examples of effective programs Examples of effective programs Alcoholics Anonymous Alcoholics Anonymous Weight Watchers Weight Watchers

23. BIP Example 1 FBA Review records: 3 students’ IEPs Interviews Interviews Special Ed teacher Special Ed teacher Assistant Assistant Observations - ABC Observations - ABC Data taken over 4 days Data taken over 4 days Inappropriate comments (cussing, teasing, laughing) Inappropriate comments (cussing, teasing, laughing)

24. FBA PREFERENCES AND INTERESTS Strengths: skate boarding, movies & computers FUNCTIONAL BEHAVIOR ASSESSMENT 1. Problem: inappropriate comments 2. Antecedents: when presented with a request from the teacher/student reads 3. Consequences: warnings, lose computer, ODR, attention from peers & avoid assignment

25. FBA 4. Setting event: In Character Ed class 5. Desired Behavior: appropriate comments or no comments 6. Consequences: complete assignments, earn computer time

26. FBA 7. Alternative Behavior: Catch yourself and rephrase Prevention:  Adapt curriculum  Modify instruction Teaching: Model Extinction: Adults do not respond to inappropriate comments Reinforcement:  Behavior points in daily grade  Verbal Praise  Graph

27. BIP: PLAN PLOP: Average 10.5 per day PLOP: Average 10.5 per day Goal: When in Character Education Class the students will make appropriate comments or no comments and reduce inappropriate comments to 0 per day by the end of the semester. Goal: When in Character Education Class the students will make appropriate comments or no comments and reduce inappropriate comments to 0 per day by the end of the semester.

28. BIP: PREVENTION Environment: Environment: Modify curriculum Modify curriculum  Watch & Discuss “Gremlins”  Create Behavior videos Add incentives Add incentives Frequency count and graph Frequency count and graph

29. BIP: INSTRUCTION Replacement: Students will express their opinions with appropriate comments & will help peers who struggle reading Who: Student teacher How often and where: During Character Ed class 4X per week How often and where: During Character Ed class 4X per week

30. BIP: INSTRUCTION Practice: Give all students opportunities to read and discuss. Teach and model Monitor progress: Record # of inappropriate comments each day, graph. Behavior part of daily grade. Points deducted for inappropriate comments. Student teacher and supervisor review data every week Acknowledgements: Praise and points for grade (special lunch party at end of 4 weeks) BIP: Crisis Plan Clear the room and call the assistant principal

31. Results

32. Results Inappropriate comments decreased to average of 3.6 during teacher-made curriculum Students were actively engaged in the lessons Uncontrollable factors Placement into foster home for one Placement into foster home for one Medication inconsistency Medication inconsistency New student New student

33. BIP Example 2 FBA Review records: 1 student’s IEPs Interviews Interviews Special Ed teacher Special Ed teacher Football coach Football coach Observations - ABC Observations - ABC Data taken over 4 days Data taken over 4 days Inappropriate outbursts after playing a game (swearing, name-calling, pushing, throwing things) Inappropriate outbursts after playing a game (swearing, name-calling, pushing, throwing things)

34. FBA PREFERENCES AND INTERESTS Strengths: sports, competition FUNCTIONAL BEHAVIOR ASSESSMENT 1. Problem: sore loser behavior 2. Antecedents: playing a game & losing 3. Consequences: attention from teachers and peers, verbal warnings, time out, ODR

35. FBA 4. Setting event: In class/free time 5. Desired Behavior: Congratulate the winner – shake hands 6. Consequences: Adult verbal praise, peer approval

36. FBA 7. Alternative Behavior: When upset ask for a break and leave the area Prevention:  Discussed how students would not want to play games with him Teaching: Modeled Extinction: Adults and students did not respond to sore loser behavior Reinforcement:  Verbal Praise  Point chart and Graph

37. BIP: PLAN PLOP: Average 85% of opportunities per day PLOP: Average 85% of opportunities per day Goal: After playing a game and losing, congratulate the winner - shake hands. Reduce sore loser behaviors to 0 per day by the end of the semester. Goal: After playing a game and losing, congratulate the winner - shake hands. Reduce sore loser behaviors to 0 per day by the end of the semester.

38. BIP: PREVENTION Environment: Environment: Adults and students ignored sore loser behavior and walked away Adults and students ignored sore loser behavior and walked away Frequency count and graph Frequency count and graph Replacement: Student will congratulate the winner/shake hands after playing a game. Teacher models. Replacement: Student will congratulate the winner/shake hands after playing a game. Teacher models.

39. BIP: INSTRUCTION Who: Student teacher How often and where: Once per day before free time How often and where: Once per day before free time Practice: Role playing with teacher once per day and free time daily

40. BIP: INSTRUCTION Monitor progress: Student teacher will record # of games played & # of sore loser behaviors & graph rate or % daily. Student keeps own chart & compares with student teacher daily. Student teacher & supervisor review data weekly Acknowledgements: Student teacher will praise student for appropriate behavior BIP: Crisis Plan Time out, then call the assistant principal

41. Example 2 Prevention: Teacher and students ignored and walked away during outbursts Instruction: Teacher taught replacement behaviors and practiced with him daily When angry ask to leave the room When angry ask to leave the room Congratulate the winner – shake hands Congratulate the winner – shake hands Self-monitoring chart and reinforcement for completing it Self-monitoring chart and reinforcement for completing it

42. Results

43. Results After 2 ½ weeks of intervention, sore loser behaviors decreased to an average of 7% from the baseline average of 85% The teacher reported that peers enjoyed playing games with him and asked him to play

44. Example 3 Problem behavior: Non-compliance (failure to complete assignments, off- task behavior) Given 8 seatwork assignments to do each day, the student plays with pencils, sings, doodles and only completes about 3 of the assignments

45. Example 3 BIP PLOP: 43% completion rate – 5 days Goal: Given 8 independent assignments to complete each day, the student will complete an average of 88% of the assignments per week by the end of the semester.

46. BIP: PREVENTION Environment: Environment: Student will self monitor using a checklist Student will self monitor using a checklist Frequency count and graph Frequency count and graph Replacement: Student will keep track of assignments completed on a checklist. Replacement: Student will keep track of assignments completed on a checklist.

47. Results

48. Results After 3 weeks of intervention, student was completing an average of 80% assignments from the baseline average of 43% The teacher reported that the other students also had increased their rates of assignments completed. They seemed to compete and wanted to use the teacher’s “special pen” to check off their charts

49. Example 4 Self-monitoring on task behaviors during class Self-monitoring on task behaviors during class Behavior Checklist Behavior Checklist (E) Eyes on Teacher- participate (Q) Stay quiet during work time (W) Wait to speak while others are… (F) Follow teacher directions 1 st time (P) Say Positive words to others (S) Sit quietly (C) Complete work

50. Review What is a BIP? What is a BIP? When & why do a BIP? When & why do a BIP? How to do a BIP How to do a BIP Did you get any ideas to help do a BIP for a student? Did you get any ideas to help do a BIP for a student?

51. Questions? Discussion