creating a behavior intervention plan

CREATING A BEHAVIOR

INTERVENTION PLAN

Presenters: Kyla Weatherford, LSSP;

Katherine Maddox, Ph.D., LSSP; &

Teressa Feierabend, LSSP

WHEN DO I DEVELO P A B IP?

In the case of the student whose behavior impedes his or her learning or the learning of others, the ARD committee must consider:

A) The use of positive behavioral interventions and supports

and

B) Other strategies to address that behavior

STUDENT 1

CHOOSING BEHAVIORS TO TARGET ( I .E . , INAPPROPRIATE

BEHAVIORS) FOR THE BIP

How do you choose which problems to focus on when writing a BIP?

• Prioritize! You cannot work on all problematic behaviors at once

• It is usually best to address 2-3 of target behaviors in the BIP for the following reason

• Choose the most significant behavior(s) which are creating the most severe problem(s)

• You may have to let another bothersome behavior go while working on a more severe one. It’s ok. You can work on the others later.

• Behaviors which are the most dangerous, disruptive, or frequent are good starting points

O PERATION AL LY DEFINE TARGET BEHAVIO R

An operational definition describes the behavior in terms of what you see.

It is an explicit definition that two or more disinterested observers would be able to identify.

WHY IS AN OPERATIONAL DEFINITION NECESSARY?

Three people will have three different ideas of what a “meltdown” is. To indicate “I want her to stop having meltdowns” doesn’t explain what a “meltdown” is. Therefore, the behaviors should be identified: hitting, kicking, cursing, and crying may all be occurring when the student is “having a meltdown,” but another person may consider whining, pouting, a curled lip, banging fists on the desk and refusal to work to be a meltdown.

NO N-O PERATIO NAL VS. OPERATION AL DEFINIT IO NS

• Is disruptive in class

• Refuses to work

• Says inappropriate things to other students

• Runs away

• Blurts out without being called upon when teacher is lecturing

• Sits and puts his head down when asked to write

• Says “You’re a retard.”

• Runs out of the classroom

Non-Operational Definition Operational Definition

STUDENT 1Student 1 is a 10-year-old fifth grader who was referred for testing last year to determine if he is a student with an autism spectrum disorder. He was already identified as a student with a specific learning disability and speech impairment. He has a history of speech/language delays and academic difficulties. Cognitive testing demonstrated that the student’s overall IQ was in the 60s, and he actually qualified as ID. He did not qualify as a student with an ASD. He also has a history of ADHD and is on medication. Student 1’s behavior is very disruptive to the learning environment. He has a lot of sensory issues and social deficits.

STUDENT 1

•Off-task•Not working, not completing assignments•Continually asking if he can go to the resource room when in a gen. ed. class•Out of seat•Loud outbursts

•Off-task•Not working, not completing assignments•Continually asking if he can go to the resource room when in a gen. ed. class•Out of seat•Loud outbursts

Off-taskNot working, not completing assignmentsContinually asking if he can go to the resource room when in a gen. ed. classOut of seatLoud outbursts

Off-task

• Off task• Not working, not completing assignments• Continually asking if he can go to the resource room when in the gen. ed. classroom• Out of seat• Loud outbursts

REPLACEMENT BEHAVIORS

What is a replacement behavior? • It is the behavior you want the student to demonstrate rather than

the behaviors he is currently demonstrating

Replacement behaviors should…• Be incompatible with the target behavior (behaviors cannot occur at

the same time)

Example: • Target Behavior:

Sally is blurting out without being called upon when teacher is lecturing • Replacement Behavior

Sallie will raise her hand and wait for the teacher to call upon her to answer

• Complete Academic

Assignments

Avoidance of non-preferred or frustrating

tasks

POSITIVE BEHAVIOR SUPPORTS

If you have a recent psychological evaluation, as is the case here,

look at the student’s Behavior/Social/Emotional

PLAAFP at the end of the report and look at the

recommendations. This will help you determine which positive

behavior supports to use.

POSITIVE BEHAVIOR SUPPORTS: STUDENT 1

MORE ABOUT STUDENT 1


•Ensure that the curriculum is aligned to ’s level of functioning•Consistently reinforce Logan for working.•Logan feels overwhelmed by the work presented in class. Use the split folder technique (see below) to address this.•Offer breaks including movement breaks during his most difficult academic tasks. Follow sensory recommendations offered by the OT listed below.Give Logan precise methods he can use to seek help when he experiences frustration. For example, give him “I need a break” cards to present when needed

Use a Daily Point Sheet (see explanation below)

•Ensure that the curriculum is aligned to ’s level of functioning•Consistently reinforce Logan for working.•Logan feels overwhelmed by the work presented in class. Use the split folder technique (see below) to address this.•Offer breaks including movement breaks during his most difficult academic tasks. Follow sensory recommendations offered by the OT listed below.Give Logan precise methods he can use to seek help when he experiences frustration. For example, give him “I need a break” cards to present when needed

Use a Daily Point Sheet (see explanation below)

• Assure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction.

•Ensure that the curriculum is aligned to ’s level of functioning

First, think about how you can alter Student 1’s environment to make him

as successful as possible. This is considered Antecedent Manipulation and can prevent behaviors from ever occurring. This is because you are

addressing events that trigger or lead to the behaviors.


Follow sensory recommendations offered by the OT listed below.Follow sensory recommendations offered by the OT listed below.


* Ensure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction.* Maintain a structured, quiet setting. * Student 1 feels overwhelmed by the work presented in class. Use the split folder technique.

Limit the amount of information/steps provided at any one time by breaking it into smaller, more manageable pieces. Cut a file folder into strips. The shorter the attention span, the smaller you will cut the strips. Students open 1 flap at a time and always begin at the top and work their way down. When Student 1 completes the first part of the assignment, have him raise his hand to let you know. Check his work and reinforce him (e.g. verbal praise). Then instruct him to close that flap and open the next flap. This continues until the work is done.




*Ensure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction.*Maintain a structured, quiet setting. * Student 1 feels overwhelmed by the work presented in class. Use the split folder technique.

Next, think about what strategies

will help Student 1 begin working

and keep working.



• Assure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction.*Ensure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction.*Maintain a structured, quiet setting. *Student 1 feels overwhelmed by the work presented in class. Use the split folder technique.*Offer breaks including movement breaks during his most difficult academic tasks. *Follow sensory recommendations offered by the OT .* Give Student 1 precise methods he can use to seek help when he experiences frustration. For example, give him an “I need a break” card to present when needed.



• Assure that the curriculum is aligned to Student 1’s level of functioning and differentiate instruction.*Ensure that the curriculum is aligned to Student 1’slevel of functioning and differentiate instruction.* Maintain a structured, quiet setting. *Student 1 becomes overwhelmed by the work presented in class. Use the split folder technique to address this. *Offer breaks, including movement breaks, during his most difficult academic tasks.*Follow OT sensory recommendations to address sensory needs. *Give Student 1 precise methods he can use to seek help when he experiences frustration. For example, give him an “I need a break” card to present when needed.

Finally, consider what type of positive reinforcement you will use. In order to get a student to engage in a new behavior, we use an ABA technique called shaping. During shaping we reinforce approximations of the behavior. As the student begins to demonstrate the behavior, we use positive reinforcement to make sure the behavior continues. Eventually, we will fade the positive reinforcement.


Follow sensory recommendations offered by the OT listed below.Follow sensory recommendations offered by the OT listed below.Sheet


*Ensure that the curriculum is aligned to Student 1’slevel of functioning and differentiate instruction.* Maintain a structured, quiet setting. * Student 1 feels overwhelmed by the work presented in class. Use the split folder technique to address this. * Offer breaks, including movement breaks, during his most difficult academic tasks.* Follow OT sensory recommendations to address sensory needs. * Give Student 1 precise methods he can use to seek help when he experiences frustration. For example, give him an “I need a break” card to present when needed. * Use a Daily Point Sheet.* Consistently reinforce Student 1 when he is working.


•Loss of points on Daily Point Sheet•Loss of access to rewards and special privileges

Let’s have a look at Student 1’s Complete BIP.

creating a behavior intervention plan

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