developing behavioral plans for aggressive children in california

Developing Developing Behavioral Plans For Behavioral Plans For Aggressive ChildrenAggressive Children

in Californiain California

Bruce M. Gale, PhDBruce M. Gale, PhDClinical Psychologist Clinical Psychologist PSY10598PSY10598

Santa Monica, CASanta Monica, CAApril 7, 2006April 7, 2006

NoteNote The information that follows is an excerpt from The information that follows is an excerpt from

Diana Browning Wright’s 2006 NASP talk.Diana Browning Wright’s 2006 NASP talk. Diana gave me permission to incorporate this Diana gave me permission to incorporate this

information into my talk and it represents an information into my talk and it represents an update from the 2005 information that was in the update from the 2005 information that was in the handout.handout.

You will be able to access this information in its You will be able to access this information in its entirety once it has been posted to the PENT web entirety once it has been posted to the PENT web site at: site at: http://www.pent.ca.govhttp://www.pent.ca.gov..

If you are learning more about Dr. Gale’s If you are learning more about Dr. Gale’s presentations on managing aggression in schools, presentations on managing aggression in schools, click hereclick here..

Proven Methods of Teaching Proven Methods of Teaching Staff to Write Effective Staff to Write Effective

Behavior Intervention PlansBehavior Intervention Plans

Diana Browning Wright M.S., L.E.P., Behavior Analyst

CDE-Diagnostic Center, Southern California

Director, Positive Environments, Network

Of Trainers (PENT)

NASP Convention – Anaheim, March 2006

Presented by:

Behavior Support PlansBehavior Support PlansBehavior Intervention PlansBehavior Intervention Plans

Why?Why?► It’s the law!It’s the law!► It is best practiceIt is best practice► It improves outcomesIt improves outcomes► It increases staff It increases staff

moralemorale

IDEA 97, and now 2004IDEA 97, and now 2004

► Special FactorsSpecial Factors Behavior impeding learning of student or Behavior impeding learning of student or

peerspeers Requires strategies, including positive Requires strategies, including positive

behavioralbehavioral

interventions, strategies and supportsinterventions, strategies and supports Requires staff be informed of their specific Requires staff be informed of their specific

responsibilitiesresponsibilities

IDEA 97, and now 2004IDEA 97, and now 2004► DisciplineDiscipline

Requires FBA (and likely a plan) for Requires FBA (and likely a plan) for

suspensions past 10 dayssuspensions past 10 days Requires FBA and MD for involuntary Requires FBA and MD for involuntary

placement change (expulsion is an placement change (expulsion is an involuntary placement change) and likely a involuntary placement change) and likely a planplan

► Interim Alternate PlacementsInterim Alternate Placements Requires services to prevent behavior from Requires services to prevent behavior from

reoccurring, likely a planreoccurring, likely a plan

Behavior Support Behavior Support PlansPlans

► For whom? For whom?

Any student who needs one!

Behavior Support PlansBehavior Support Plans► MUST be done by a teamMUST be done by a team► Who makes up the team?Who makes up the team?

Everyone relevant to the implementationEveryone relevant to the implementation Including theIncluding the student whenstudent when possiblepossible

www.pent.ca.gov

► Forms ► Behavior Support Plan, Quality

Evaluation Guide (BSP-QE)► Materials to support teacher

effectiveness► PPTs of this training, and more! Plus,

handouts for training Manual: ► Tools to Develop, Implement and Score

a BSP (under revision to match revised BSP-QE)

► And much, much more

FBA Report (Disciplinary FBA Report (Disciplinary Context)Context)

Expanded Behavior Expanded Behavior Intervention PlansIntervention Plans

► California: first in nation with “functional California: first in nation with “functional assessment” based behavior plans for assessment” based behavior plans for students with disabilities and severe students with disabilities and severe behaviorbehavior

► Use Supplementary FormsUse Supplementary Forms when: when: the IEP team says the behavior is the IEP team says the behavior is

“severe”“severe” a behavior specialist has supervised or a behavior specialist has supervised or

conducted a very extensive functional conducted a very extensive functional assessmentassessment

When a highly data driven plan isWhen a highly data driven plan is requiredrequired

Three Options for Using a Three Options for Using a BSPBSP

1.1. IDEA/504 - IDEA/504 - Use the BSP as an Use the BSP as an attachmentattachment

The BSP is used to designate the The BSP is used to designate the positive behavioral supports required positive behavioral supports required when “behavior is impeding learning” when “behavior is impeding learning” under Federal I.D.E.A. under Federal I.D.E.A.

This BSP attaches to an IEP or 504 plan This BSP attaches to an IEP or 504 plan for students with exceptional needs.for students with exceptional needs.

Three Options for Using Three Options for Using the BSPthe BSP

2.2. Best Practices-Student Assistance Best Practices-Student Assistance Teams - Teams - Use the BSP as a stand-Use the BSP as a stand-alonealone The BSP is used by the student The BSP is used by the student assistance team to designate the assistance team to designate the positive behavioral supports for any positive behavioral supports for any student with behavior support needs.student with behavior support needs.

This BSP attaches to any This BSP attaches to any team notes to be given to team notes to be given to implementers.implementers.

Use BSP as the “Core” Use BSP as the “Core” Behavior PlanBehavior Plan

3.3. High documentation requiredHigh documentation requiredThe Core Behavior Plan combines with The Core Behavior Plan combines with the other 3 sections to become a the other 3 sections to become a complete plan for “serious behavior” complete plan for “serious behavior”

““Serious” behavior likely to require a Serious” behavior likely to require a highly data-driven planhighly data-driven plan-- AssaultiveAssaultive-- Self- injuriousSelf- injurious- - Severe property damageSevere property damage-- Other Pervasive, Maladaptive Other Pervasive, Maladaptive Behavior Behavior

QUALITY Behavior QUALITY Behavior PlansPlans

► All effective plans address All effective plans address both both the the environment and the function of the environment and the function of the behaviorbehavior Change environments to eliminate the Change environments to eliminate the

need to use this behaviorneed to use this behavior Teach alternative, acceptable behavior Teach alternative, acceptable behavior

(functionally equivalent replacement (functionally equivalent replacement behavior) which allow student to get behavior) which allow student to get or reject something in an acceptableor reject something in an acceptable

manner.manner.

What IS the Positive What IS the Positive Behavior Support Behavior Support

Process ?Process ?► A data-drivenA data-driven team team approach with built-inapproach with built-in accountabilityaccountability

Follows a carefully look at the context of the problem behavior Follows a carefully look at the context of the problem behavior Hypothesizes why the behavior is occurring. Hypothesizes why the behavior is occurring. Develops a plan to teach the student a replacement behavior Develops a plan to teach the student a replacement behavior

and new skillsand new skills Changes environments to match student needsChanges environments to match student needs Involves people who really care about the studentInvolves people who really care about the student Develops a written plan capturing the team’s decisions and Develops a written plan capturing the team’s decisions and

methodsmethods

Key Concept:

This behavior has worked in the

past, or it is currently working

to either:

1) GET something the student

desires or

2) REJECT avoid or protest

something the student wishes to

remove.All behavior has a function!All behavior has a function!

Method:

Observing the student in the

problem situation and interviewing

others who are frequently present

when the problem occurs is

required.

Focusing on the student’s facial

expression and the response of

others often yields cues as to what

the function of the behavior may be.

Examples of functions of behavior:

Billy

Billy throws his work on the

floor because it is hard work

for him. When he does this,

his face shows anger and

frustration.

His actions are a protest,

an attempt to reject.Fictitious picture


DoloresDolores giggles and disrupts peers around her because she enjoys the attention and reactions she gets and her face shows pleasure and excitement.

Her actions are to get social

attention, even when that attention from peers is one of displeasure and disapproval.


Bruce

Bruce uses swear words not related to what is going on around him. His face shows pleasure and excitement and he uses these words as a method of starting a conversation, e.g., his peers immediately tell him not to use these words and start conversing with him about the use of appropriate language.

His actions are to get social interactions started.

2. Positive Behavioral Support Principle:

Behavior is related to the context/ environment in which it occurs. Key Concept:

Something is either present in the environment, or NOT present in the environment which increases the like-lihood the problem behavior will occur.

Requirement:

The behavior plan must identify

what environmental features

support the problem behavior. This

is necessary in order to know what

environmental changes will remove

the student’s need to use the problem

behavior to achieve something he or

she desired.

Examples of context/environment impact on problem behavior:

Billy

Billy has NOT YET received

support to complete difficult

work. He throws math

or reading worksheets that

appear long and hard to him

on the floor.


Dolores

Dolores has NOT YET received direct instruction on how to appropriately make and keep friends. Her peers reinforce her behavior inadvertently by their strong responses. Her peers have neither learned how to reinforce her for appropriate behavior, nor learned how to change their loud expressions of disapproval in response to Dolores’ behavior.


Bruce

Bruce has NOT YET received instruction on how to initiate social conversation without the use of his attention-getting swear words. His peers have not learned how to direct Bruce to use the alternative method of attention-seeking rather than giving him attention by correcting him for his attention-seeking behaviors. They will be important in shaping a new behavior.


There are two strands to a complete behavior plan—environment and function.

Key Concept:

Changing behavior requires addressing both the environmental features (removing the need for use of problem behavior to get needs met) AND developing a replacement behavior (teaching a functionally-equivalent behavior that student can use to get that same need met in an acceptable way).

Examples of two strand, complete approaches:

Billy

Billy’s team decided, and his teacher agreed, that she will alter his assignments so that hard work will not appear overwhelming to him (remove need to protest). Billy will be taught an acceptable protest for work that appears difficult, such as calling the teacher over and telling her the work appears long and hard (functionally-equivalent alternative behavior).


Dolores

Dolores’ team, decided she will receiveinstruction on how to make and keepfriends. Her peers will receive instructionin how to calmly redirect her to use appropriate interactions to achievetheir brief expressions of approval (remove need to get social attention in maladaptive ways). Dolores will learn brief interactions during work periods that result in social approval from her peers, yet do not disrupt others (get social attention with functionally-equivalent alternative behavior).


Bruce

Bruce’s teachers will provide collaborativelearning opportunities that allow Bruce to be in sustained social interactions with his peers (removes need to use swear words to start a social interaction). Bruce will be taught specific social interaction initiation techniques and his peers will be taught how to prompt him to use these techniques (functionally equivalent ways of starting a social dialogue).


New behavior must get a pay-off as big or bigger than the problem behavior.Key Concept:

To achieve maintenance of a new behavior, it must be reinforced.

Reinforcement is actions we take, privileges or tangibles we give, that the student really wants to get, and therefore he/she does the behavior again and again to get that reinforcement.

Power, Frequency, Variety, Immediacy

Examples of Reinforcement of Replacement Behavior:

Billy

Billy’s teacher will praise his use of the new form of protest behavior his behavior plan suggests, i.e., calling her over to tell the teacher the work looks hard. (Efficacy evidence: Billy’s classroom and home behavior shows he is really pleased by any positive attention from adults.) She will also send home daily report cards describing his use of the new behavior and Billy’s parents will amply praise his new skill at home.


Implementers need to know how to handle problem behavior if it occurs again.

Key Concept:

The behavior plan must specify reactivestrategies across four stages:

1) Beginning stage: Prompting the alternative replacement behavior or reorienting with supports;

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.

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.

Behavior Support and Behavior Support and CorrectionCorrection

T e a c h W h a tY o u W a n t

S u p p o r t a n dc o rre c t s k i ll fu lly

A B BC

the teachable m om ent D ebrie fing, usingD

H a n d lin g th e p r o b le m

C u ea lte rn a te

C onsequences i fneededE

R e a c t iv e a n d D e e s c a la t io n S tra te g ie s

Example of reactive strategies:

Billy

Billy’s Behavior Support Plan includesthe four stages of reactive strategies as follows:

Howard Knoff, Stop & Think Social Skills Program, www.sopriswest.com

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.


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 “the reinforcement sandwich.” 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. (see www.pent.ca.gov for Time Away article)

Correction StrategiesCorrection Strategies

Reinforcement SandwichReinforcement Sandwich► Reinforce earlier behavior

► State inappropriate behavior with calm voice (“Just now, you…”)

► State appropriate behavior with a dangling sentence

Require response Require performance

► Reinforce compliance

Bu

ildin

g In

structio

nal C

on

trol

Correction StrategiesCorrection Strategies

Time AwayTime Away

(see www.pent.ca.gov for Time Away article)


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.


Billy’s Daily Report Card


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.

See: www.pent.ca.gov for “My inappropriate behavior” form


Billy’s “My Inappropriate Behavior” (see www.pent.ca.gov for form)

Student Billy Date 1/09/04 Assisting Staff Mrs. Wright

Thinking About My Inappropriate Behavior

1. When did my inappropriate behavior happen? Where was it and who was present at the time?

“Mrs. Wright’s 3rd period at my desk, everyone was there.”

2. What bad choice did I make? (Undesirable behavior)

I said, “I hate this class and I’m not going to do any work. Then I refused to talk to Mrs. Wright.”

3. What negative outcomes might occur (or did occur) if or when I use this unacceptable behavior?

“I won’t get any work done. I won’t learn the lesson. I won’t get a good grade and I won’t get my points.”

4. What could I have done instead? (put an X by the one(s) you might do next time if a similar situation occurs)

X 1. “I could have asked Mrs. Wright to help me.” 2. “I could have put my head down. 3. “I could have asked to see the counselor.”

5. What might happen that is positive if I choose an appropriate behavior to handle my problem?

“I could have finished my work, learned about multiplication and earn all my points.”


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 about what, and in what manner. Two-way communication between message senders and recipients is important.

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 email 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.

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



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 email



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.



3. Manner:

a. Daily: written report hand carried by Billy to parents

b. Weekly: email summaries using a report chart

c. Per Incident: paper copy to principal, teacher. Email scanned copy to therapist, family

How can we know when our plans are How can we know when our plans are well-written?well-written?

PENT Research TeamPENT Research Team ► Diana Browning Wright-PENT Director► Dr. G. Roy Mayer PENT Leader/Collaborator-CSULA

Professor ► Dr. Bonnie Rawlings Kraemer-SDSU Moderate/Severe

Assistant Professor► Dr. Bruce Gale PENT Leader/Technology Advisor, Private

Practice► S. Dean Crews PENT Researcher-UCR Grad Student► Clayton Cook PENT Researcher and Leader-UCR Grad

Student► 150 Master’s candidates, CSULA “research associates”

See research: See research: www.pent.ca.govwww.pent.ca.gov

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 !

What the QE does NOT What the QE does NOT measuremeasure

► Whether the new behaviors, Whether the new behaviors, interventions, environmental interventions, environmental changes, and reinforcers fit changes, and reinforcers fit

the studentthe student► Whether this plan is Whether this plan is

developmentally appropriate developmentally appropriate

for this studentfor this student

Who is this student?Who is this student?► Current developmental stageCurrent developmental stage► Skill mastery levelsSkill mastery levels► Personality, temperament, and Personality, temperament, and

other unique characteristicsother unique characteristics► Team members must know the Team members must know the

student well to develop an student well to develop an effective planeffective plan

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)

Fundamental ProblemFundamental Problem► Writing a “gold standard” goal in the era Writing a “gold standard” goal in the era

of high accountability and progress of high accountability and progress monitoringmonitoring

► 6 Key Components for Scoring A Complete 6 Key Components for Scoring A Complete GoalGoal

(can be in any order)(can be in any order) By whenBy when WhoWho Will do what? (must be measurable, Will do what? (must be measurable,

“ “camera ready” description)camera ready” description) Under what conditions?Under what conditions? At what level of proficiency?At what level of proficiency? As measured by whom and how?As measured by whom and how?

Example Goals: Example Goals: Are these complete?Are these complete?

► 1. Mike will stop fighting on the 1. Mike will stop fighting on the playgroundplayground

► 2. By 1.04.03 Mike will use 2. By 1.04.03 Mike will use appropriate appropriate behaviors on the playgroundbehaviors on the playground

Goals Structure Goals Structure

► SIX component structure: general SIX component structure: general positive or decrease problem goalspositive or decrease problem goals

1.1. By when, By when, 2.2. who,who,3.3. will do what, will do what, 4. under what conditions, 4. under what conditions, 5. at what level of proficiency, 5. at what level of proficiency, 6. 6. as measure by whom and howas measure by whom and how

What about Functionally What about Functionally equivalentequivalent

replacement behavior goals?replacement behavior goals?

► Commonly misunderstood conceptCommonly misunderstood concept► Can be written with a six component Can be written with a six component

formatformat► High level of errors likely in six format High level of errors likely in six format

for FERBfor FERB► Use a 9 format alternative corrects for Use a 9 format alternative corrects for

errorserrors

Goals Structure Goals Structure ► 9 component: functionally 9 component: functionally

equivalent equivalent replacement behaviorreplacement behavior

1. By when, 1. By when, 2. instead of X behavior2. instead of X behavior 3. to achieve Y purpose,3. to achieve Y purpose, 4. Who 4. Who 5. will do what Z behavior 5. will do what Z behavior 6. To achieve Y purpose 6. To achieve Y purpose

(repeated), (repeated), 7. under what conditions, 7. under what conditions, 8. at what level of proficiency, 8. at what level of proficiency, 9. as measured by whom and how9. as measured by whom and howThis structure corrects for common error: writing a replacement behavior that really is studentJust doing what we want

Is this a FERB?Is this a FERB?

►By 1/06, Mary, instead of sitting with her By 1/06, Mary, instead of sitting with her head down, refusing to do seatwork, for head down, refusing to do seatwork, for the purpose of protesting hard work, will the purpose of protesting hard work, will do her seatwork quietly, for all subject do her seatwork quietly, for all subject areas and assignments, at 80% areas and assignments, at 80% proficiency as scored by teacher and proficiency as scored by teacher and recorded in record book.recorded in record book.

NO ! It is simply a general positive NO ! It is simply a general positive behavior we want!behavior we want!

Is this a FERB?Is this a FERB?

►By 1/06, instead of refusing to do her By 1/06, instead of refusing to do her seatwork, for the purpose of protesting seatwork, for the purpose of protesting hard work, Mary will verbally tell the hard work, Mary will verbally tell the teacher it is too difficult, for the purpose of teacher it is too difficult, for the purpose of protesting hard work. She will conditionally protesting hard work. She will conditionally use this alternative for all subject areas and use this alternative for all subject areas and assignments she finds hard, using all steps assignments she finds hard, using all steps in the verbal script taught and reinforced by in the verbal script taught and reinforced by the teacher (see IEP attachment for 4 steps) the teacher (see IEP attachment for 4 steps) as observed by the teacher and recorded in as observed by the teacher and recorded in the behavioral notebook on a daily basis.the behavioral notebook on a daily basis.

Question One:Question One: How well is the How well is the field developing behavior plans field developing behavior plans

in California?in California?

57%32%

11% 0%

Superior

Underdeveloped Weak

Typical Team study: 11% adequacy

Good

Question TwoQuestion Two:: Can we increase Can we increase plan quality through training on plan quality through training on

key concepts?key concepts?

Slide prepared by Clay Cook, Dean Crews, Diana Browning Wright, 3/05Slide prepared by Clay Cook, Dean Crews, Diana Browning Wright, 3/05

Underdeveloped28%

Weak30%

Superior6%

Good36%

Pre-SummitPre-SummitPlansPlans

All accepted CADRE were required to attend training “One Page Behavior Plans That Work.” that covered key

concepts

42% adequate

58% inadequate

Key concepts training,Without BSP-QE training

Question ThreeQuestion Three:: Now that we have Now that we have a scoring rubric, can we increase a scoring rubric, can we increase

plan quality through training on this plan quality through training on this quantitative tool?quantitative tool?

Slide prepared by Clay Cook, Dean Crews, Diana Browning Wright, 3/05Slide prepared by Clay Cook, Dean Crews, Diana Browning Wright, 3/05

PENT Cadre training on BSP-QE 2003

VS

Training on the 6 key concepts without BSP-QE

Component (Typical training done on behavior plans) 1999-2003

Training on BSP-QE Training on BSP-QE Improves Plan Quality Improves Plan Quality

PENT 2003-2004PENT 2003-2004Inadequate

58%Adequate

42%

SUMMITSUMMIT

BSP-QEBSP-QEPre-SummitPre-Summit

PlansPlans

Adequate65%

Inadequate 35%

Post-SummitPost-SummitPlansPlans

χ2 = 11.41***ODDS RATIO = 2.1

These changes are statistically significant!

Comparison of plan quality with no Comparison of plan quality with no training, Six key concepts training, training, Six key concepts training,

and training on BSP-QEand training on BSP-QE

11% Adequate

89%

Inadequate

No TrainingNo Training6 Concepts 6 Concepts

TrainingTraining

42% Adequate

58% Inadequate

35% Inadequate

65% Adequate

BSP-QE BSP-QE TrainingTraining

Implications: What have we Implications: What have we learned?learned?

► Training on the six-key concepts is Training on the six-key concepts is better than NO training at all.better than NO training at all.

► However, if we hope to produce the However, if we hope to produce the best plans possible, best plans possible, we need to we need to train more specifically in the exact train more specifically in the exact components of a legally defensible components of a legally defensible and educationally meaningful and educationally meaningful behavior support plan.behavior support plan. Training using the BSP-QE is a Training using the BSP-QE is a

means to this end.means to this end.

Should all behavior plans beShould all behavior plans bebased on function?based on function?

► If the student responds to common If the student responds to common classroom supports, no individual plan is classroom supports, no individual plan is neededneeded

► If the student responds to simple If the student responds to simple contingency contracts, no individual plan is contingency contracts, no individual plan is neededneeded

►For challenging behavior, understanding the For challenging behavior, understanding the purpose served by the behavior is ESSENTIAL purpose served by the behavior is ESSENTIAL if we are to support changeif we are to support change

Academic SystemsBehavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Designing School-Wide Systems for Student Systems for Student

SuccessSuccess

developing behavioral plans for aggressive children in california

Documents

problem behavior

andor formcheckbox

formcheckbox iep date

plan date

formcheckbox team meeting

planbehavior support

todays date

review date