Positive Behavioral Positive Behavioral Interventions and Interventions and

SupportsSupports

Behavioral Intervention Plan

Module 4

2004 – Revised July, 2010

What is What is ““Positive Behavioral Positive Behavioral Interventions & Supports”?Interventions & Supports”?

PBIS focuses on PROACTIVE support strategies that reduce the likelihood of problem behavior and allows individual students to be as independent and successful as possible in the school setting. It encompasses a range of strategies from systemic to individual supports.

Positive Behavioral Interventions & Supports

Universal Targeted Intensive

PSM Team / IAP / IEP

-Formal evaluation

-Functional Behavior Assessment -Behavior Intervention

Plan

- Manifestation Determination

- Short-Term Suspension

Analysis

School-wide PBIS

- System wide procedures- School wide systems- Classroom systems- Non classroom systems

Problem Solving Model Team

- Proactive management ideas- Informal/formal data collection and evaluation

PSM Team / IAP / IEP

-Intervention Plan for Student Success-IAP or IEP-Functional Behavior Assessment-Behavior Intervention Plan-Data collection, assessment, observation

Mental Health in the Schools

What is aWhat is a ““Behavioral Intervention Behavioral Intervention Plan”?Plan”?

A A planplan generated by agenerated by a

team based on the information team based on the information gathered from a FBA.gathered from a FBA.

This tool is a “This tool is a “lesson plan” lesson plan” for for teaching teaching

replacement behaviors. replacement behaviors.

A Behavioral A Behavioral Intervention Plan Intervention Plan includes . . . includes . . .

Identification

of a

desired /

replacement

behavior

1.

3.Proactive

responses to

desired

behavior

2.

Acceptable

approximations

of the desired

behavior

A Behavioral A Behavioral Intervention Plan Intervention Plan also includes . . . also includes . . .

Reactive

responses to

inappropriate

behavior

4.

6. & 7.

A skill building

process and

evaluation

schedule

5.

Roles and

responsibilities

of the student

and the adults

TEACHING

TEACHING

PLANPLAN

CONSEQUENCE

CONSEQUENCE

SS

“Recipe” for a SuccessfulBehavioral Intervention Plan

Reactive FocusReactive Focus Crisis Plan

Proactive Proactive FocusFocusTeaching Plan

2 Part Focus of a BIP2 Part Focus of a BIP

Replacement /Desired Behavior

Documentation

Rewards

Consequences

BIPBIPInstructional Instructional ConsiderationsConsiderations

“I want Joe to follow

directions in class.”

How?

Who?

When? Rewards

?

Consequences?

Documentation?

Replacement/DesiredBehaviors

”I want Joe to follow directions

for task completion in

class.”

Progressive Progressive StepsSteps

mustmustbe taught to reachbe taught to reachdesired behaviors.desired behaviors.

Request help from teacher

Work with peer

Complete 1 problem

Complete ½ sheet

Complete entire task

New Hanover County SchoolsNew Hanover County Schools

Behavioral Intervention Plan (BIP)Behavioral Intervention Plan (BIP)

Name: Name: #Days Out of School Suspension: #Days Out of School Suspension: #Weeks to Implement #Weeks to Implement BIPBIP Replacement/Desired How? Who? When? How will teaching Behaviors time be

documented?

State the progressive steps Describe the Describe the State when the to be taught to reach desired strategies that will responsibilities student will receiveBehaviors. Pl used to teach of each team instruction in these

the student these member, including new behaviors new behaviors. school staff, Note how often

family and student. practice opportunities will be available. used

What rewards will be provided Who will implement the rewards? How will the desired behavior data when the desired behaviors be collected? are demonstrated?

Behavioral Intervention Behavioral Intervention PlanPlan

NHCS – BIP page 1 of 2NHCS – BIP page 1 of 2

What? What Consequences Who? Data will be enforced?

Describe the old behaviors What consequences will Describe the responsibility Explain how and when dataFrom FBA be enforced? of each team member, will be recorded. List the

including school staff, type of data collection tool family and student. that will be used.

Mild: Mild: Mild:

Moderate: Moderate: Moderate:

Severe: Severe: Severe:

Restitution:

Behavioral Intervention Behavioral Intervention PlanPlan

NHCS – BIP page 2 of 2NHCS – BIP page 2 of 2

Keys for EffectiveKeys for Effective

Rewards and ConsequencesRewards and Consequences• Get information regarding the student’s interests and motivators

• Get student’s “buy in” regarding rewards system – give at least 5 reward choices

• Make sure your consequence doesn’t really reward the student

• Utilize a variety of consequences that offer a more positive outcome such as restitution

BIP and BIP and SHORT-TERM SUSPENSIONSSHORT-TERM SUSPENSIONS

How will educational How will educational services be delivered services be delivered

starting on the 11starting on the 11thth day for day for students with IEPS?students with IEPS?

Do the services enable the Do the services enable the student to progress in the student to progress in the North Carolina Standard North Carolina Standard Course of Study (NC SCOS) Course of Study (NC SCOS) and his/her IEP?and his/her IEP?

Don’t Get Caught Don’t Get Caught

“ “Failing” to . . .Failing” to . . .

- Schedule a date to review and Schedule a date to review and revise the plan revise the plan

- Agree on the number of weeks to Agree on the number of weeks to implement the plan implement the plan

-Evaluate the plan’s Evaluate the plan’s effectivenesseffectiveness after collecting dataafter collecting data

-Explain all aspects of BIP to student Explain all aspects of BIP to student andand team membersteam members- Document BIP as an accommodation - Document BIP as an accommodation

inin IEPIEP

ResourcesResourcesNHCS Special Education &

Related Services ManualWeb Resources-www.pbis.org-http://cecp.air.org-www.udel.edu-http://darkwing.uoregon.edu/

~ttobin/ (Click on Case Study)