COMPONENTS OF A BIP

Preventing behaviors

Teaching functionally equivalent,

appropriate behaviors

IMPLEMENTING INTERVENTION PLAN

Contextual fit of behavior plans* Characteristics of person for whom the

plan is designed* Persons who are implementing plan* Actual physical environment

IMPLEMENTING INTERVENTION PLAN

Positive supports

In determining which intervention: Would intervention have any effect on

child beyond this behavior Would a decrease in this behavior result

in an increase/decrease in other behaviors

EXPANDED A-B-C MODEL

Focus on How to manipulate or change

antecedents

How to teach proactive skills to the child

How to manipulate the consequences

CHILD SKILLS

Many skills can be taught in proactive manner to child Functional communication training

Type of training will depend upon individualResponse taught must be functionally

equivalentTaught around functionsMay be non-verbal or verbalSystems must be accessibleProvide practice in natural settings

CHILD SKILLS

Other skills: Curriculum based Social skills Teach waiting skills Teach replacement skills

CHILD SKILLS

Other skills Self control/self regulation

Strategies• High probability request sequence• Tolerance for delay of reinforcement• Collaboration• Preferred item as a distracter

MANIPULATING ANTECENDENTS-CIRCUMSTANCES

What circumstances/context can be changed Classroom Environmental factors Tasks Communication level of teachers/peers Social setting of the classroom Routines and structure

MANIPULATINGANTECEDENTS- CIRCUMSTANCES

What circumstances can be changed Developmentally appropriate curriculum

tasks Setting events (knowledge of) Schedules

MANIPULATING CONSEQUENCES

Reinforcement and maintenance of behavior Positive consequences are for teaching Negative consequences are for stopping

inappropriate behavior

DEVELOP REINFORCEMENT PLAN

Identify what rewards and reinforcers will be used Tool: Preference Profile Reward student frequently Reward approximations Keep reinforcers varied Use more positive than negative

consequences

DEVELOP REINFORCEMENT PLAN

Contingency management Analyze context and function Reschedule to avoid problem contexts Increase level of engagement Catch child being good Teach functionally equivalent social and

communication responses

WHAT IF BEHAVIORS CONTINUE

Most will be eliminated following positive programming. Some may continue: Natural consequences are best Any negative consequence, including

time out, needs to be documented and agreed upon in IEP

FINAL THOUGHTS

Assessment is an ongoing process

Prevention is best cure for challenging behaviors

CRISIS MANAGEMENT

Goals: Keep the student and staff safe Stop the behavior

Not Goals: Punish the student Express adult anger

CRISIS MANAGEMENT (CONT.)

Methods Prevent the crisis Remove the student if possible-avoid

physical confrontation Remove the other students or prevent

access to harmful item Be concerned about people, not stuff Re-direct if possible Use stimulus change events