creating a behavior intervention plan presenters: kyla weatherford, lssp; katherine maddox, ph.d.,...

CREATING A BEHAVIOR

INTERVENTION PLAN

Presenters: Kyla Weatherford, LSSP;

Katherine Maddox, Ph.D., LSSP; &

Teressa Feierabend, LSSP

WHEN DO I DEVELOP A BIP?

In the case of the student whose behavior impedes

his or her learning or the learning of others, the ARD

committee must consider

A) Other strategies to address that behavior

(you can add

these on the accommodation page).

B) The use of positive behavioral

interventions and support (write a BIP like the

one we are introducing today).

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

OPERATIONALLY DEFINE TARGET BEHAVIOR

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 write “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.

NON-OPERATIONAL VS. OPERATIONAL DEFINITIONS

• 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 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-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


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

FUNCTIONS OF BEHAVIOR

WHY IS IS IMPORTANT TO KNOW THIS?

Explain why the child is engaging in the behavior.

** So you can select a function-based intervention to

address the behavior. Minimize the hit and miss

approach.


ALL BEHAVIOR IS COMMUNICATION

BEHAVIORS ONLY CONTINUE IF THEY ARE RESULTING IN

REINFORCEMENT• What we need to find out is: What does this behavior achieve for this

student? What was obtained? What was avoided or escaped?

2 Basic functions of behavior:• 1- To get something. For example-

• Gain a tangible item• Get Attention• Self-stimulating sensations

• 2- To avoid something or escape something. For example-• Classwork• Social situations


REMEMBER: A behavior can serve more than one function• Example 1: Child has a tantrum because he wants a candy bar at

the store (to gain a tangible)--- The same child has a tantrum because he does not want to clean his room (avoidance).

• You will need more than one intervention here to address both functions. *Interventions need to address the function.

• Example 2: A child spits because when he does, his teacher verbally reprimands and talks to him about why it’s wrong to spit in class (attention). Another child spits up in the air to receive reinforcement in the form of self-stimulation.

If you do not know why the behavior is occurring, start

collecting data.

FUNCTIONS: COLLECTING DATA

Indirect Methods• Interviews with those who know that student well• Interview with the student• Review records and documentation

• Grades, anecdotal notes, evaluations, history of discipline referrals, etc.

Direct Method: observations/ABC approach


A-B-C

Antecedent: the event or stimulus that occurs immediately

before the behavior

Behavior: operationalized target behavior

Consequence: the event or stimulus that takes place after

the occurrence of a behavior.

Key: Determine what triggers the behavior and what

consequences may be maintaining or reinforcing the behavior.


Questions to be asking…• When does it happen? How often? Where does the behavior

occur and where does it not occur? With whom? Is there a consistent pattern? Is it predictable? What did adults and peers do in response? What did the child gain/escape/avoid?

Develop a hypothesis • What are the possible reasons for the behavior?

Manipulate the relevant antecedents and/or consequences to

change behavior• What replacement behaviors can be taught to the student that

serve the same function?

LET’S PRACTICE

Identify the possible function:• Your student tries to leave the room when the class is asked

to get out their math books to complete an assignment.

• Your student starts screaming louder after the teacher prompted the student to be quiet.

• Your student climbs furniture when favorite toy is out of reach

• Your student runs out of the room when another student starts crying.

EXAMPLE: HAROLD

The teacher asks Harold to complete the class assignment.

Harold becomes physically and verbally aggressive. Possible

function?

Harold brings a toy from home and is playing with it when he

should be working. The teacher takes the toy and Harold cusses an

hits her, trying to get it back. Possible function?

Harold always ignores his teacher when she asks him to do

something. Possible function?

POSITIVE BEHAVIOR SUPPORTS: BEHAVIOR 1

Inappropriate Behavior: Physically aggressive

inappropriate behavior with adults which include:

Hitting, Kicking, Biting

Functions of Behavior: Avoidance of non-desired

task; Gain a Tangible

Replacement Behaviors: Harold will keep

hands/feet to himself. (No physical aggression)


*Daily Point Sheet – provides positive reinforcement for demonstration of

replacement behavior; provides ongoing progress monitoring data; gives

student corrective feedback so he has an idea of how he is doing

*Paraprofessional assistance for work completion.

*Proximity control

*Prompts by the teacher to keep working.

*Maintain a highly structured setting.

*Ensure academic demands match student’s instructional level.

*Reinforce student each time he completes a task. Reinforcement should be 4

to 1 reinforcers to punishers.

CONSEQUENCES: BEHAVIOR 1

Loss of points on point sheet.

Loss of access to rewards.

Verbal Hassel Log

Restitution


Inappropriate Behavior: Verbally aggressive

inappropriate behavior with adults which include:

Cursing, Name calling, Threatening

Functions of Behavior: Avoidance of non-desired

task; Gain a Tangible

Replacement Behaviors: Harold will refrain from

cursing, name calling, and threatening others


Daily Point Sheet – provides positive reinforcement for

demonstration of replacement behavior; provides ongoing

progress monitoring data; gives student corrective feedback

so he has an idea of how he is doing

Social Stories

T-Charts

Remain Calm and decreases voice volume to deescalate

the situation


Loss of points on point sheet.

Loss of access to rewards.

Hassel Log

Restitution


Inappropriate Behavior: Does not comply with

adult request

Functions of Behavior: Avoidance of adult directive

Replacement Behaviors: Comply with adult

directive within 1 min. with no more than two

prompts.


Give Harold access to the sensory strategies

recommended by the OT

Daily review the 5 Point Scale with Harold to

ensure he knows how to use it properly

Give Harold access to a Home Base for time to

regroup when he appears upset or frustrated


Loss of points on the point sheet.

Loss of access to rewards

creating a behavior intervention plan presenters: kyla weatherford, lssp; katherine maddox, ph.d.,...

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