B.I.P. Behavior Intervention Program

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B.I.P. Behavior Intervention Program. Current Status of EBD Students. “Individuals with EBD experience the least favorable (academic, social, and behavioral) outcomes of any group of individuals with disabilities.” ERIC/OSEP Digest # E597. Educational Outcomes. - PowerPoint PPT Presentation

Transcript of B.I.P. Behavior Intervention Program

B.I.P.

1B.I.P. Behavior Intervention Program

Individuals with EBD experience the least favorable (academic, social, and behavioral) outcomes of any group of individuals with disabilities.

ERIC/OSEP Digest #E597

2Current Status of EBD Students

Learning disabilities frequently co-exist with EBD and result in problems mastering academic content (Coleman & Vaughn, 2000).Among the least likely to receive A-B letter grades (Bradley, Henderson, & Monfore, 2004).More than 50% of students with EBD drop out of school (Chesapeake Institute, 1994).Of the EBD students who do graduate, relatively few complete, or pursue, post-secondary education (Malmgren, Edgar & Neel 1998).

3Educational Outcomes

Compared to workers with no disabilities or to other disability groups, individuals with EBD are more likely to experienceLonger delays in obtaining jobs after graduation from school.Lower % of employment after leaving school.Lower employment rate overall.Short term and part-time jobs .

4Employment Outcomes

Individuals with EBD have more problems with social relationships than any other group of individuals with disabilities.More likely to experience negative interactions with their community.More likely to be arrested or incarcerated.Nearly 41% score in the low range of a direct assessment of social skills.(Wagner et al., 1992; Bradley, Henderson, & Monroe 2004)5Social Relationships

73% of EBD secondary students have been suspended or expelled from school.Compares with 33% of all students with disabilities, and 22% of same age students in the general population.

6School Management of EBD

Tendency is for schools to place students with EBD in settings that are more restrictive than those of any group of students with disabilities. 31% are in general education but outside of these classes more than 60% of the day.4 times more likely to be educated in a separate public or private facility.

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We make a difference by:Building relationships.Listening to them.Giving them a fresh start everyday. Showing them a positive example.Helping them to stay in class as much as possible.

8This is where we come in!

Use the card system as a visual reminder and give them a few minutes to redirect on their own (our overall goal!). Keep them in your room as much as possible!

If they are struggling we get them out of class to work on social skills to get back to class as soon as possible. Some of these students havent been outside of the self-contained setting until recently and need help getting on track academically.

9How do we do it?

A student will be asked to leave the classroom and report to the office to work with the behavior teacher or and administrator when:The student has engaged in a serious misbehavior or infraction of a school rule. E.g., physical or verbal aggression (profanity, threats), weapons, possession of contraband, etc.

10Out of Instructional Control

The student has engaged in ongoing disruptive behavior and has been warned of the impending office referral. For example; not accepting criticism or refusal to follow instructions.After using classroom management and yellow warning card teachers display a red card in their room. We will escort the student to the BIP room. Students may spend 2 to 5 days in ISS/BIP until they will be allowed back into the teachers classroom.

11Out of Instructional Control

Physical behaviors and posture should appear relaxed and non-confrontationalAvoid arguing; respond to the behavior, not the contentControl affect and emotionsFocus on any positive behaviors, no matter how smallUse request-form instructions rather than demandsExpress concern and empathy

12Behavior Tips: