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Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 2007 - 1 -

Writing Behavioral Intervention Plans (BIP)

based onFunctional Behavior Assessments (FBA):

Making Data Based Decisions to Change

Behavior

By

Laura A. Riffel, Ph.D.www.behaviordoctor.org

caughtyoubeinggoodg!ail.co!
http://www.behaviordoctor.org/http://www.behaviordoctor.org/


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Preface:

he In!ivi!uals "ith Disa#ilities $!u%ation A%t &ID$A' 200( )a*es +rovisions forstu!ents #eing serve! in s+e%ial e!u%ation in regar! to fun%tional #ehavior assess)ents

&BA' an! +ositive #ehavior su++ort &PB'.

`` (D)"#R$%C#".--A child with a disability who is removed from the child'scurrent placement under subparagraph () (irrespective of whether the behavior

is determined to be a manifestation of the child's disability) or subparagraph (!)

shall--

``(i) continue to receive educational services" as provided in section #$%(a)($)"so as to enable the child to continue to participate in the general education

curriculum" although in another setting" and to progress toward meeting the

goals set out in the child's & and

``(ii)receive, as a&&ro&riate, a functional behavioral assess!ent" behavioralintervention services and modifications" that are designed to address the behavior

violation so that it does not recur.

`` (*) C'("%D#RA)%'( '* "P#C%AL *AC)'R".--+he & +eam shall--

``(i) in the case of a child whose behavior impedes the child's learning or that

of others" consider the use of&ositive behavioral interventions and su&&orts" and

other strategies" to address that behavior

his training is geare! to"ar! )eeting the legal reuire)ents of ID$A 200( for %hil!ren#eing serve! in s+e%ial e!u%ation. /o"ever, resear%h in!i%ates that not all %hil!ren "ho

have #ehavior !iffi%ulties are i!entifie! as having s+e%ial nee!s. he s*ills taught !uring

this one !a training are geare! to hel+ allstu!ents in a full %ontinuu) of su++ort.

An %hil! "ho has or )ore referrals to the offi%e !uring a nine )onth +erio! "oul! #e

a %an!i!ate for a fun%tional #ehavior assess)ent. While BA !ata %olle%tion %an #e ti)e

%onsu)ing, it is "ell "orth the ti)e invest)ent "hen %onsi!ering the alternative of%ontinuall !ealing "ith +ro#le)ati% #ehavior.



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his training ta*es the ar!uous tas* of %olle%ting ten !as of !ata an! %on!enses it into an

eas for)at "hi%h gives the #ehavior su++ort tea) &B' the )ost infor)ation "ith the

least a)ount of effort.

Parti%i+ants learn a uniue )etho! for %olle%ting ten !as of Ante%e!ent,

Behavior, 3onseuen%e &AB3' Data. 4n%e the !ata are %olle%te!, the +arti%i+ants learn ho" to anal5e that !ata to

!eter)ine the fun%tion of &or the reason #ehin!' the #ehavior.

o hese #ehaviors are %alle! the target #ehaviors #e%ause these are the

#ehaviors the tea) "ill 6target to %hange.

o 4n%e the tea) *no"s "hat is fee!ing the #ehavior, the %an i)+le)ent

+ositive +roa%tive %hoi%es for )a*ing the target #ehavior unne%essar.

Parti%i+ants "ill use a 3o)+eting Path"as 8a+ for anal5ing ante%e!ent

)o!ifi%ations, #ehavior tea%hing, %onseuen%e )ani+ulation, an! setting %hangesthat )a or )a not nee! to ta*e +la%e to %hange the #ehavior.

Parti%i+ants "ill learn ho" to for) a #ehavior su++ort tea) to !evelo+

interventions an! "ill #e given a #oo* entitle! Positive Interventions an!$ffe%tive trategies &PI$' "hi%h "ill gui!e the) through so)e suggestions for

+arti%ular #ehaviors.

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 2007 - -


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Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized roup

Systems for Students

!ith At-"is# $ehavior

%ertiary Prevention:

Specialized

ndividualized

Systems for Students

!ith 'igh-"is# $ehavior

()*+ of Students

(+

(+

C.%001 .2

SC'..3-W45

S%"0C%.A3 &

P.S%65 $5'A6."S0PP."%

ugai 9 /orner 200:

Resear%h fro) the ;ational e%hni%al Assistan%e 3enter on Positive Behavioral

Interventions an! u++orts in!i%ates that if -: #ehavioral e &re! 5one' grou+ are stu!ents

i!entifie! "ith s+e%ial nee!s. herefore, although this training is e


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What is Positive Behavioral Support?

A ne" "a of thin*ing a#out #ehavior ase! in resear%h'

Broa!ens intervention fro) onl one a++roa%h - re!u%ing %hallenging #ehavior to

$n%o)+assing )ulti+le a++roa%hes? %hanging sste)s, altering environ)ents,

tea%hing s*ills, an! a++re%iating +ositive #ehavior

PBS Includes: A tea) +ro%ess for goal setting

un%tional Behavioral Assess)ent &@sing !ata to )a*e !e%isions'

Behavior intervention +lan !esign, i)+le)entation, an! evaluation

oal SettingI!entif tea) )e)#ers

)ost effe%tive as %olla#orative +ro%ess

Develo+ a +rofile to in%lu!e? stu!ents strengths

stu!ents nee!s

stu!ents target #ehaviors

I!entif settings 9 situations that reuire intervention

Functional Behavioral Assessment (FBA)

FBA is a processfor gathering infor)ation to un!erstan! the function&+ur+ose' of

#ehavior in or!er to "rite an effe%tive intervention +lan.

Assumptions !nderl"ing FBA

Behavior is learne! an! serves a s+e%ifi% +ur+ose.

Behavior is relate! to the %onte


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$efining %arget Behaviors

&'ample on&'ample

/it others "ith fist Poor i)+ulse %ontrol

3ring Angr, hostile, resentful

Ling on the floor an! refusing to )ove tu##orn

reuentl e!u%ators "ant to list ever +ossi#le #ehavior an! %olle%t !ata on

those #ehaviors. It is #est to %onsi!er +utting %ertain #ehaviors into %lasses.

8ost li*el ou "oul! rea%t the sa)e "a if a %hil! hit ou or *i%*e! ou

therefore these #ehaviors %oul! #e %alle! +hsi%al aggression.

Another freuent !ile))a is the %hil! "ho thro"s tantru)s. he tea)

shoul! list all the #ehaviors that have #een asso%iate! "ith a tantru) an!

then use tantru) as one of the #ehaviors to )easure "ith the follo"ing

%aveat?

ohnn freuentl has the follo"ing #ehaviors?

/itting,

+itting,

Ei%*ing,

Eno%*ing everthing off the ta#le,

%rea)ing,

/ea! #anging

A tantru) "ill #e )ar*e! if t"o or )ore of the a#ove #ehaviors ha++en

"ithin a t"o )inute ti)e fra)e.

his )a*es it easier to )easure the #ehavior an! everone "ill un!erstan!"hat a tantru) %onsists of for this +arti%ular %hil!.

here shoul! #e a thorough revie" of anthing that )ight #e %onne%te! to

this %hil! an! his or her #ehaviors.

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 2007 - F -


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*ecord *evie+

7 !iagnosti% 9 )e!i%al re%or!s7 +s%hologi%al infor)ation

7 e!u%ational assess)ents7 so%ial histories7 !evelo+)ental +rofiles7 +revious #ehavior +rogra)s7 in!ivi!ual e!u%ation +lans7 ane%!otal re%or!sCin%i!ent re+ortsC!is%i+line su))aries

,ethods for -onducting FBA

Indirect ,ethods:

7 8A - 8otivational Assess)ent %ale7 A- un%tional Analsis %reening ool7 PBG- Pro#le) Behavior Guestionnaire

Indirect ,ethods:

Strengths and .imitations

7 trengths $as to i)+le)ent

8ini)al ti)e an! training reuire!

tru%ture! )etho!s

8a use for initial assess)ent

7 Li)itations 0> relia#ilit to !eter)ine fun%tion

Infor)ation %an #e su#He%tive

;on-s+e%ifi% fun%tions i!entifie!

&e


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Behavior is sa)+le! in relevant

settings

3an ID environ)ental relationshi+s

uffi%ient for BIP !evelo+)ent

Relia#ilit &F0-=0>'

i)e reuire)ent

In%rease! staff training 9 e


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77 3on!itions that are t+i%all asso%iate! #efore or after the target #ehavior3on!itions that are t+i%all asso%iate! #efore or after the target #ehavior

77 3o))on setting events asso%iate! "ith the #ehavior3o))on setting events asso%iate! "ith the #ehavior7 4ther #ehaviors that )a o%%ur #efore or "ith the target #ehavior

Summar" Statement1. When this o%%ursM

&!es%ri#e %ir%u)stan%esCante%e!ents'

2. the stu!ent !oesM

&!es%ri#e target #ehavior'

. to getCto avoi!M

&!es%ri#e %onseuen%es'

&'ample Statements:

1. When the tea%hers attention is "ith!ra"n or fo%use! on another stu!ent,2. NoO )a*es noises

. this results in the tea%her s%ol!ing an! )oving %loser to NoO.

1. When unanti%i+ate! %hanges in the s%he!ule o%%ur,2. err thro"s )aterials

.+i%*ing the) u+ !elas the transition to the ne


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7 $!u%ativeWhat #ehaviors &s*ills' "ill #e taught to re+la%e or )eet the sa)e fun%tion as thestu!ents +ro#le) #ehavior an! i)+rove his or her a#ilit to fun%tion )ore effe%tivel

7 $ffe%tive/o" "ill %onseuen%es #e )anage! to insure the stu!ent re%eives reinfor%ers for +ositive

#ehavior, not +ro#le) #ehavior

Proactive

7 A!Hust)ents to the environ)ent that re!u%e the li*elihoo! of +ro#le) #ehavioro%%urring

7 Allo" the stu!ent to #e in!e+en!ent an! su%%essful7 $


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.et5s ,eet 6o77 NoO is a fifth gra!e stu!ent "ho %onstantl interru+ts the tea%her. When thestu!ents are "or*ing in!e+en!entl an! the tea%her is going aroun! the roo) "or*ing"ith in!ivi!uals, NoO )a*es ani)al noises to get the tea%hers attention. NoO !oes not

get "or* !one in!e+en!entl.

antecedent target behavior function of behavior

&'ample Plan for 6o7:

7 ell NoO "hen ou "ill #e unavaila#le for e


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.et5s meet %err"

7 err is a Hunior high stu!ent "ith a )o!erate intelle%tual !isa#ilit. errfreuentl thro"s #oo*s on the floor !uring transitions #et"een %lasses. errs

+ara+rofessional )ust sto+ an! %lean u+ all the +a+ers an! #oo*s #efore +ro%ee!ing to thene


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.et5s ,eet 8im9

7 Ei) is a thgra!e stu!ent "ho has a )il! learning !isa#ilit. When Ei) finishes"or* #efore others either the !es* gets s%ri##le! on or neigh#ors are !istur#e!.

antecedent target behavior function of behavior

&'ample Plan for 8im:

7 Kive Ei) so)ething to !o "hen "or* is finishe! &e.g., e


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Promoting Self,anagement

7 elf-)onitoring&e.g., the stu!ent tra%*ing o"n +erfor)an%e # logging in%i!ents su%h as s+ea*ing out of

turn'

7 elf-reinfor%e)ent&e.g., ta*ing a #rea* follo"ing %o)+letion of a s+e%ifi% nu)#er of )ath +ro#le)s,

re%ruiting +raise fro) an a!ult for use of a +arti%ular so%ial s*ill'

7 elf-%orre%tion&e.g., stu!ent uses #ehavioral %he%*list to evaluate o"n +erfor)an%e at the en! of ea%h

%lass +erio!'

-risis ,anagement

7 If the stu!ents #ehavior +oses a signifi%ant ris* to self or others, a +lan to ensuresafet an! ra+i! !e-es%alation nee!s to #e !evelo+e!.

7 3risis +lans are rea%tive, rather then +roa%tive.7 ea) )e)#ers )a reuire outsi!e training to i)+le)ent +ro%e!ures.

-onte'tual Fit of Plan

7 /o" !oes the +lan align "ith the goals of the stu!ent an! su++ort +rovi!ers7 Do the +eo+le i)+le)enting the +lan have the %a+a%it an! %o))it)ent to !o so7 Are the resour%es nee!e! for the +lan availa#le

Implementing the Plan ,onitoring 0utcomes

7 ea) tra%*s %hanges in stu!ents target #ehaviors an! evaluates #roa!er lifestle%hanges that o%%ur.

7 @se o#He%tive )easures to !o%u)ent su%%ess.7 If )ini)al +rogress o%%urs, the +lan an! +ossi#l the assess)ent nee! to #ereevaluate!.

$"namic Process

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 2007 - 1( -

un%tional Assess)ent

Positive Interventions


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Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 2007 - 1: -

4ver ti)e, +lans "ill nee! to #e a!Huste! as the stu!ents nee!san! %ir%u)stan%es %hangeM.or M..as "e figure out the ans"ers

the %hil! %hanges the test.


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;o+ to Build a Behavior Support %eam

his infor)ation is #ase! on the #oo*? Buil!ing Positive Behavior u++ort ste)s in%hools? un%tional Behavioral Assess)ent # Deanne 3rone an! Ro#ert /orner &200'

8an s%hools refer to %hil!ren "ith #ehavior that i)+e!es their learning or that of others

as having 6+ro#le) #ehavior. he assertion of this #oo* is to %hange this ver#iage fro)+ro#le) #ehavior to the #ehavior the tea) "ants to %hange. We %all this the target

#ehavior rather than the +ro#le) #ehavior. his hel+s %hange the +hiloso+h fro) a 6the

%hil! is #a! +hiloso+h to a 6sste)s %hange +hiloso+h.arget #ehavior re!u%tion flourishes "hen the s%hool !esignates a #ehavior su++ort tea)

&B', instea! of reling on onl one in!ivi!ual. &3rone 9 /orner, 200'.

Who should be part of the BS%?

In order to build a sustainable s"stem of function based behavior support< "ou +illneed to determine a team that +ill meet regularl" to discuss the progress of the

student9 %his should include at the ver" least: A!)inistrator "ho %an su++ort the interventions "ith ti)e, staff, or )one

Regular an! s+e%ial e!u%ation tea%hers that "or* "ith the referre! stu!ent

An%illar staff that "or* "ith the stu!ent

An staff "here +ro#le) #ehaviors o%%ur &%afeteria, #us, +lagroun!'

Parents

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 2007 - 1F -

*eferral process for individual students

-ore %eam ,embers

A!)inistratorPerson "ith #ehavioral %o)+eten%e

Re+resentative sa)+le of s%hool staff

Action %eam ,embers

1-2 )e)#ers of %ore tea)Parents of referre! stu!ent

ea%hers of referre! stu!entignifi%ant others

Action %eam ,embers

1-2 )e)#ers of %ore tea)

Parents of referre! stu!entea%hers of referre! stu!ent

ignifi%ant others

Action %eam ,embers

1-2 )e)#ers of %ore tea)Parents of referre! stu!en

ea%hers of referre! stu!enignifi%ant others

,embers of School Staff and -ommunit"

ea%hersParents

Pro#ation 4ffi%erso%ial Wor*ers

8ental /ealth Wor*ers

3rone 9 /orner


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B )e)#er "ell verse! in fun%tion #ase! assess)ent

ogether the tea) "ill #uil! the stru%tures to use?

Data #ase! !e%isions

o Assess)ents

o esting the h+otheses

un%tional-#ase! interventionso Ante%e!ents an! 3onseuen%es of )aintaining #ehaviors

3o)+eting #ehavior +ath"as

o Re+la%e)ent #ehaviors

o Ante%e!ent an! %onseuen%e )o!ifi%ations

Prin%i+les the tea) "ill use for !e%ision )a*ing?

Behavior is +re!i%ta#le

o $nviron)ental %on!itions %an #e set u+ to !e%rease target #ehaviors or

o $nviron)ental %on!itions %a #e set off to )aintain target #ehaviors.

Behavior %an #e altere!

o @n!erstan!ing the fun%tions, +re!i%tors, an! %onseuen%es of target

#ehaviors hel+ the B +in+oint an! s%ri+t the a++ro+riate #ehaviorintervention +lan.

he tea) "ill %on!u%t a BA follo"ing the !ire%tions in the first half of this

training.

o When the B )eets again the tea) "ill use the )aterial gathere! to

!evelo+ a testa#le h+othesis to serve as a +res%ri+tion for a #ehavioralintervention +lan.

o his "ill hel+ !eter)ine "hat #ehavior shoul! #e )ani+ulate! in or!er to

re!u%e the target #ehavior or

o In!i%ate "hi%h ne" #ehaviors shoul! #e taught to re+la%e the target#ehaviors.

he tea) "ill !esign a #ehavior intervention +lan &BIP'

o Kenerate strategies for re!u%ing target #ehaviors an! in%rease a++ro+riate

re+la%e)ent #ehaviors

o $nsure that the BIP is #ase! on the BA

o ill out a %o)+eting +ath"as for)

he tea) "ill ensure that the intervention +lan?

o /as a %onte


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Ante%e!ent, Behavior, 3onseuen%e &AB3' Data 3olle%tion ools give us the #est

infor)ation "hen "e %an use that infor)ation. AB3 Data tools are goo! for

stu!ents "hose #ehaviors o%%ur less than 10 ti)es +er !a. his is not the tool to usefor a stu!ent "ho interru+ts his tea%her F ti)es in 0 )inutes. his training is

going to fo%us on AB3 Data %olle%tion.

Prior to this training if ou %on!u%te! an AB3 Data 3olle%tion ou +ro#a#l "rote

%o+ious notes either !uring the #ehavior or )ost li*el at the en! of the !a in the

for) of ane%!otal notes. While this %an #e useful infor)ation, it is ver !iffi%ult to!eter)ine the fun%tion #ase! on ane%!otal notes or infor)ation that is %o!e!

!ifferentl ever ti)e !ue to a situation %alle! 6#uil!ing the +lane "hile ou are

fling it. Rather than reverting to the ol! )etho! "hi%h loo*e! li*e this?

tu!ent? SSSSSSSS 3ir%le 4ne? 8on ue We! hurs ri

Page S1SSSSSSS

ull !a A#sent Partial !a? In SSSSS4ut SSSSSS Date? SSSS

As evident above< it +ould be ver" difficult to determine the function based on thisinformation9 %he behavioral data are not e'actl" accurate because all

behaviors do not occur in => minute intervals9 Information is based on teacher

recollection therefore< the information ma" not be entirel" accurate especiall"

concerning antecedents9


i)e 3onte


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%he ne+ format ma1es it simpler to collect data because the behavior support team

(BS%) develops a coded form that +ill be used for the @> da"s of data collection9

%he team brainstorms possible conte'ts< antecedents< target behaviors for most common entries for school and @ for

home9

%ime -onte't

Activit

ies

Antecedents %arget

Behav

iors

-onseuence

(outcome

)

Student

*eactio

n

StaffI

n

i

t

i

a

l

s

Begin

&nd

of

beh

avio

r

%he student5s

environm

ental

surroundi

ngs9

(people:@ *:*):=) *:*:* *::= *:@:) *::@

A

$

C

.verall

Functional Behavior Assessment for Billie Bobbie %hornton

Data Analysis:

Student: $illie $o99ie %hornton

%eam 1em9ers: 1ary Poppins, %eacherQ Sergeant Carter, Principal, "umor%hornton, ParentQ $iff 'enderson, P5 teacherQ Chatty Cathy, S3PQ Carrie Case,"esource %eacher

Date: ay 8;< =99;

Days of Data: Ten Days of 7BA Data were collected using the Antecedent89 ? ;.= average incidents #er day

Average length of time engaged in each behavior: ;@ minutes divided by;= incidents ? 88.C ust under 8= minutes #er incident.

Baseline: =>?/@** minutes E** ?B*@=) or ?B*@ + of the day$aseline ?B*@+

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. :=


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Behavior 7re/uency by time of day

*

*B*

*B

*B

*B@

*B@

*B=

>:**

A1

>:=*

A1

):**

A1

):=*

A1

?:**

A1

?:=*

Am

,*:**A1

,*:=*A1

,,:**A1

,,:=*A1

,@:**P1

,@:=*P1

,:**

P1

,:=*

P1

@:**

P1

@:=*

P1

=:**

P1

%15 .2 4AF Tally Ratio % INVOLVED

Your schedule would be

based on the childs day

IIII I Total tallies/totalincidents exa!le"

#$/&

#$/& x #''

("')("$* 3 3/& #*%

*"'')*"&* 3 3/& #*%

*"')*"$*

#'"'')#'"&* # #/& %

#'"')#'"$*

##"'')##"&*

##"')##"$*

#&"'')#&"&* $ $/& #3%

#&"')#&"$* # #/& %

#"'')#"&* 4 4/& #%

#"')#"$*

&"'')&"&*

&"')&"$* # #/& %

"'')"' ( (/& &$%

Based on the data from the FBA $ata -ollection< it appears that BillieBobbie had difficult" +ith the first hour of the morning and the last half

hour of the da"9 It +ould be prudent to loo1 at these times of da" and

determine if antecedent modifications can be implemented to assure a

smooth transition from home to school and school to home9

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. :


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-B-

B- B-

=B*

B-

*

@

=

-

O

1onday %uesday Wednesday %hursday 2riday

The Average Day

4AF .2 W55H %ally A65"A5C45%S P5"

4AF

MONDAY 0/ 1 22 343 TUESDAY 0 / 1 5 243

WEDNESDAY 0 / 1 5 243

THURSDAY 0 / 1 6 547

FRIDAY 0 / 1 8 943

$ased on the data collected for the 2$A, it !ould appear that 1ondays and2ridays are most pro9lematic for $illie $o99ieB .nce again these are transitiondays from home to school and school to homeB %he team !ill considerantecedent modifications to ensure a smooth transition 9et!een these t!o areasin $illie $o99ieGs lifeB

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. F0


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-onte!t for Behavioral (vent*B

*B**

*B?*BO

*B*=*B** *B** *B**

*B?

*

*B*-

*B

*B-

*B@

*B@-

*B=

*B=-

*B

*B-

*B-

A $ C 4 5 2 ' &

C.%5I% Letter Tally Ratio % In+ol+ed

,rou! Tie a #4 #4/& 44%

Indi+idualTie

b

Readin- c 3 3/& #*%

.ath d $ $/& #3%

!ellin- e # #/& %

ocialtudies

0

cience -

1oeRoo

h

Lunch i 3 3/& #*%Outside 2

Base! on the !ata %olle%te! !uring the BA +ro%ess it a++ears that grou+ ti)e is )ost

+ro#le)ati% for Billie Bo##ie "ith ((> of the target #ehaviors o%%urring !uring this ti)e

fra)e. @+on %loser ins+e%tion, the t"o areas of the !a "here tea%her attention is

+er%eive! to #e on others &Krou+ i)e an! Lun%hroo)' F> of the target #ehaviorso%%ur !uring this ti)e. his "oul! lea! the tea) to h+othesi5e that F> of the

#ehaviors are o%%urring for attention fro) the tea%her. Li*e"ise, => of the #ehaviors

are o%%urring !uring a%a!e)i% ti)es &Rea!ing, 8ath, an! +elling' therefore the tea))a h+othesi5e that => of the #ehaviors o%%ur to es%a+e "or* a%tivities.



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Target Behaviors

*B*O@

*BO@

*B=@

* *B *B@ *B= *B *B *BO *B>

A

$

C

Base! on the !ata gathere! !uring the BA +ro%ess, Billie Bo##ie ha! 20 in%i!ents of

!isru+tive out#ursts "hi%h "ere F> of his #ehaviors an! 10 in%i!ents of +hsi%al

aggression "hi%h "ere 1> of his #ehaviors. here "ere t"o in%i!ents of thro"ingo#He%ts ho"ever, resear%h !i%tates that it ta*es 10 in%i!ents to !eter)ine the fun%tion of

a #ehavior therefore no h+othesis "ill #e for)e! %on%erning the thro"ing in%i!ents at

this ti)e.

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D.

B()A*I+,S Tally Ratio % INVOLVED

%hro!ing .9Jects A / /:5/ 3%

4isruptive .ut9ursts B /7 /7:5/ 65;

Physical Aggression C 27 27:5/ 52;

F2


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Antecedent (vent

*B

*B** *B**

*B*?

*B@

*B** *B**

*B@@

*B***

*B*

*B

*B

*B@

*B@

*B=

*B=

*B

*B

*B

A $ C 4 5 2 '

A%5C545%S Letter Tally Ratio % INVOLVED

%ransition A 23 23:5/ 45%Choice iven B

"edirection C

nstruction/4irective

D 5 5:5/ 8;

e! %as# E <


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Letter A $ C

Conse8uences %hro!ing

.9Jects

4isruptive

.ut9ursts

Physical

AggressionChoice Given A 3

Redirection B <

Dic!ion C 2 5

"eron#$ S%#ce Given D

Ch#n&ed Activit' E /

"eer Attention F 2

(er)#$ Re%ri*#nd G

"h'ic#$ "ro*%t H

Ti*e O!t I 27

-onse/uence > Behavior Interaction

A, *

A, O

A, *$, *

$, )

$, *

C, B*

C, =B*

C, *B*4, * 4, * 4, *5, *

5, @

5, *

2, 2,

2, *, * , * , *', * ', * ', *, * , *

, *

*

@

O

)

*

@

A $ C

i< ti)es "hen Billie Bo##ie ha! a !isru+tive out#urst the tea%her %a)e over an! gaveher a %hoi%e.

$ight ti)es "hen Billie Bo##ie ha! a !isru+tive out#urst the tea%her %a)e over an! gave

her a re!ire%tion.

hree ti)es "hen Billie Bo##ie ha! a !isru+tive out#urst the tea%her %a)e over an! gaveher a !is%ussion a#out his #ehavior.

"o ti)es "hen Billie Bo##ie ha! a !isru+tive out#urst the tea%her %a)e over an! gave

her a %hange of a%tivit.

@+on %loser ins+e%tion of the %onseuen%es, it "oul! a++ear that Billie Bo##ie uses

!isru+tive out#ursts for tea%her attention !uring ti)es that he +er%eives tea%her attentionto #e on others.

en ti)es "hen Billie Bo##ie use! +hsi%al aggression, the tea%her sent her to ti)e out.

his "as 100> of the ti)e. herefore, the !ata suggest that Billie Bo##ie uses +hsi%alaggression to o#tain es%a+e fro) a%a!e)i% tas*s.

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. F:


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C.S5R05C5 3etter %ally S%045%"5AC%.

+ 5ffective

Stopped Continued

Choice Given A 3 9 2 )*+

Redirection B < 5 3 5*

*B)*

*B?*

A $ C 4 5 2 '

Although, a conse8uence may prove to 9e effective **+ of the time, it is notautomatic that the team !ill decide to use the conse8uence if it is maintainingan inappropriate 9ehaviorB .ne interesting note came from this particulardata o9servationB $illie $o99ie appears to respond to choicesB %his might9e a conse8uence manipulation that the team puts into place during theintervention phaseB

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. FF


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$ehavior Support %eam 1eeting on $illie $o99ie %horntonGs 2$A 4ata Analysis1eeting:

1em9ers present:

%eam 1em9ers: 1ary Poppins, %eacherQ Sergeant Carter, Principal, "umor%hornton, ParentQ $iff 'enderson, P5 teacherQ Chatty Cathy, S3PQ Carrie Case,"esource %eacherQ Poppy 1ontgomery, Assistant PrincipalB

4ate of meeting:

1ay =, @**=

otes from the 1eeting:

$ehaviors are most li#ely to occur during transitions:

7 $ehaviors are most li#ely to stop !hen choices are offered:

7 What do you thin# is the function of $illie $o99ieGs 9ehavior duringgroup timeM %o gain teacher attentionB

7 What do you thin# is the function of $illie $o99ieGs 9ehavior duringreading timeM %o escape from academic activitiesB

7 What do you thin# is the function of $illie $o99ieGs 9ehavior duringlunchtimeM 1ost li#ely to gain attention from the teacherB

7 1ondays and 2ridays are the days of the !ee# that appear to 9e mostpro9lematic for $illie $o99ieB

7 %he $S% hypothesizes that 1ondayGs and 2ridayGs are most difficult for$illie $o99ieM 1om shared !ith the team during the initial meeting that 1ondays!ere very hectic 9ecause 4ad !as flying out and 1om !as usually running latefor !or#B 1om also shared that $illie $o99ie had a hard time getting out the door

on 1onday morning !ith shoes, 9ac#pac#, etcB



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After filling out a competing path!ays form on 9oth functions the team intends toemploy the follo!ing interventions:

Re+la%e)ent Behaviors

he alternative #ehaviors %hosen are )ore %on!u%ive to the learning environ)ent an!

"ill ena#le Billie Bo##ie to )a*e frien!s # giving her s*ills to soli%it attention in )ore

a++ro+riate )etho!s.he tea) !eter)ine! that Billie Bo##ies !isru+tive out#urst #ehavior ste))e! fro)

transition !iffi%ulties an! her !esire to gain attention !uring these trou#ling ti)es.

herefore, these are the re+la%e)ent #ehaviors that "ere e)+loe!?

Billie Bo##ie "ill #e the 6anna White of the %lass s%he!ule. his "ill?

o Kive her attention fro) her tea%her an! +eers

o Kive her a +ro)+t that things are %hanging

Billie Bo##ie "ill *ee+ a Hournal of "hat she !oes at ho)e

o he "ill #ring this in the )orning an! go !ire%tl to the +ee%hPathologists offi%e to !is%uss her +revious evening or "ee*en! a%tivities.

his "ill give her attention an! give her an o++ortunit to !is%uss

u+%o)ing a%tivities for the !a.

o Billie Bo##ie "ill return to the LPs offi%e at the en! of the !a to

!is%uss her !a, !is%uss "hat she +lans to !o that evening at ho)e, an!re%eive her ne" Hournal for that evening.

At an ti)e !uring the !a, that Billie Bo##ie a++ears over"hel)e! she "ill #e

given an envelo+e to ta*e to the offi%e.

o he se%retar "ill *no" that the s)ile fa%e insi!e the envelo+e in!i%ates

that Billie Bo##ie Hust nee!s a fe" )inutes a"a fro) %lass an! she "ill

engage her in a %onversation.he tea) further !eter)ine! that Billie Bo##ies +hsi%all aggressive #ehaviors

"ere for the fun%tion of es%a+e !uring ne" a%tivities. he tea) !eter)ine! thefollo"ing re+la%e)ent #ehaviors "oul! #e e)+loe!?

Billie Bo##ie "ill have a Karfiel! stuffe! ani)al in her !es*. At an ti)e !uring

the !a that she feels una#le to !o the "or* +resente!, she "ill re)ove the

Karfiel! an! +la%e hi) on her !es*. he "ill then ta*e out a "or! +u55le "hi%his so)ething she loves, an! "or* on that until the tea%her is a#le to %o)e give her

one on one attention.

o Billie Bo##ie "ill #e re"ar!e! "ith a to*en in her to*en e%ono) for

e


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hese #ehaviors "ill allo" Billie Bo##ie to transition !uring the !a. Billie Bo##ie "ill

also have #etter s*ills to signal her nee! for hel+. Phsi%al aggression "ill #e #lo%*e!

an! ignore! an! Billie Bo##ie "ill no longer #e sent to ti)e out as this "as an es%a+eoutlet for her +reviousl. Billie Bo##ie "ill #e re"ar!e! for follo"ing a++ro+riate

avenues for attention !uring transitions an! ne" tas*s.

$illie $o99ie %horntonGs 2unctional $ehavior Assessment 2ollo!-0p

4ate: 1ay @O, @**=

1em9ers Present:

%eam 1em9ers: 1ary Poppins, %eacherQ Sergeant Carter, Principal, "umor%hornton, ParentQ $iff 'enderson, P5 teacherQ Chatty Cathy, S3PQ Carrie Case,"esource %eacherQ Poppy 1ontgomery, Assistant PrincipalB

Student and .9Jective

$illie $o99ie is a siDth grade student !ith learning disa9ilitiesB 'er target9ehaviors !ere thro!ing o9Jects, disruptive out9ursts, and physical aggressionB$illie $o99ieGs disruptive 9ehaviors as listed 9elo! !ere impeding her learningand that of others in the classroomB %he 9ehavior support team decided tocreate an intervention plan that !ould ma#e these 9ehaviors unnecessary 9yteaching replacement s#ills and ma#ing antecedent modifications as necessaryB

$illie $o99ieGs $ehavior 4efinitions

%hro!ing o9Jects

o A physical o9Ject leaves $illie $o99ieGs hands and lands !ith

purpose more than siD inches from her 9odyB

4isruptive .ut9ursts

o 3oud noises emitted from $illie $o99ie that disrupt the learning

environmentB

Physical Aggression

o

.ne part of $illie $o99ieGs 9ody comes in contact !ith anotherperson !ith intention and forceB"eplacement $ehaviors

%he alternative 9ehaviors chosen are more conducive to the learningenvironment and !ill ena9le $illie $o99ie to ma#e friends 9y giving her s#ills tosolicit attention in more appropriate methodsB

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. F


69/92

%he team determined that $illie $o99ieGs disruptive out9urst 9ehavior stemmedfrom transition difficulties and her desire to gain attention during these trou9lingtimesB %herefore, these are the replacement 9ehaviors that !ere employed:

$illie $o99ie !ill 9e the K6anna WhiteL of the class scheduleB %his !ill:

o ive her attention from her teacher and peers

o ive her a prompt that things are changing $illie $o99ie !ill #eep a Journal of !hat she does at home

o She !ill 9ring this in the morning and go directly to the Speech

PathologistsG office to discuss her previous evening or !ee#endactivitiesB %his !ill give her attention and give her an opportunity todiscuss upcoming activities for the dayB

o $illie $o99ie !ill return to the S3PGs office at the end of the day to

discuss her day, discuss !hat she plans to do that evening athome, and receive her ne! Journal for that eveningB

At any time during the day, that $illie $o99ie appears over!helmed she

!ill 9e given an envelope to ta#e to the officeBo %he secretary !ill #no! that the smiley face inside the envelope

indicates that $illie $o99ie Just needs a fe! minutes a!ay fromclass and she !ill engage her in a conversationB

%he team further determined that $illie $o99ieGs physically aggressive9ehaviors !ere for the function of escape during ne! activitiesB %he teamdetermined the follo!ing replacement 9ehaviors !ould 9e employed:

$illie $o99ie !ill have a arfield stuffed animal in her des#B At any time

during the day that she feels una9le to do the !or# presented, she !illremove the arfield and place him on her des#B She !ill then ta#e out a!ord puzzleQ !hich is something she loves, and !or# on that until theteacher is a9le to come give her one on one attentionB

o $illie $o99ie !ill 9e re!arded !ith a to#en in her to#en economy for

eDhi9iting this 9ehaviorBo $illie $o99ie !ill earn computer time !hen she has earned

to#ensB %his !ill 9e faded laterB

$illie $o99ie !ill receive pre-training on ne! topics prior to their

introduction in the classB %he resource teacher !ill 9e given advancenotice of lesson plans so preparations can 9e made for $illie $o99ieGslearningB

%hese 9ehaviors !ill allo! $illie $o99ie to transition during the dayB $illie $o99ie

!ill also have 9etter s#ills to signal her need for helpB Physical aggression !ill 9e9loc#ed and ignored and $illie $o99ie !ill no longer 9e sent to time out as this!as an escape outlet for her previouslyB $illie $o99ie !ill 9e re!arded forfollo!ing appropriate avenues for attention during transitions and ne! tas#sB

$aseline

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 70


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$illie $o99ie is a siDth grade student !ith learning disa9ilities 9eing served in aninclusion model in a middle schoolB Collections of data !ere conducted using the

Antecedent, $ehavior, and Conse8uence ;A$C< charts for ten daysB 4ata !erecollected 9y staffs that !ere present at the time of the target 9ehaviorsB $aselinedata !ere collected and determined to 9e approDimately * percent of the dayB

%he mean for her target 9ehavior !as minutesB %he range !as * minutes toOO minutesB %he trends indicated that 1ondays and 2ridays !ere mostpro9lematic for $illie $o99ieB

TaylorEs Behaviors

*

@

=

-

O

>

-/,/@**C

-/@/@**C

-/=/@**C

-/C/@**C

-/-/@**C

-/O/@**C

-/>/

@**C

-/)/@**C

-/?/@**C

-/,*/@**

C

-/,,/@**

C

-/,@/@**

C

-/,=/@**

C

-/,C/@**

C

Dates

NumberofIncidents

ntervention Phase



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4uring the intervention phaseQ !hich 9egan on 1ay =, @**=, $illie $o99ie !asintroduced to the replacement 9ehaviors and schedule changesB %heintervention phase lasted for ten days at !hich time there !ere three days of

zero 9ehaviors for zero minutesB %he mean for the intervention phase !as siDminutesB %he range !as zero minutes to @ minutesB %he trend appeared to 9e

a do!n!ard trend from the immediate introduction of the interventionB

4iscussion

%he intervention appeared to 9e successful for $illie $o99ie due to the decreasefrom 9aseline !hich !as a decrease from minutes to siD minutesB %hisindicates an )>+ decrease in target 9ehaviorsB $illie $o99ie appeared torespond very !ell to the visual class schedule and her responsi9ilities in turningthe schedule for the classB %his gave her focus and direction during transitiontimesB %he important factor !ill 9e consistency and in sharing this intervention!ith her future teachersB t !ill 9e important to follo!-up in August since this isthe end of the year and $illie $o99ie !ill 9e a!ay from school for almost threemonthsB

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D.

#aseline Intervention

72


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Functional Anal"sis for Brandon ,c8inle"

Date of Re+ort? 1C2C200Date of Birth? ul , 12

eneral ;istor":Bran!on is %urrentl enrolle! in the Behavioral Intervention Progra) &BIP', "hi%h he has

atten!e! sin%e ;ove)#er 1=, 2002. /e ha! +reviousl #een +la%e! in the Little Re!

%hoolhouse. Bran!on has a histor of #ehavioral !iffi%ulties that )ainl )anifest intantru)s. /o"ever, he !oes engage in self-inHurious an! aggressive #ehaviors.

Bran!on atten!s res+ite at An 3it Res+ite an! Develo+)ental ervi%es &A3RD' on

ues!a an! ri!a after s%hool an! o%%asionall on the "ee*en!.

Bac1ground Information:

Bran!on "as originall !iagnose! "ith autis) "hen he "as three-ears-ol!. At the#eginning of the 2002-200 s%hool ear, Bran!ons )other hos+itali5e! hi) !ue to

un%ontrolla#le #ehaviors. At an I$P )eeting, the Behavioral Intervention Progra) &BIP'"as sele%te! to "or* "ith Bran!on. A tea%her an! +ara+rofessional "ere hire! to "or*

t"o on one "ith Bran!on un!er the su+ervision of Dr. Laura Riffel, Behavior

+e%ialistCBIP. hese staff "ill #e Bran!ons +ri)ar thera+ists "hile he is in the BIP.Rather than hos+itali5ing Bran!on again, then sen!ing hi) #a%* to his ho)e s%hool, the

BIP tea) "ill assist Bran!on to transition to an alternative +la%e)ent "ith his traine!

staff u+on %o)+letion of his evaluation an! training at the BIP %enter. 4n%e this

transition is su%%essful, +eers "ill #e integrate! into the %lassroo) until he is one ofseveral in his ne" %lass at his ne" s%hool. While "ith the BIP, his tea%her an!

+ara+rofessional "ill #e traine! in %o))uni%ation sste)s, +ositive #ehavior su++ort

)etho!s, an! other resear%h vali!ate! +ro%e!ures an! +ra%ti%es.

Eineland:

A ne" inelan! A!a+tive Behavior %ale "as %o)+lete! on ;ove)#er (, 2002. In

3o))uni%ation, Bran!ons ra" s%ore iel!e! a stan!ar! s%ore of Q20 "hi%h is lo" on

re%e+tive, e


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,edication:

3urrentl, Bran!on ta*es Ritalin three ti)es +er !a an! Ris+er!ol on%e +er !a.

$escription of Inappropriate Behavior(s):

Bran!on ha! an intense tantru) that en!angere! his )others a#ilit to )aintain %ontrol

of the %ar. It o%%urre! "hile his )other "as !riving the %ar an! he atta%*e! her. Duringa tantru), Bran!on has #een *no"n to #ite hi)self an! others, s%rat%h hi)self an!

others, an! hit hi)self an! others. Bran!ons tantru)s have laste! an"here fro) 1:

)inutes to several hours.

Academic Progress:

Bran!ons a%a!e)i% +rogress has #een s+ora!i%. ee a#le 1. Although he has )a!e

+rogress in the areas of %o))uni%ation, toileting, an! fee!ing he still reuires assistan%eto %o)+lete )ost a%tivities. It is the goal of this intervention to !e%rease the nu)#er of

tantru) #ehaviors an! in%rease the nu)#er of gains in a%a!e)i% a%hieve)ent an!in!e+en!ent living s*ills for Bran!on.

;"potheses

Ph"sical:

Bran!on nee!s an o++ortunit to voi%e his +hsi%al "ants an! nee!s.

&motional:

Bran!on nee!s an avenue to voi%e his e)otional "ants an! nee!s.

&nvironmental:

Bran!on nee!s o++ortunities to %ontrol so)e +ortion of his environ)ent.

Behavioral:

Bran!on nee!s re+la%e)ent #ehaviors for ina++ro+riate ones an! gui!an%e to follo" "hat

e


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s%rat%hing self &fingernails in %onta%t, ra*ing s*in of self'

s%rat%hing thera+ist &fingernails in %onta%t, ra*ing s*in of another +erson'

hitting self &o+en or %lose! fist in %onta%t "ith #o! +art of self'

hitting thera+ist &o+en or %lose! fist in %onta%t "ith #o! +art of another +erson'

he thera+ists "ere traine! on the four %on!itions through )o!eling an! "ritten!es%ri+tion. Data %olle%tion o%%urre! fro) ;ove)#er 1, 2002 through De%e)#er (,

2002. essions "ere staggere! to eli)inate the +ossi#ilit that ti)e of !a %ontri#ute! tothe out%o)e of the sessions.

he gui!elines for the four %on!itions are as follo"s?

%o test for Academic $emand:

1. A%tivities? rings on a +eg, sta%*ing "oo!en #lo%*s, +la%ing ite)s in a #u%*et,

+utting +ie%es in a +u55le, threa!ing large +lasti% #ea!s on a string, gras+ing an!

hol!ing s)all o#He%ts, an! tou%hing various #o! +arts on %o))an!.2. hera+ist an! stu!ent are seate! at a ta#le. If stu!ent !oes not re)ain at the ta#le,

+resent tas*s to stu!ent "herever heChe is in the assess)ent roo).

. At the 0-se%on! au!itor %ue, the thera+ist initiall gives ver#al instru%tion an!

allo"s the stu!ent : se%on!s to initiate a res+onse.(. If after : se%on!s, the stu!ent fails to initiate an a++ro+riate res+onse, the thera+ist

re+eats the instru%tion, )o!els the %orre%t res+onse, saing 6Do it li*e this or Ill

have to hel+ ou. An! "aits : se%on!s.:. If after : se%on!s, the stu!ent !oes not res+on!, the thera+ist re+eats the

instru%tion an! +hsi%all gui!es the stu!ent through the res+onse, using the least

a)ount of %onta%t ne%essar to %o)+lete it.

F. hera+ist +resents the ne


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a. er#al state)ents of %on%ern an! !isa++roval &Dont !o that, oure going

to hurt ourself, loo* at our han!, !ont hit ourself'. Paire! "ith

#. Brief +hsi%al %onta%t of a non-+unitive nature &han! on shoul!er'.:. All other res+onses e


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Alone o%ialDisa++roval

A%a!e)i%De)an!

@nstru%ture!Pla

Bit self 0CF000 se%. 0CF000 se%. 0CF000 se%. 0CF000 se%.

Bit thera+ist 0CF000 se%. 0CF000 se%. :CF000 se%. 0CF000 se%.

%rat%he! self 0CF000 se%. 0CF000 se%. :CF000 se%. CF000 se%.%rat%he!thera+ist

0CF000 se%. 0CF000 se%. CF000 se%. (:CF000 se%.

/it self 0CF000 se%. 0CF000 se%. :CF000 se%. 0CF000 se%.

/it thera+ist 0CF000 se%. 0CF000 se%. :CF000 se%. 0CF000 se%.

Percentage of %ime &ngaged in %arget Behaviors $uring Session:

Alone o%ial

Disa++roval

A%a!e)i%

De)an!

@nstru%ture!

Pla

Bit self 0> 0> 0> 0>

Bit thera+ist 0> 0> .000=> 0>%rat%he! self 0> 0> .000=> .000:>

%rat%he!thera+ist

0> 0> .001:> .007:>

/it self 0> 0> .000=> 0>

/it thera+ist 0> 0> .000=> 0>

Alone:

o !eter)ine if Bran!on "as re%eiving sensor sti)ulation fro) loo*ing in the t"o-"a

)irror !uring the alone sessions, a session "ith the )irror %overe! u+ "as +erfor)e!,also resulting in no #ehaviors. he Alone sessions "ere !esigne! to test evi!en%e that

tantru)s )ight #e )otivate! through self-+ro!u%e! reinfor%e)ent of a sensor nature.

Social $isapproval:

he o%ial Disa++rovalsessions "ere !esigne! to !eter)ine if state)ents of %on%ern an!so%ial !isa++roval +aire! "ith +hsi%al %onta%t "ere )aintaining targete! tantru)

#ehavior via the ina!vertent !eliver of +ositive reinfor%e)ent.

Academic $emand:

.7 > of the ti)e in the A%a!e)i% De)an! sessions Bran!on e of the session ti)e, Bran!on "as engage! in no target #ehaviors !uring@nstru%ture! Pla. hese sessions "ere !esigne! to #e the %ontrol +ro%e!ure for the



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+resen%e of an e


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o #rea* this !o"n in +er%entages, #ehaviors o%%urre!?

Time ofDay

Activity Totalinutes

%otal

umber

of

%antrums

*atio&in )inutes'

Percentage

?:-?: Arrival/$rea#fast * 2 (0C:(0 7>

?:-*:*

P5CS training/oralmotor @= 2 2CF0 F>

*:*-*:=

ntervention/1assage%herapy @ 1 2:C:(0 :>

*:=-*:* "estroom $rea# * 0 0C270 0>

*:*-:@* Sensory room @ 2 2:C:(0 :>

:@*-:

5DpressiveArts/1usic * 0 0C(:0 0>

:-@: 3unch @* : 120C:(0 22>

@:-@:

6ideo/Social3earning/oral motor =* 1 0C:(0 F>

@:-:** "estroom $rea# * 0 0C270 0>

:**-:=*

ntervention/1assage%herapy (:C:(0 =>

:=*-:*

.utside Play/2reePlay @ 2 2:CF0 7>

:*-@:*

1usic%ime/relaDation

therapy= 2 :CF0 10>

@:*-@:=* P5CS training @@ 2 22CF0 F>

@:=*-@: Snac# * 0 0C270 0>@:-=:** "estroom/Clean-up * 0 0C270 0>

$iscussion of %ime of $a":

he highest +er%entage for target #ehaviors o%%urre! !uring the 11?(:-12?1: ti)e fra)e,

"hi%h %oin%i!es "ith lun%h. Delving into a !ivision of "hat +re-e)+te! the target#ehaviors !uring lun%h, it "as !is%overe! that there "ere = tantru)s aroun! foo! issues

in 1= !as?

antru)s aroun! foo! issues

o ( of these "ere !enial of !esire! foo! &e


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In su))ar, the target #ehaviors that "ere re%or!e! in this !ata sa)+le are at si)ilar

levels in all a%tivities a%ross the !a "ith the e


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Antecedents

$iscussion of Antecedents:

In loo*ing at ante%e!ents for target #ehaviors, the t"o highest areas "ere restroo) issuesan! foo! issues. urther e


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0bserved Behaviors

Bran!on e


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#e #lo%*e! using vali!ate! )etho!s that )ini)i5e an %han%e of anone getting hurt.

taff uses ste)ati% /an!ling e%hniues "hen +hsi%al intervention is reuire!.

Informal Assessment Summar"

$iscussion:

It is )ore i)+ortant for the tea) to !evelo+ at least one vali! intervention for ea%h

fun%tion of the #ehavior, rather than for ea%h target #ehavior. 4n%e the target #ehavior is

%hange! through intervention, the #ehavioral goals of a #ehavior intervention +lan "ill #e

a%hieve! "ithout s)+to) su#stitution as is freuentl seen in interventions that aree


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*ecommended I&P 0bCectives:

he I$P goals an! o#He%tives "ill #e !evelo+e! !uring the u+%o)ing I$P )eeting #ase!on the !is%ussions %ontri#ute! # all tea) )e)#ers. he follo"ing to+i%s "ill #e

in%lu!e! in those !is%ussions as "ell as others generate! # the tea).

4ral sti)ulation

ee!ing

ensor !iet

Re%reational thera+

$


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Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. =F


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,igure $ *ean *ag !hair rocedure

When Bran!on #egins to sho" signs of #eginning a tantru) instru%t Bran!on to

go to his #ean#ag %hair to %al) !o"n. @se a %al) voi%e

ho" hi) the P$3 +i%ture of a )a! +erson

I!entif that Bran!on is feeling )a!

Praise Bran!on for sitting in his #ean #ag to %al) !o"n "hen he is )a!

Eee+ +ointing out that he is )a! an! that he is %al)ing !o"n in his #ean #ag

If Bran!on gets u+ fro) the #ean #ag #efore he has %al)e! !o"n he "ill #e as*e!

to sit #a%* !o"n until he is %al)

If Bran!on !oes not sit #a%* !o"n give hi) a tou%h %ue &han! on shoul!er' to

re)in! hi) to sit !o"n

Eee+ +raising Bran!on for %al)ing !o"n "hile sitting on his #ean#ag %hair.

Bran!on %an use his #ean#ag %hair anti)e !uring the !a or night. It is not

)eant to #e a +unish)ent, #ut rather a %o)forta#le +la%e to sit an! thin*.

Anti)e Bran!on goes to the #ean #ag "hen he a++ears to #e u+set a#out the loss

of a +rivilege, ite), or foo! he shoul! #e +raise! for %hoosing to go there on his

o"n to %al) !o"n.

When it a++ears that Bran!on has %al)e! !o"n, tell hi) in a %al) voi%e that he

%an %o)e #a%* to the +revious area "hen he feels li*e hes rea!.

In the event that Bran!on still has aggressive #ehavior fro) the #ean#ag %hair?

Blo%* Bran!ons aggressive #ehavior fro) hi)self or others #ut *ee+ hi) in the

#ean #ag

Eee+ tal*ing to Bran!on in a %al) voi%e

I!entif to Bran!on that he is )a!. If so)eone else is near, have the) sho"

Bran!on the +i%ture of the )a! +erson fro) the P$3 sste)

As soon as Bran!ons #o! rela


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Behavior Intervention Plan:

he intervention +lan for Bran!on "as #ase! on a un%tional Analsis an! a un%tionalAssess)ent of his targete! #ehaviors. In or!er to re!u%e +ro#le) #ehaviors the tea)

)ust !is%ern the reason for the #ehaviors. Base! on the fin!ings of the fun%tional

#ehavior analsis the follo"ing )ulti-ele)ent +lan has #een !evelo+e!. he tea) "ill!is%uss this +lan an! a!! to it at the I$P )eeting. he results of the for)al an! infor)al

analses are !is%usse! in a later se%tion.

&lement 0ne: -alming Abilities (Alternative Behavior and -risis ,anagement)

It is this e


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"hi%h in!i%ates he is #eginning to un!erstan! the re%i+ro%al nature of %o))uni%ation.

Bran!on is %urrentl in +hase t"o of the P$3 training.

&lement %hree: .abeling (-onseuence)

Bran!on e


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,esourcesnformation gathered for this !or#9oo# !as o9tained from a !ide range of

sources over the yearsB %he follo!ing 9i9liography represents a sampling ofarticles that have contri9uted to the compilation of this !or#: ;%hese titles are not

in APA format 6 091B

4unlap, B, 6aughn, $B & .eill ;??)


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resham, 2B, Watson, SB, & S#inner, CB ;@** /73@/29Bolivette, HB, $arton, SB, & %errance, SB ;@*** /5 051B

Hennedy, CB ;@**, 2all


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.Geill, "B, 'orner, "B, .G$rien, 1B, & 'uc#step, SB ;?? 25 0/1

Steege, 1B, & orthup, B ;??) 2 021B

Sugai, B, 'orner, "B'B, 4unlap, B, 'ieneman, 1B, 3e!is, %BB, et alB ;@***

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