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Presented by Erica Winn, MBA/BCBA Program Specialist EGUSD DETERMINING INTERVENTIONS

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First Things First Complete Functional Behavior Assessment (FBA) to determine: Purpose for the target behavior Gain Access Escape/Avoid Setting Events Antecedents Maintaining Consequences

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Guidelines for Behavior Intervention Plan (BIP) Development Setting Events Strategies Neutralize or eliminate the effect of setting events Antecedents Strategies Prevent the problem behavior from occurring Behavior Teaching Strategies Teach alternative (based on function) and desired behaviors Consequences Strategies Increase alternative and desired behaviors AND decrease problem behaviors

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Antecedent Based Interventions Arrange the environment Change schedule or routine Structured time Use highly referred items/activities Offer choices Change how instruction is provided Provide access to sensory stimulation Cueing Accommodate learning needs Modify curriculum Proximity Transitional warnings

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Proactive (PBIS) Interventions Attention Seeking A ntecedent Intervention (PREVENTION) Give attention early for positive behaviors Check-in provide adult attention immediately upon student arrival Give student leadership responsibility or a class job that requires the student to interact w/ staff Place student in desk where he/she is easily accessible for frequent staff attention Give student frequent intermittent attention for positive or neutral behavior Pre-Correct - Frequently & deliberately remind student to raise their hand and wait patiently if they want your attention

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Proactive (PBIS) Interventions Avoidance A ntecedent Intervention (PREVENTION) Modify task or provide support Modify assignments to meet student skill level (timelines, graphic organizers, chunking, etc.) Assign student to work with a peer Provide additional instruction/support Provide visual prompt to cue steps for tasks student struggles with Provide additional support focused on instructional skills (Homework Club, study hall, etc.) Pre-Teaching content Pre-Correct - Frequently & deliberately remind student to ask for help

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Differential Reinforcement DRA Reinforce the desired alternative and functional alternative DRO Reinforce time passed in absence of behavior DRI Reinforce a physically incompatible behavior DRL Reinforce progressively lower rates of behavior

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Teach New Skills Core skills can include... Functional communication Code Switching Social skills Ability to regulate emotions Use of independent life skills Academic skills Ability to express emotions or anxiety in an acceptable manner Request help or a break Ability to recognize the need for a break Ability to work independently for a designated period of time Appropriately seek sensory input

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Extinguish the behavior problem www.autisminternetmodules.org

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Reactive Strategies Redirection change focus of student Planned Ignoring no looking at, touching, talking to/about Restitution restore the environment Behavior Contract agreement between student & staff Response Cost can earn or loose rewards across the day Review the Rules discuss the expectations Group Contingency peers are all accountable Removal of Reward taking away an earned reward Over Correction practice correct behavior repeatedly Time Out time away from reinforcement

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Proactive (PBIS) Interventions Attention Seeking C onsequence Intervention (RESPONSE) Intervention occurs after positive or negative behavior Respond quickly if student asks appropriate for adult attention Give the student frequent adult attention for positive behavior Student earns lunch w/ teacher when student earns points Eliminate/minimize amount of attention for problem behavior Limit verbal interaction create a signal to prompt the student to stop Avoid power struggles

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Proactive (PBIS) Interventions Avoidance C onsequence Intervention (RESPONSE) Intervention occurs after positive or negative behavior Respond quickly if student asks appropriate for help or a break Reward student for on task, trying hard, work completion Eliminate/minimize the amount of missed instructional time / work for engaging in problem behavior Need to make sure student is capable of doing work or provide support

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Proactive (PBIS) Interventions Avoidance C onsequence Intervention (RESPONSE) Sometimes students need additional encouragement to engage in the desired behavior Additional incentives to encourage student positive behavior: Free homework passes Reduced numbers of problems Extra credit points

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Ensuring Effectiveness Consistency Contingency Immediacy Appropriateness

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Progress Monitoring Ongoing data collection Regularly scheduled collaboration with site team and family Trouble shoot problems as they arise Make small changes if needed Call an IEP meeting if big changes are needed

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How can we regulate BIPs? Look for BIP on file if the IEP indicates one should be present BIP should be updated annually or as needed Cannot determine whether the appropriate methods are being used without in depth knowledge of Behavior Analysis as well as the individual students history and needs