VIT’S BIP TIPSVIT’S BIP TIPS

Develop and Implement a Develop and Implement a Behavioral Intervention PlanBehavioral Intervention Plan

Intervention is clearly linked to Intervention is clearly linked to functions(s) of behavior.functions(s) of behavior.

Goals of intervention and specific Goals of intervention and specific replacement skills are incorporated into replacement skills are incorporated into educational plan.educational plan.

The plan/supports facilitates The plan/supports facilitates achievement of broad goals identified achievement of broad goals identified by the team.by the team.

Develop a Therapeutic ApproachDevelop a Therapeutic Approach

Abandon ineffective practicesAbandon ineffective practicesProvide staff with and understanding of Provide staff with and understanding of

evidence based practicesevidence based practicesProvide staff with training and a prevention Provide staff with training and a prevention

orientationorientationProvide suggestions for relationship Provide suggestions for relationship

buildersbuildersDevelop plan with in the context of a well Develop plan with in the context of a well

managed classroommanaged classroom

Variables for Plan IntegrityVariables for Plan Integrity

Everyone working with the student agrees to implement Everyone working with the student agrees to implement the plan for a specified period of timethe plan for a specified period of time

Everyone agrees on how data will be collectedEveryone agrees on how data will be collected Everyone understands the rationale of the planEveryone understands the rationale of the plan Everyone has the skills to implement the planEveryone has the skills to implement the plan Extra support and time may be necessary for some staff Extra support and time may be necessary for some staff

to develop such skillsto develop such skills Crisis management procedures and criteria are Crisis management procedures and criteria are

established, as neededestablished, as needed Plan is monitored on a regular basisPlan is monitored on a regular basis Staff meet and review plan on a timely basisStaff meet and review plan on a timely basis

Staff Understand the Concept of Staff Understand the Concept of Consent and Students RightsConsent and Students Rights

Consent may be withdrawn at any timeConsent may be withdrawn at any time Parents should understand all restrictive elements of Parents should understand all restrictive elements of

planplan Parents should understand how they can support the Parents should understand how they can support the

planplan The students should understand the goal of the plan and The students should understand the goal of the plan and

that it should not be used for avoiding responsibility and that it should not be used for avoiding responsibility and ownershipownership

The plan should not be changes without meeting with The plan should not be changes without meeting with team, notifying parents, facilitating student awareness, team, notifying parents, facilitating student awareness, and informing all team members of changesand informing all team members of changes

Consent and Due Process Issues to not supersede the Consent and Due Process Issues to not supersede the Michigan School CodeMichigan School Code

Factors Influencing Acceptability Factors Influencing Acceptability of Planof Plan

Compatible with current practices;Compatible with current practices; Does not require excessive effort or time;Does not require excessive effort or time; Likely to produce positive changes;Likely to produce positive changes; Consistent with teacher skills (with training and Consistent with teacher skills (with training and

support); and,support); and, Evidence of proven effectivenessEvidence of proven effectiveness Staff and Care providers understand Staff and Care providers understand

characteristics of disabilitycharacteristics of disability Staff understand elements of plan may be different Staff understand elements of plan may be different

that “traditional” discipline approachesthat “traditional” discipline approaches

Issues to Check in Devising an Issues to Check in Devising an Intervention Plan Intervention Plan

Is the replacement behavior incompatible Is the replacement behavior incompatible with the problem behavior? with the problem behavior?

Can the student perform the behavior?Can the student perform the behavior? Does the behavior satisfy the same function Does the behavior satisfy the same function

(or need) as problem behavior and/or result (or need) as problem behavior and/or result in the same outcome?in the same outcome?

Will the replacement behavior lead to the Will the replacement behavior lead to the desired behavior?desired behavior?

Promoting the Desired BehaviorPromoting the Desired Behavior Will likely require instructional modifications and Will likely require instructional modifications and

accommodationsaccommodations Will likely require shaping and promptingWill likely require shaping and prompting Will likely require development of work ethic, Will likely require development of work ethic,

delayed consequences, and increased delayed consequences, and increased tolerances all which may be enhanced by tolerances all which may be enhanced by positive rapport and relationship buildingpositive rapport and relationship building

Will likely require modeling and mentoringWill likely require modeling and mentoring Will initially require rich levels of reinforcementWill initially require rich levels of reinforcement May require “backtracking” to ameliorate setting May require “backtracking” to ameliorate setting

eventsevents

Issues to Check in Devising Issues to Check in Devising an Intervention Plan an Intervention Plan (cont’d)(cont’d)

Is it more reinforcing for the student to engage in Is it more reinforcing for the student to engage in the replacement behavior than the problem the replacement behavior than the problem behaviorbehavior

Is it more reinforcing for the student to engage in Is it more reinforcing for the student to engage in the desired behavior than the problem behavior?the desired behavior than the problem behavior?

Can we “rearrange” environment to prevent Can we “rearrange” environment to prevent student from engaging in problem behavior?student from engaging in problem behavior?

Can we “rearrange” the environment to facilitate Can we “rearrange” the environment to facilitate occurrence of replacement behavior or re-occurrence of replacement behavior or re-emergence of desired behavioremergence of desired behavior

The Plan Focuses on PreventionThe Plan Focuses on Prevention

Absence of threatAbsence of threatRelationship-basedRelationship-basedPeers understanding and support planPeers understanding and support planStaff understand that sustained results Staff understand that sustained results

take timetake timeThe student has clear expectationsThe student has clear expectationsThe student has buy in into planThe student has buy in into plan

Issues to Check in Devising a Issues to Check in Devising a Behavior Intervention Plan Behavior Intervention Plan

What is the demand for the behavior in What is the demand for the behavior in natural settings?natural settings?

Will the behavior be reinforced in natural Will the behavior be reinforced in natural settings?settings?

Is it age appropriate and relevance to the Is it age appropriate and relevance to the student? student?

FBA TerminologyFBA Terminology

A B CAntecedents Behavior Consequences

Setting Events

Immediate

Slow Triggers

Fast Triggersor

or

Environmental factors that influence behavior, not immediate

Occur immediately before a behavior

Problem Behavior

Appropriate Behavior

Goal:

Decrease

Goal:

Acquire skill & Increase

(Outcome/Function)

Access Avoid/Escape

Power/control

Attention

Acceptance

Affiliation

Gratification

Justice/revenge

Protection

Etc.

Tasks

Consequences

Individuals

Stress/anxiety

Activities

Symptoms

Etc.

Reinforcement

Punishment

Intervention Components that Intervention Components that Focus on Impacting Setting EventsFocus on Impacting Setting Events

Relationship buildingRelationship building Peer SupportPeer Support RemediationRemediation Home School PartnershipsHome School Partnerships Pharmacological IntegrityPharmacological Integrity Promoting Health and WellnessPromoting Health and Wellness Disability Awareness and Best Practice ApproachesDisability Awareness and Best Practice Approaches Challenging Irrational BeliefsChallenging Irrational Beliefs Reversing Harmful Historical VariablesReversing Harmful Historical Variables Undermining Harmful mentorsUndermining Harmful mentors Life-style EnhancersLife-style Enhancers

Intervention Components that Intervention Components that Focus on Antecedents of BehaviorFocus on Antecedents of Behavior

Alter schedule of activities (e.g., vary low and high Alter schedule of activities (e.g., vary low and high probability academics).probability academics).

Adapt specific aspects of curriculum or instruction, or Adapt specific aspects of curriculum or instruction, or both. both.

Consider how instructions are delivered.Consider how instructions are delivered. Consider peer proximity Consider peer proximity Consider context of inhibitive directions and reprimands.Consider context of inhibitive directions and reprimands. Vary size and/or composition of instructional groupings.Vary size and/or composition of instructional groupings. Add special supports to instruction (e.g., scaffolding)Add special supports to instruction (e.g., scaffolding) Consider Establishing Operations (e.g., increasing Consider Establishing Operations (e.g., increasing

consequence value)consequence value)

Intervention Components that Intervention Components that Focus on Antecedents of Behavior Focus on Antecedents of Behavior

Remove triggers for negative behavior Remove triggers for negative behavior and aversives that inhibit positive and aversives that inhibit positive behavior.behavior.

Introduce precorrective strategies Introduce precorrective strategies before problems take hold.before problems take hold.

Teach students expectations.Teach students expectations. Teach students procedures.Teach students procedures.

Intervention Components that Focus Intervention Components that Focus on Consequences of Behavioron Consequences of Behavior

Abandon or augment ineffective consequencesAbandon or augment ineffective consequences Provide choices, and adequate response time.Provide choices, and adequate response time. Insure frequent opportunities to respond correctlyInsure frequent opportunities to respond correctly Control reinforcement interval--not too long or short Control reinforcement interval--not too long or short

(provide 5:1 ratio)(provide 5:1 ratio) Identify preferred consequences.Identify preferred consequences. Vary individual reinforcers.Vary individual reinforcers. Provide consequences that teach and restoreProvide consequences that teach and restore Use data based decision making.Use data based decision making. Incorporate deviations of handbook into BIP and IEPCIncorporate deviations of handbook into BIP and IEPC

Argument Against SuspensionArgument Against Suspension

Monitor the Faithfulness of Monitor the Faithfulness of Implementation of theImplementation of the

Plan Plan

Identify any training and resources needed to Identify any training and resources needed to implement plan.implement plan.

Develop an action plan that includes specific Develop an action plan that includes specific objectives/ activities, persons responsible, and time objectives/ activities, persons responsible, and time lines.lines.

Practice elements of plan and establish protocol for Practice elements of plan and establish protocol for crisis plan or emergency procedurescrisis plan or emergency procedures

Debrief whenever significant behaviors occur or Debrief whenever significant behaviors occur or staff when escalatory behavioral patterns emergestaff when escalatory behavioral patterns emerge

Evaluate Effectiveness ofEvaluate Effectiveness of the Behavior Intervention the Behavior Intervention

Plan Plan Objective information on intervention Objective information on intervention

plan/support includes:plan/support includes:- decrease in problem behavior;- decrease in problem behavior;

- increase in replacement behaviors;- increase in replacement behaviors;

- achievement of broader goals; and,- achievement of broader goals; and,

- durability of behavior change across- durability of behavior change across

time and settings.time and settings.

Guidelines for Making Guidelines for Making Intervention DecisionsIntervention Decisions

1.Determine the kind of data to collect1.Determine the kind of data to collect

according to critical dimension(s) of the according to critical dimension(s) of the target behavior (e.g., frequency, duration, target behavior (e.g., frequency, duration, magnitude).magnitude).

2.Collect data until you are confident2.Collect data until you are confident

that you have an accurate picturethat you have an accurate picture

of the target behavior (and its context). of the target behavior (and its context).

Guidelines for Making Guidelines for Making Intervention Decisions Intervention Decisions (cont’d)(cont’d)

3.Record data on a graph to allow visual 3.Record data on a graph to allow visual examination of student behavior.examination of student behavior.

4.Allow about 3-5 weeks for the novelty of 4.Allow about 3-5 weeks for the novelty of change itself to dissipate (i.e., “washout”) change itself to dissipate (i.e., “washout”) and for impact of intervention to emerge. and for impact of intervention to emerge.

Guidelines for Making Guidelines for Making Intervention Decisions Intervention Decisions (cont’d)(cont’d)

5.Make decisions that take into account the 5.Make decisions that take into account the direction, trend, and variability of the data in direction, trend, and variability of the data in relation to desired changes in the behavior.relation to desired changes in the behavior.

6.Make decisions according to 6.Make decisions according to

frequency, severity, and persistence frequency, severity, and persistence

of the behavior.of the behavior.

Guidelines for Making Guidelines for Making Intervention Decisions Intervention Decisions

7.Make intervention decisions about 7.Make intervention decisions about

every 3-4 weeks, more often every 3-4 weeks, more often

depending on severity of behavior anddepending on severity of behavior and

intrusiveness and complexity of theintrusiveness and complexity of the

intervention.intervention.

8.If data shows progress toward goal,8.If data shows progress toward goal,

continue intervention.continue intervention.

Qualitative Measures of Qualitative Measures of Changes in BehaviorChanges in Behavior

Mild, moderate, or severe ratingMild, moderate, or severe rating Likert-type rating scale (e.g., 1 - 5)Likert-type rating scale (e.g., 1 - 5) RubricRubric OtherOther

Reasons to Modify a PlanReasons to Modify a Plan

The student has reached his/her behavioral The student has reached his/her behavioral goals & objectives.goals & objectives.

There is a change in student placement.There is a change in student placement. The original intervention plan is not The original intervention plan is not

producing positive changesproducing positive changes The students behaviors are deteriatingThe students behaviors are deteriating New problem behaviors have emergedNew problem behaviors have emerged Someone is being hurt or placed in dangerSomeone is being hurt or placed in danger

Reasons to request outside supportReasons to request outside support

Problems with Program IntegrityProblems with Program IntegrityPolitical ConflictsPolitical ConflictsMultiple programs lacking effectivenessMultiple programs lacking effectivenessConflict, distrust, or hostility between and Conflict, distrust, or hostility between and

home and schoolhome and schoolStaff disagreementStaff disagreementStaff as significant setting event Staff as significant setting event

Possible Components of Possible Components of Intervention PlanIntervention Plan

All of these areas can impact behaviorAll of these areas can impact behavior academic skillsacademic skills social/interpersonal skillssocial/interpersonal skills self-management skillsself-management skills problem solving skillsproblem solving skills language skillslanguage skills

School personnel should plan School personnel should plan to systematically integrate to systematically integrate

academic and nonacademic academic and nonacademic instruction.instruction.

Social Skills DeficitsSocial Skills Deficits

1. Social skills deficit - student does not 1. Social skills deficit - student does not possess the skills.possess the skills.

2. Social skills performance deficit - student 2. Social skills performance deficit - student possesses the skills but lacks the possesses the skills but lacks the motivation to engage in them.motivation to engage in them.

3. Self-control deficit - student is unable to 3. Self-control deficit - student is unable to learn the skills due to conflicting emotional learn the skills due to conflicting emotional responses.responses.

Social Skills Deficits Social Skills Deficits (cont’d)(cont’d)

4. Self-control performance deficit - student 4. Self-control performance deficit - student possesses the skills but is unable to use possesses the skills but is unable to use them due to conflicting emotional them due to conflicting emotional responses.responses.