Writing Effective Functional Behavior Assessments and Behavior Intervention Plans

Writing Effective Functional Behavior Assessments and Behavior Intervention Plans

Presented by Metro Nashville Public Schools Exceptional Education Department

Presenters:

Jessica Weisenbach, B.C.B.A.

Email: [email protected]

Lynnette White, B.C.B.A

Email: [email protected]

Additional contributors: Cecelia Hampton and Sonya Dobbs

Staff Development Focus:

Improve participant skills in identifying behaviors that require systematic intervention

Develop skills in the area of data collection, interpreting data and appropriate intervention strategies.

Become familiar with forms and the process for developing a FBA/BIP.

Where to locate forms:

MNPS Intranet: www.employee.mnps.org

1. Directory

2. Departments

3. Leadership and Learning

4. Special Education

5. Behavior Forms

Functional Behavior Assessment: Process for gathering information about a student's

behavior in order to identify the function or purpose that the behavior serves.

The information gathered in this process is utilized to develop interventions to change behaviors of concern and to teach new behavior patterns.

This is the first step in designing a behavior intervention plan, incorporating positive behavioral interventions.

It is not only for the purpose of defining and eliminating undesirable behaviors but to understand the structure and function of those behaviors in order to teach and promote effective alternatives.

A functional behavioral assessment is a process of looking at relationships between behavior and the environment and must be conducted with the dignity of the person as a primary concern

(O'Neill, et al).

Policy for Exceptional Education

Parent permission must be obtained prior to starting an FBA.

IEP should be held to review the process and parent signature is required on a separate document specific to the FBA.

This does not pertain to general education student’s only children with IEP’s.

What is Behavior? Webster defines behavior as: 1:(a) the manner of conducting oneself (b)

anything that an organism does involving action and response to stimulation (c) the response of an individual, group, or species to its environment.2 : the way in which someone behaves; also : an instance of such behavior3 : the way in which something functions or operates

Quote

“Behavior is what a man does, not what he thinks, feels, or believes”

“For many people, one of the most frustrating aspects of life is not being able to understand other people's behavior.”

What is the purpose of behavior?

Behavior that is reinforced is more likely to occur again.

Behavior that is punished is less likely to occur again.

Behavior meets a need. Behavior is communication. Behavior is learned.

Why Are We Doing This?

All behavior serves a function.

Get (Positive) Avoid (Negative)

Attention A student tantrums when his teacher is talking to another student.

A student stays home from school to avoid a class presentation.

Tangible/Activity/Communicative

A student begs to listen to his iPod.

A student acts out to get put out of class.

Sensory/Automatic Reinforcement

A student “just needs to move” and “can’t sit still”

A student tries to get out of a room because it’s too noisy

FBA Step1: Identify Behavior

This is a categorical term for the behavior. A behavior is something that is both

observable and measurable. Place an (X) in the box of the category that

most appropriately sums up the target behavior.

If there is more than one behavior check all that apply. START WITH ONE BEHAVIOR

FBA Step 2: Operational Definition

This should be a statement that specifies exactly what behavior to observe.

State what the behavior includes and excludes if possible. Avoid stating a specific person/peer that the target behavior

is directed at, or a specific location, or antecedent. This can be documented under step 5 and 6 if needed.

If you placed an (X) in more than one box in Step 1, then you will need to write a definition for each behavior.

Example: Aggression: any hitting with an open palm or fist to exclude light touch or tapping, to include attempts.

Student A:

John does not follow teacher directions, throws objects at the trash can, makes noises, talks to peers during instruction, and does not turn in homework.

Operational Definition Example

Non-Compliance: to include not following teacher directions within 30 seconds of directive, making noises, talking to peers during instruction, and failure to turn in homework.

Aggression: any throwing or attempts to throw objects.

Student B:

Maggie is non-verbal, chews on objects, requires hand over hand manipulation, cries, hits self, and falls on the floor.

Operational Definition

Example

Tantrum: to include any crying, hitting self, and falling to the floor.

Operational Definition:

Activity Identify the behavior Write an operational definition for your target

behavior.

FBA Step 3: Baseline Data

Collect data on the defined behavior (s). Data needs to be collected over no less than 2 weeks to establish baseline. If the behavior is dangerous to self or others, this may not be feasible and a more immediate behavior plan or crisis plan may need to be developed.

FBA Step 3 Continued: ABC Data Observational data For each behavioral occurrence,

document the antecedent (what happened before), the behavior itself, and the consequence (what happened after)

ABC Data

Hypothesized Function Key:TA: Teacher attentionPA: Peer attentionEA: Escape attentionAA: Access activity EAc: Escape activityAS: Access sensoryES: Escape sensory

ABC Data

Activity Identify the Antecedent, Behavior and

Consequence for each behavioral occurrence.

FBA Step 3 Continued:Most common types of data

Outcome recording (Permanent product) Measures the product of the behavior

Event recording (Frequency) Number of times a behavior occurs in a set time period

Time sampling (a form of interval recording) Observing whether a behavior occurs or does not occur at a

specified point in time Intensity

Measure of severity of the behavior Duration

The amount of time a behavior takes Latency

The amount of time between a stimulus and a behavior

The Balancing Act

valid measurement feasibility

See Handout: “Which Data Measurement System Should I Use?”

Most Common Types of Data: Permanent Product

Answers the question: What is the product of the behavior?

DO use for measuring behaviors of long duration with no clear beginning or end

DON’T use if behavior does not produce a “product” (classwork, point sheet)

Examples: work completion, daily/weekly point sheet

Data Collection in the classroom: Permanent Product

Determine a way to measure the product of the behavior:

Work completion and accuracy Daily point sheet where students are rated on their behavior

Most permanent product data is taken as a percentage: Percentage of work completed (3 out of 5 assignments = 60%) Percentage of work completed accurately (85% correct math

problems) Percentage of points earned out of points possible (20 out of 25

points = 80%)

Let’s Look at a few examples…

Most Common Types of Data: Frequency

Answers the question: How often does the behavior occur?

DO use for frequent behaviors with a clear beginning and end.

DON’T use for infrequent behaviors, or if you want to know intensity or duration.

Good for: talk-outs, verbal aggression, hand-raising, questions asked

Data Collection in the classroom: Frequency

Elementary: choose 2 30-60 min periods throughout the day, 3-4 days/week

Secondary: choose 3 days/week that data will be taken (does not have to be the same 3 days every week)

Count the number of occurrences using: Paper clips/pennies Tallies on masking tape Overhead Mailing labels

Most Common Types of Data: Interval Recording (Momentary Time Sampling)

Answers the question: Is the behavior occurring at a specified time?

DO use for high frequency, continuous behaviors, or for monitoring several students or behaviors at once.

DON’T use for behaviors that are infrequent or short in duration.

Examples: on-task, disruption. out-of-seat

Data Collection in the classroom: Momentary Time Sampling

The Motivaider = a teacher’s best friend! Set your Motivaider to the interval you want

(1-3 min) Take data for 60 min, 3 times/week at least Each time the Motivaider goes off, document

if the behavior is or is not being displayed

Most Common Types of Data: Intensity

Answers the question: How severe was the behavior?

DO use for infrequent behaviors that vary in severity.

DON’T use if you want to know frequency or duration.

Examples: biting, fighting, physical aggression, tantrumming, screaming

Data Collection in the classroom: Intensity

Develop a scale of intensity based on the individual child’s behavior

Document intensity when the behavior occurs

Example: tantrum

1 = crying only

2 = crying with balling up fists, screaming

3 = screaming, laying on the floor, kicking legs and arms

4 = throwing objects, ripping papers, knocking items off shelves, breaking things

5 = self-injurious behavior (throwing body into walls, head-banging, scratching skin), hitting, kicking, biting, throwing body into walls

Most Common Types of Data: Duration

Answers the question: How long does the behavior occur?

DO use for measuring length of time.

DON’T use if behavior does not have a clear beginning and end

Examples: tantrums, task completion, academic engaged time

Data Collection in the classroom: Duration

Use a stopwatch to start when behavior begins and stop when behavior ends

For infrequent behaviors, measure each time behavior occurs

Most Common Types of Data: Latency

Answers the question: How much time elapsed between command and behavior?

DO use for measuring elapsed time.

DON’T use for behaviors without a clear beginning and end.

Examples: tardiness, compliance

Data Collection in the classroom: Latency

Use a stopwatch Start timing when direction is given Stop timing when expected behavior occurs Measure latency 5-10 times daily, document

Determine Effective Data Measurement System: Activity

FBA Step 4 and 5: Information Gathering

Complete the following: Cumulative File Review Parent Interview Student Interview Teacher Interview (completed by each teacher who serves

the student and observes the target behavior(s). Teacher Self-Assessment (completed by each teacher who

serves the student and observes the target behavior(s). MAS and FAST rating scales (completed by each teacher

who serves the student and observes the target behavior(s).

All documentation should be attached to the final Functional Behavior Assessment.

FBA Step 6: Determining Function

The function of the behavior is used to understand the relationship between the behavior and the environment. Once the function is determined then replacement behaviors can be identified that serve the same function.

Record the information that was obtained from the assessment tools and the ABC data in the correct location on the form.

Place a (P) in the box of the primary function and an (S) in the box of the secondary function(s).

FBA Step 6: Continued Escape/Avoidance: these behaviors are performed by

the individual in order to avoid a task that the individual finds unpleasant or difficult, or to escape from a situation that the individual finds unpleasant or difficult.

Sensory/Automatic Reinforcement: these behaviors are performed by the individual because they are self-reinforcing; the individual is obtaining internal reinforcement from the activity.

Tangible: these behaviors are performed by individuals because they are attempting to gain access to preferred items or activities.

Communication: these behaviors are performed by individual’s who have limited or no functional language skills.

Attention/Social Reinforcement: these behaviors are performed by individuals in order to gain attention from peers or adults.

Get (Positive) Avoid (Negative)

Attention

Tangible/Activity


Activity: Determine the function of the behavior based on the example you are given.

Example 1: Jamar

Age 7 1st grade 23 students in class

Jamar: FBA

Define Behaviors

Gather Information Interview Teacher

Interview Jamar

Collect ABC Data

ID Function

Target Behavior

Off-task behavior refers to any behavior

that deviates from teacher directions or

expectations. Examples include drawing

or playing with materials while the teacher

is giving directions and during

instructional activities.

Teacher Interview

Not paying attention Doesn’t complete assignments Doesn’t know why problems occur

“Maybe ADHD”? Previous Interventions

Talked with himTook away recessTook materials

More Teacher Interview

J likes reading stories out loud Always on task in reading time J likes

StoriesComputersColoring/drawing

Student Interview

Doesn’t like school Only likes stories & coloring “Assignment too hard” “Coloring more fun” Doesn’t care about bad grades

Parent Interview

Has a difficult time getting Jamar to do school work at home

Jamar struggles with focusing on academic tasks at home

Cumulative File Review

Enrolled in 3 schools previously Other teachers have noted on report card

that Jamar has difficulty focusing on schoolwork, and that he loves drawing and coloring

ABC Data

40-min of reading

16-min of testing

7 occurrences

Antecedents

When the teacher gives oral instructions

to the entire class

When Jamar is supposed to be working

independently on a task

Consequences

Does not participate Once, teacher came to desk and

individually repeated a set of instructions

Function Matrix: Jamar

Positive Reinforcement(Access Something)

Negative Reinforcement(Avoid Something)

Attention

Tangibles / Activities

Sensory

Function Matrix: Jamar

Positive Reinforcement(Access Something)

Negative Reinforcement(Avoid Something)

Attention

Tangibles / Activities

X

Sensory

X

Function Statement

When presented with an instructional task or activity, Jamar engages in off-task behavior (such as coloring, drawing, or playing with materials) to access preferred activities and escape the assigned tasks.

FBA Step 7-Preventive Strategies and Interventions List the date that each intervention or strategy was initiated. List and describe the intervention or strategy. Collect data for no less than a 2 week time period to determine if

the intervention or strategy is decreasing the target behavior(s) or increasing the replacement behavior(s). It is common to see an increase in target behavior(s), before seeing results from intervention.

Target intervention strategies in each area that apply to the student’s target behavior. All strategies should incorporate replacement behaviors and reinforcement systems to teach those behaviors.

Evaluate the data. Identify the effectiveness of the intervention. If there is not a decrease in target behavior(s) and increase in replacement behavior(s), repeat above procedure for additional intervention strategies.

Step-7: Preventive Strategies and Interventions

Medical Environmental Curricular Reinforcement and

Replacement Behaviors

Medical Interventions: Examples: Eye Sight /Eye Glasses Skin Irritation, Sunburn/Lotion or

Ointments Illness such as a cold, virus, infection,

allergies, diarrhea, fever, rash or others /School nurse or Doctor Evaluation (follow school policy and procedures)

Digestion and Bowel Issues/Medications or toileting schedules

IMPORTANT: Staff can not require a parent to medically intervene with student’s behavior (s). It is important that staff encourage family to rule out any medical contributors as part of the FBA.

Environmental Interventions: Examples: Visual Boundaries Materials Availability Organization Systems Eliminate Distractions( lighting, noise

levels, visuals ) Seating Arrangements Schedule ( written/picture) Furniture Size or Functionality

IMPORTANT: Structure the environment to promote success!!

Curricular Interventions: Examples: Instructional materials/Age Appropriate Functional Materials Pre-Requisite Skills Instructional Materials/Match Learning Style Clear Instructions, Written Instructions,

Picture Cues, Agendas Copy notes from seat/instead of from board. Modified Work Assignments ( highlight cues,

cut math sheet in half)

IMPORTANT: Evaluate present levels and teaching strategies!!

Four Types of Consequences

Positive Reinforcement Negative Reinforcement Positive Punishment Negative Punishment

Positive ReinforcementPresenting something that causes a

behavior to INCREASE

Behavior

Positive Reinforcement

Definition: An increase in behavior as the result of successfully gaining something desired.

Possible Examples: Verbal praise Positive note or call home Certificates Stickers / tokens Food

Negative Reinforcement

Something taken away (usually an aversive) that causes a behavior to

INCREASE

Negative Reinforcement

Definition: An increase in behavior as the result of successfully avoiding something undesired.

Possible Examples: Getting out of class Homework pass Exam exemption

Reinforcement: Unconditioned or Primary:. Stimulus that do not

undergo a learning history to function as a reinforcer. Example: food, water, oxygen, warmth and sexual

stimulation

Conditioned or Secondary: stimulus that has previously been paired with a unconditioned reinforcer and has acquired similar reinforcement capability. Example: activities, breaks, stickers, tokens, treasure

box, praise, hugs, smiles and high fives.

Reinforcement: All reinforcers increase the future

frequency of behavior that it immediately precedes.

It is only functional if it increases and changes the behavior.

Reinforcement should be used to teach replacement behaviors. Behaviors that you want to see reoccur in the future.

Examples of Reinforcement Systems Token Earn Systems Work First /Then Visual Behavior Contract Lottery Raffle System Level Systems Class Performance

Charts Classroom Bingo Others

Teach the replacement behavior!!!

Some behavior researchers have gone as far as to call it “unethical” to try to decrease a behavior without teaching an appropriate replacement behavior.

The replacement behavior (AND reinforcement) should meet the same function as the problem behavior!

Physical Aggression 0

2

4

6

8

10

12

14

16

Jan. Mar. May July Sept

0

10

20

30

40

50

Jan. Mar. May July Sept.

Physical Aggression Non-Compliance

# 1 Mistake

Examples:Function Behavior Replacement

Escape/

Avoidance

Non- Compliance •Request a Break•Ask for help


Repetitive touching/rubbing

(wet)

---------------------------

Repetitive out of seat wandering around classroom

•Request activities that involve rubbing/wet touch•Wash table/shaving cream

--------------------------------------------------•Request activities that involve movement.•Request Breaks

Attention/Social

Reinforcement

Aggression •Raise Hand•Ask a friend to play/hang out•Ask a teacher for help

Tangible/

Preferred Item

Tantrum •Verbally state “no” or shake head to indicate protest•Request a break•Ask appropriately for preferred item

Example: Behavior = Aggression Function = Communication Replacement = 1. Will request attention by raising hand 4 out of 5

opportunities. 2. Will request attention by calling persons name on 4 out

of 5 opportunities. 3. Will request wants and needs by stating “I want

_____” on 8 out of 10 opportunities. 4. Will write in journal when frustrated to express anger

on 4 out of 5 opportunities. 5. Will ask for break time to calm down when frustrated

on 8 out of 10 opportunities.

Brainstorm Interventions:

Activity Write down interventions under each area

that need to be addressed for the identified target behavior (s).

FBA Step 8- Data analysis

Evaluate the data from intervention strategies.

Determine if data supports the need to move to a more restrictive plan.

Place an (X) in the box for yes or no. If yes, begin the Behavior Intervention

Plan

Reasons to move to a BIP

Interventions have been implemented under most or all intervention areas.

The data shows that the interventions have not been successful in decreasing behavior and/or increasing the replacement behavior.

FBA Questions

Behavior Intervention Plan: Takes the observations made in a

Functional Behavioral Assessment and turns them into a concrete plan of action for managing a student's behavior.

A BIP may include ways to change the environment to keep behavior from starting in the first place, provide positive reinforcement to promote appropriate behavior, employ planned ignoring to avoid reinforcing inappropriate behavior, and provide supports needed so that the student will not be driven to act out due to skill deficits or performance deficits.

BIP Step 1- Identifying Behavior

See step 1 of Functional Behavior Assessment This is a categorical term for the behavior. A behavior is something that is both

observable and measurable. Place an (X) in the box of the category that

most appropriately summarizes the target behavior.

If there is more than one behavior, check all that apply.

BIP Step 2- Operational Definition See step 2 of Functional Behavior Assessment The statement should specify exactly what

behavior to observe. State what the behavior includes and excludes, if

possible. Example: Aggression: any hitting with an open

palm or fist to exclude light touch or tapping. Avoid stating a specific person/peer that the target

behavior is directed, or a specific location, or antecedent. This can be documented under step 5 and 6 if needed.

If you placed an (X) in more than one box in Step 1, then you will need to write a definition for each behavior.

BIP Step 3- Assessment Results

See step 6 of the Functional Behavior Assessment.

Record the information that was obtained from the assessment tools in the correct location on the form.

Place a (P) in the box of the primary function and an (S) in the box of the secondary function(s).

BIP Step 4- Replacement Behavior

See step 7 of the Functional Behavior Assessment.

The replacement behaviors should be written with measurable criteria. (see examples listed on BIP.

Use reinforcement systems to teach the new behaviors.

In order to extinguish the inappropriate target behaviors, the replacement behaviors should serve the same function.

BIP Step 5- Who’s Responsible

Determine which staff members will provide instruction and documentation of intervention strategies.

Place an (X) in the box for all that apply.

BIP Step 6- Motivators and Reinforcement System See step 7 of Functional Behavior Assessment to

determine if a new reinforcement assessment should be completed at this time.

List highly motivating reinforcers that will be used to teach replacement behaviors as determined from the reinforcement assessment.

Determine which system of reinforcement will be used to teach replacement behaviors.

THE FORMS ARE LOCATED IN THE SPECIAL EDUCATION SECTION ON THE MNPS INTRANET SITE.

BIP Step 7- Reinforcement Procedure Which system of reinforcement will be used? When, where and how will the reinforcement

be implemented. How long will the student have to participate in

replacement behavior(s) before gaining access to reinforcement?

How will data be collected on the replacement behaviors?

BIP Step 6 Continued Verbal Praise Tangible Reinforcement Activities Breaks Token Earn Systems Level System Work First/Then Earn System Behavior Contracts Lottery/Raffle Tickets Class Performance Charts Classroom Behavior Bingo

BIP Step 8- Preventative Strategies

See Step 7 of Functional Behavior Assessment to determine what strategies were used

Refer to Medical, Environmental and Curricular.

Describe what will happen when the target behavior does occur. What consequences will be in place.

These procedures utilize positive and/or negative punishment.

Write a detailed description so that it is clear for any staff member to implement.

BIP Step 9- Reactive Procedures

Negative PunishmentTaking something away that causes a

behavior to DECREASE

Negative Punishment Definition:A decrease in behavior as the result of losing

something one cares about.Possible Examples: Time out (Suspension/Expulsion) Response Cost/Fines Free time Recess Choices Sitting with peers Working on the computer School activities – field trips, dances, etc.

Positive PunishmentPresenting something that causes a

behavior to DECREASE

Behavior

Positive PunishmentDefinition A decrease in behavior as the result of receiving

an undesirable outcome. Possible Examples: Name on board “Pull a card” Call home Write Off/Busy Work Send to office (Detention) Reprimands Extra Homework Extra Laps at Gym Time

Possible Reactive Procedures Level Systems, Behavior Contracts, Lottery/Raffle

Systems, Classroom Performance Charts Response Cost/Token Earn Systems Non-Exclusionary Time Out Exclusionary Time Out Extinction Time out Ribbons/Buttons Reprimands Response Blocking Contingent Exercise Overcorrection Flooding Behavior Momentum Non-violent Physical Crisis Intervention Procedures

Definitions of Reactive Procedures

Response Cost Systems: Is the use of negative punishment to decrease the frequency of the occurrence of the behavior. This occurs when a stimulus is taken away as a consequence of behavior.

Examples: Level Systems: lose privilegesBehavior Contracts: lose privilegesToken Earn Systems: lose tokens

Time out: a negative punishment procedure which involves removing a student from all sources of positive reinforcement (events or situations that the student experiences as rewarding, such as attention from peers or the teacher, participation in an interesting activity).

Examples: Non-Exclusionary Time Out: Removal of reinforcement, when the behavior is

occurring. Time Out Ribbon/ Button Planned Ignoring: is the removal of social reinforcers, such as teacher or

classmate attention, physical contact, or verbal interaction for a brief period of time (10-60seconds)* when the student engages in undesired behavior.

Withdrawal of Reinforcing Items, Objects or Materials Contingent Observation: the student is repositioned so that they observe the

group without participating or receiving reinforcement for a specified period.

Exclusionary Time Out: denies access to reinforcement by removing the student from reinforcing environment to another area such as the office, another classroom, hallway, partition etc.

Seclusionary - removes the student from the reinforcing environment as a means of denying access to reinforcement, the student is then secluded in a isolation room/area where there is not a way to get out. This is PROHIBITED BY STATE LAW!!!!


Extinction: is the technical term to describe the procedure of withholding/discontinuing reinforcement of a previously reinforced behavior, resulting in the decrease of that behavior. They are generally associated with extinction bursts. An extinction burst is the temporary increase in the frequency, intensity, and/or duration of the behavior targeted for extinction.

Example: Escape Extinction: not allowing the person to escape from the task.

Negative reinforcement is the escape. Prompt through task. Behavior Momentum Procedure: present a set of simple one step directives that can be

prompted, prompt through the directive until compliance is gained, go back to original directive.

Sensory Extinction: masking or removing sensory consequences. Automatic Reinforcement (self-stimulatory): Sounds good, looks good, taste good,

smells good, feels good to ones touch or the movement itself is good. Child that likes to make noise, makes noise by tapping pencil on desk, put felt on desk

so that it could not make the sound. Child that scratched self, put rubber gloves on so that he could not feel the skin when

scratching or get the visual results.


Reprimands: This is one of the most commonly used positive punishment procedures. It is a verbal response immediately following a behavior that suppresses the frequency of the behavior. Saying “No”, “Stop”, Don’t do that!” Research shows that the effectiveness was minimal and that it is most effective

with paired with other forms of punishment.

Response Blocking: This is a positive punishment procedure where the person physically intervenes as soon as the student emits the behavior to prevent or block the behavior from occurring. Research shows effective for reducing chronic mouthing, eye poking, and pica. Often implemented for a treatment for self-injurious behaviors. Used to prevent injury with aggressive behaviors.


Contingent Exercise: This is a positive punishment procedure. The student is required to participate in exercise activity upon he occurrence of the behavior. Research has shown effectiveness in treating

various self-stimulatory behaviors, stereotypic,

disruptive, aggressive and self –injurious behaviors. E.g. Student is required to stand up and sit down 10 times when he participates

in the behavior, run laps, jumping jacks, push ups.

Overcorrection: This is a positive punishment procedure, in which contingent on each occurrence of the behavior, the student is required to engage in effortful behavior directly or logically related to the problem. Restitutional: repair the damage caused by the problem behavior and restore

the environment back to the original state. ( Urinate on the floor, clean the entire bathroom)

Positive Practice: repetitively perform a correct form of the problem behavior. (running in the hallway, have to walk back and forth in the hallway 5 times)


Flooding: This procedure is a positive punishment procedure, which when the behavior occurs the student participates in the behavior for an extended amount of time until satiated. Throwing= Go to specific area and throw a ball for a 15 minute

period without stopping. Kicking=Kick a kicking bag for 15 minute period without

stopping. Tearing= Tear paper for 15 minute period. Spitting=Spit in sink for 15 minute period. Running= Run for 15 minute period. Talking= Talk for a 15 minute period. Out of seat=Stand for a 15 minute period.


Example: Timer will be set for 30 minute interval and the student will earn a token for replacement behaviors which occurred during the interval, in absence of the aggressive behavior. The student must earn 5 tokens to gain access to a predetermined reinforcer of the student’s choice. If the student is aggressive during the interval the following procedure will be used:

1.) The staff will use response blocking to deflect the aggressive behavior and move away from the individual. Staff members should be certified in the techniques of Crisis Prevention and Intervention. The staff should give very little verbal attention to the behavior and make minimal eye contact.

2). The student will be taken to the office by staff and will complete work. When work is finished he will return to class.

3.) The student will make up all work assignments missed during recess time. If not completed during this time the student must complete assignments missed for homework.

4.) The student will not gain access to token during this time and will have no access to reinforcers.

5). When the student is working in the classroom setting for a 15 minute period without demonstrating the target behavior the student can begin to earn tokens.

Non-Compliance: Preventive: Richard will be presented with reinforcer choices before given a direction. He will earn a token for appropriate response to one-step directions/compliancy to commands,

verbal requests/protests, gaining teacher attention, increased time on task and work completion. (After receiving the specified amount of tokens Richard will earn the predetermined reinforcer).

Reactive: If Richard does not respond to the directive or task within 10 seconds he will be prompted to

follow the directive or task and the behavior momentum procedure will be implemented if needed. See below for description.

Behavior Momentum Procedure: The teacher will present a series of one step directions. This procedure is used to gain compliance. For example: “Do This”, Tch nose, “Do This”, Tch head, “Do This”, Tch ears. This can also be done using manipulatives “Put in” red cube in red bowl, or “Match” match picture to picture etc. The directions are presented quickly and if not responded to immediately prompted. The set of behavior momentum directives should be given until Richard begins to respond independently. (If he is cooperating during this procedure do no more than five directives) Staff should decrease prompt level as he becomes more compliant. When Richard is compliant go back to the original directive. (See prompt hierarchy)

Reinforcement when using BMP: During the procedure reinforcement should not occur until Richard is complying without prompts. The staff should give neutral verbal praise as Richard becomes more compliant and the prompt level is decreased. Once he is compliant to the initial task direction and working on original task for 2 minute period he can then gain access to the pre-determined reinforcer.

Prompt Hierarchy Gesture- by pointing to, tapping, and placing hand over desired object, looking at the object. Partial Physical- the teacher will begin the motion of the response with the student but will not complete the response with the

student. ( Example: Tap the student on the shoulder after saying sit down, to get the desired response. Place the students hand on the object, after asking give me the object to get the desired response.)

Full Physical- the teacher will hand over hand assist the student in completing the task. (Example: Place both hands on the shoulders of the student and help the student sit down, after saying sit down, to get the desired response. Take the students hand and manipulate the students hand to pick up the desire object and place it in your hand, to get the desired response).

Develop Teaching Plan

Write a reactive procedure for the target behavior.

BIP Step 10- Crisis Plan

Support Team and/or Individual Education Plan teams should meet to determine if a crisis plan is necessary.

Consider if a behavior(s) is dangerous to self or others and is unable to be maintained with current Behavior Intervention Plan.

When Is it appropriate to use physical restraint? As a last resort. When the student’s behavior

is a danger to self or others. Less restrictive interventions

(e.g. blocking) have been ineffective.

Data supports the need for a more restrictive procedure.

If the behavior escalates and he is a danger to self or others the teacher will follow the procedure below: Patrick will be placed in Children’s Control Position. This technique should only be used with children or smaller individuals. Staff needs to gain control of the arms of the acting out person and position him/herself so that he/she will be able to wrap the arms around the acting out person. To secure the arms, lock one arm under the other. Staff should position him/herself off to one side. (see picture below) Once Patrick has calmed down they should be verbally reinforced. “I like how you are sitting or I like how you are quiet.” The staff person should begin to release one arm out of the control position and present a direction such as “Put in” or “Touch”, if the student complies with the direction they are reinforced verbally and the other arm is released. Another direction is presented and will continue until he is working independently on the task. Once Patrick is complying to set of simple one- step directions and is able to choose a reinforcer and place it on the First Work/Then board he would then go back to join the group activity or back into the routine of the class. If the aggressive behavior occurs again at this point the above procedure for aggression starts again.

Legal Considerations: A bill was passed by the General Assembly of

the State of Tennessee, outlining the use of isolation and restraint.

Staff should be trained in the Non-violent Physical Crisis Intervention procedures outlined by Crisis Prevention and Intervention.

MNPS offers trainings through ERO. Most schools have a crisis response team in

place. Anytime procedures are used, formal

documentation is required.

BIP Step 11- Monitoring

Consistent documentation should occur on target and replacement behavior(s).

See Step 3 of Functional Behavior Assessment.

Record data and update Behavior plan every 9 weeks to determine progress.

Additional Resources Intranet

https://employee.mnps.org/Page15398.aspx

Easy IEP www.interventioncentral.org www.freebehaviorcharts.com

Writing Effective Functional Behavior Assessments and Behavior Intervention Plans

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