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
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