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Behavior Intervention Plans

Behavior Intervention Plans

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Behavior Intervention Plans

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  1. Behavior Intervention Plans Susanne Okey Winthrop University

  2. Purpose of FBA’s and BIP’s • To gather the necessary information so that we can “develop effective strategies to address those behaviors that interfere with learning and threaten safety.”

  3. FBA’s and BIP’s • A team effort

  4. FBA’s • Function of behavior • To gain something • To escape/avoid something • FBA determines the function of the target behavior

  5. FBA determines the context of the behavior • Settings • Conditions • Types of activities

  6. FBA results in an hypothesis regarding the function of the behavior • “When Adam is asked to complete word problems during math, he curses and throws his book on the floor.”

  7. After completing a FBA the team determined that the function of Adam’s behavior was to avoid the task by being sent to ISS. • The team also learned that Adam had difficulty with the language used in the math text book.

  8. Positive Behavior Support • Interventions based on teaching rather than controlling • Suppressing inappropriate behavior results in further attempts by student to meet his/her needs, usually in inappropriate ways • Teaching new, appropriate behaviors addresses the source and the problem

  9. BIP’s include strategies to: • Teach student more acceptable ways to get what he/she wants, e.g. Replacement behaviors • Decrease future occurrences of the misbehavior • Address repeated episodes of the misbehavior

  10. Replacement behaviors • Behaviors that serve the same function as the inappropriate behavior • Asking to be left alone • Using conflict resolution skills • Using instructional strategies • Tolerating delay • Using self-management techniques

  11. Decrease future occurrences • Setting events that make behavior more likely to occur • Physical arrangement of classroom • Management strategies • Seating arrangements • Sequence of academic instruction

  12. Decrease future occurrences • Manipulate antecedents • Teacher instructions • Instructional materials

  13. Decrease future occurrences • Manipulate consequences • Precise praise/feedback • Principles of reinforcement • DRO • Shaping (successive approximations) • Student contracts • Group motivational strategies

  14. Components of a BIP • Identify the function of the behavior • Select a replacement behavior • Design a teaching plan • Arrange the environment • Develop consequences for desired and undesired behavior • Write behavioral objectives

  15. Replacement behaviors • Make problem behavior • Irrelevant • Inefficient • Ineffective

  16. Selecting replacement behaviors • Problem: Attention seeking behavior • Effective interventions • Keep student from engaging in inappropriate behavior • Teach replacement behavior • Practice new behavior • Reinforce new behavior

  17. Behavior: • Anne pushes other girls on the playground. • Function of behavior: • She wants to play with them. • Replacement behavior??

  18. Selecting replacement behaviors • Problem: Escape/avoidance behaviors • Teach socially acceptable replacement behavior such as, asking for help, signals • Provide more appropriate assignments (curricular accommodations)

  19. Provide strategies and/or supports (instructional modifications) • Pair undesired activity with desired activity

  20. Behavior: • Sarah ignores teacher requests to participate in group discussions • Function of behavior: • Sarah does not want to look dumb in front of her friends • Replacement behavior?

  21. Positive interventions must: • Be aligned with assessment information • There is no “one size fits all” when it comes to replacement behaviors • Learning outcomes must be complemented by: • Teacher actions • Instructional materials • Monitoring systems

  22. Skill deficits • Performance deficits • Motivation • Discrimination

  23. Which intervention: • Aligns with function of behavior • Is most appropriate given student needs and present levels of performance • Directly teaches target behavior • Is least intrusive, least complex • Will change behavior quickly and easily • Unlikely to produce negative side effects

  24. Which intervention • Has evidence of effectiveness with targeted behavior • Is most acceptable to person responsible for implementation • Is most acceptable to student • Is most likely to promote replacement behavior that occurs and will be reinforced in natural environment • Has most system-wide support