Behavior Intervention Planning A Case Study presented by Elizabeth Jimenez

Important Elements of a BIP Background Target behavior Baseline Data Functional Assessment Behavior Intervention Evaluation

Julie A case study

Meet Julie: Background Julie is a 10 year old 5th grade student. She is currently being served in a structured self-contained class. She displays aggressive behaviors towards her peers, as well as her teachers, pinching and scratching when they are in reach. Currently, a teacher’s assistant has been assigned to work with Julie one on one. She also displays self-injurious behaviors, using her fist to strike her chin. Physical therapist have recommended a protective helmet that Julie must wear throughout the school day.

Target Behaviors The observable physical behaviors that will be marked as an occurrence of aggression towards others include: Scratching Pinching

Baseline Data Baseline Data for Julie Date: 09/25/2013 . Time Physical Aggression (scratching, pinching, biting) 8:00 – 9:00 am IIIII I 9:00 – 10:00 am III 10:00 – 11:00 am IIIII II 11:00 am – 12:00 pm IIIII III 12:00 – 1:00 pm II 1:00 – 2:00 pm IIII 2:00 – 3:00 pm IIIII IIII Total 39

Baseline Data Baseline Data for Julie Date: 09/26/2013 . Time Physical Aggression (scratching, pinching, biting) 8:00 – 9:00 am IIIII II 9:00 – 10:00 am IIII 10:00 – 11:00 am IIIII I 11:00 am – 12:00 pm IIIII IIII 12:00 – 1:00 pm III 1:00 – 2:00 pm IIIII 2:00 – 3:00 pm IIIII III Total 42

Baseline Data Baseline Data for Julie Date: 09/27/2013 . Time Physical Aggression (scratching, pinching, biting) 8:00 – 9:00 am IIIII IIII 9:00 – 10:00 am IIIII 10:00 – 11:00 am II 11:00 am – 12:00 pm IIIII I 12:00 – 1:00 pm IIII 1:00 – 2:00 pm III 2:00 – 3:00 pm Total 35

Behavior Intervention Plan Date: 10/18/2013 Student: Julie Jones Teacher: Mrs. Jimenez Most Recent FBA: 08-10-2013 Step 1: Antecedent Arrival and dismissal time Large group: breakfast, circle time, workstations, lunchtime, transitions With peers: when Julie finds her self too close to a peer, she will attempt to scratch Behavior Aggression towards others Julie will scratch and pinch others. Consequences Julie is separated from group or others and placed in timeout

Behavior Intervention Plan Cont. Step 2 Replacement behavior Use a visual schedule when completing tasks to earn a reward Use a timer to complete tasks to earn a reward List of reinforcers Break: being able to get out of assigned seat and walking around the classroom for 2 minutes. Book: will be allowed to look through favorite book Picture: will be allowed to look at a collection of favorite photographs Music: will be allowed to listen to favorite tunes Computer time: will be allowed to look at Disney Princesses on computer Snack: will be allowed to choose a favorite snack

Behavior Intervention Plan Cont. Step 3 Behavior Goals Julie will use a visual schedule while transitioning throughout the day to earn a reward 4 out of 5 trials. Julie will work on task until timer goes off before requesting a reward 4 out of 5 trials. Step 4 Teaching Desired Behaviors: Teacher will show Julie the rewards she can earn and explain how she can earn them. Teacher will show Julie the visual schedule and demonstrate how placing task symbol on the chart will earn a reward. Teacher must catch Julie behaving and praise to motivate her. Teacher will demonstrate how to use the timer. She will allow the student to explore the timer, including how it will ring. She will explain how the student must remain on task until the timer rings before she can receive a reward. Teacher must use plenty of verbal praise during time to reinforce positive behavior.

Behavior Intervention Plan Cont. Step 5 Accommodations Tasks will be broken into smaller visual steps. Personal visual schedule will be placed on student desk. Recommendations for Teacher Teacher should verbally praise Julie often throughout when she is behaving. This will motivate Julie to refrain from scratching and pinching others. Classroom Procedures Visual aids that are used to label routines in class should be referred to when transitioning between activities. These same visual aids will be used in Julie’s visual task schedule. Class pledge of rules is reviewed every morning during circle. Step 6 BIP Review Date: 10/28/2013

Visual Task Schedules This schedule is placed on Julie’s desk. Teacher must assist Julie in placing Velcro symbols on schedule before giving Julie choice of reward.

Crisis Management Plan In the event that the student becomes aggressive and CPI must be utilized, follow these steps: Use CPI techniques to restrain student. Restraint shall be discontinued when aggressive behaviors stops and emergency no longer exists. (TEA Texas Administrative Code). Escort student to the office and notify campus administrator of restraint immediately. Written notification must be provided to the parent within ONE school day of the use of restraint (TEA Texas Administrative Code). “Written documentation regarding the use of restraint must be placed in the student’s special education eligibility folder” (TEA Texas Administrative Code).

Crisis Management Plan Use following form provided by TEA to document use of restraint. Copies of this form are available in the front office. A copy has also been placed in your box for your records.

Target Behavior Data Collection 10/21/2013 10/22/2013 10/23/2013 10/24/2013 10/25/2013 8:00 – 9:00 am IIIII I III II 9:00 – 10:00 am X 10:00 – 11:00 am IIII I 11:00 – 12:00 pm 12:00 – 1:00 pm 1:00 – 2:00 pm 2:00 – 3:00 pm Total 24 14 12 10 11 -Tallies represent student aggression towards others (peers or teachers) each hour -X represents no aggression demonstrated during the hour

Baseline Data Compared to BIP Data

Interpretation of Results The data shows that Julie has made great gains in reducing aggressive behaviors. She began with having an average of 39 aggressive occurrences per school day. After having implemented behavior interventions, she had an average of 14 occurrences per school day. This suggests that the interventions are helping Julie reduce target behaviors.

Conclusion The target behavior data collection indicates that the BIP is proving to be effective for Julie. She has significantly decreased occurrences of aggression. Breaking down the tasks into smaller sections has is working for Julie. Being able to visualize work time and focus her attention to complete the task before the timer goes off has aided in a decrease in aggression towards teacher. Rewarding student each hour is proving to be very effective. Teacher is encouraged to continue with this system until Julie has further decreased the number of occurrences each hour. If Julie is ready, she can be given rewards after completing each task, rather than every hour.