2. Objectives
Broad Considerations of BIPs – Proactive, Educative, and Effective
What is a BIP? What does it include?
The BIP Process
How do I measure behavior?
Evaluating BIPs – Is it working?

3. BIP – Proactive
Proactive - What environmental adjustments will be used to make the student’s problem behavior unnecessary?
Allow the student to be independent and successful
Examples: modifying the curriculum, reorganizing the physical setting, clarifying routines and expectations

4. BIP - Educative Teach Replacement Skills Generalizable
Allow students to meet needs in more effective, efficient, and appropriate ways (e.g., communication alternatives)
Enhance the student’s overall independence, integration, and quality of life

5. BIP - Effective
Managing consequences - reinforce desired behaviors and replacement skills
Withhold reinforcement following problem behavior
Use of natural, least intrusive consequences that address the identified function
Natural consequences are outcomes that happen as a result of behavior that are not planned or controlled. For example, if a student cuts in front of another student in line, the natural consequence may be that the other child won't play with the “cutter” at recess.

6. Brief Review of BIP The BEHAVIOR INTERVENTION PLAN describes the
Problem Behavior – operational definition, clear terms
The reasons the behavior occurs – setting events, behavioral triggers, etc.
Intervention strategies that will address the problem behavior
Persons responsible for implementation / evaluation
Often informed by an FBA or other Brief Functional Assessment
Resources for determining the function (Attention, Escape, Sensory, Tangible)
The purpose is to fill in the blanks in the following sentence: When __________________ occurs, the student __________________ in order to _______________________.

7. Operational Definitions of Behavior
Describe the behavior in an observable manner
Describe the behavior in measurable terms
Define the behavior in positive terms
Be clear, concise, and complete
The purpose of defining behavior is not to determine why the student is engaging in the behavior, but to describe the form of the behavior

8. Example 1 Target behavior – The student does not do his classwork.
Operational definition of the target behavior – The student frequently talks to peers, does unassigned tasks, or calls out for help. If the teacher does not intervene, these behaviors will escalate to yelling, crying, and throwing objects.
Replacement behavior – The student will complete his classwork.
Operational definition of the replacement behavior – The student’s eyes are on the assignment, student raises hand for help, writing is task-related, the materials used are task-related, and teacher directions are followed.

9. Example 2
Target behavior – The student does not pay attention in class.
Operational definition of the target behavior – The student looks around the room, looks at his desk, or looks at another student.
Replacement behavior – The student will pay attention in class.
Operational definition of the replacement behavior – The student will sit in his seat and makes eye contact with the teacher while verbally responding to the teacher’s questions.

10. 7 Steps Determine the Behavior’s Function
Step 1: Identify and define problem and replacement behaviors
Step 2: Collect data
Step 3: Identify the function of the behavior
Develop and Implement a Function-Based Intervention
Step 4: Design a function-based intervention
Step 5: Maximize intervention success (Work out the kinks)
Step 6: Implement the intervention
Evaluate the Effectiveness of the Intervention
Step 7: Evaluate the intervention

11. Determining the FUNCTION of behavior…
Operational definition of behavior.
ABC Chart – Antecedent, Behavior, and Consequence
Other Tools: Scatter Plots, MAS, FAST, and PBQ
Ask for help from your building’s School Psychologist
using scatterplots. Scatterplots help team members determine: the possible functions of the behavior. when the behavior is occurring. times of the day when an intervention might be implemented to reduce the interfering behavior.

13. Measuring Behavior
”Behavioral Recording”- regularity and severity (how long and how often)
This method can also be used to obtain an accurate perception of whether the student's behavior is improving over time. 
This comparison can be used as support for enrolling the student into a certain educational placement. 

14. Measuring Behavior 2
There are three basic types of behavioral recordings that are found in the classroom:
frequency recording
duration recording
interval recording.  
The recording procedure that you choose will depend on…
kind of behavior that is demonstrated and
the type of information that would be most beneficial to you.

15. FREQUENCY Used for “short-lived” behaviors (Less than 10 seconds?)
Make a TALLY mark when the behavior is witnessed during the observation period.
Compute average # of times the behavior occurs per – Minute, Hour, Class period, Day, Week, and Month.
You witness the demonstration of the target behavior 12 times during a 48 minute class period. How often does the behavior erupt? (use basic division)

16. Frequency Chart

17. DURATION
This type of recording is used for behaviors that last for more than a few seconds and/or for varying lengths of time (e.g., paying attention, tapping a pencil, in-seat behavior).
Using a stop watch, for each behavior display:
Start the watch when the behavior occurs.
Stop the watch when it ceases.
Compute
average length of occurrence
% of observation time that behavior was displayed
(For example, if the behavior was displayed for a total of 10 minutes during your 30 minute observation of the student, the behavior was happening 33% of the time). 

19. INTERVAL RECORDINGS Three Kinds:
Partial – low frequency, observed over longer time
Whole - behaviors that are continuous (ex. on task behavior) and intervals that are short to medium in length.
Momentary Time Sampling - hard to determine when a behavior begins and ends or when the frequency is too high to count.

20. Partial Interval
Periodically (determined ahead of time, e.g. “every 20 minutes”) watch a student for a period of time (pre- determined, e.g., “one minute”).
For each interval, make a “yes” or “no” mark depending on whether the behavior was displayed at ANY POINT during the observation period.
Compute the % of intervals that the behavior was displayed.
Good for behaviors that are low frequency and observed over fairly long intervals of time.

22. Whole Interval
Periodically (determined ahead of time) watch a student for a period of time (pre-determined).
For each interval, make a “yes” or “no” mark depending on whether the behavior was displayed for the ENTIRE length of the observation period.
Compute the % of intervals that the behavior was displayed.
During the last 10 minutes (or since the “block of time” slide) (the interval), was the person next to you “seated” for the entire time (posterior in contact with a horizontal surface)? Yes or No?

23. Momentary Time Sampling
Time period is broken into intervals for observation and recording. For example, a 10 minute time period may be broken into 30 second intervals resulting in 20 opportunities to observe for the behavior.
The observer looks up at the END of each interval and marks whether the behavior is occurring or not. A timer is necessary to indicate the interval lengths.
Advantages
(1) You do not need to be observing the student’s behavior all the time.
(2) Easier to implement within the daily schedule.
(3) Allow staff to observe more that one behavior or student at a time.
Use When – hard to determine when a behavior begins and ends or when the frequency is too high to count (for example, on task behavior).

24. What do you want to measure?
You should use:
Does the behavior generate a product (for example, a written assignment, a clean desktop, or completed checklist)?
Permanent Product
Can you easily count every time that the behavior occurs (for example, raising your hand)? Can you easily identify when the behavior starts and ends?
Event Recording/Frequency
Does the behavior occur so frequently that it may be difficult to count accurately?
Momentary Time Sampling
Interval Recording
Do you want to measure how long it takes for a behavior to begin?
Latency
WHY?
ABC Analysis Sheet
ABC Data Checklist
Do you want to measure how long the behavior lasts?
Duration
Do you want to measure progress on multi-step tasks?
Task Analysis

25. BIP EVALUATION
Evaluation plan for goal is identified - what is proficiency? (80%)
Criteria: what behavior must the student perform, how often and over what period of time to how often, and over what period of time to demonstrate mastery of the goal?
Method for evaluation: how will progress be measured?
Schedule for evaluation: when, how often, on what dates or intervals of time will progress be measured?

26. ANALYZING THE DATA
During an intervention, a minimum of eight data points should be collected within three weeks before review.
Reviewing progress is most easily done by having the data visually represented.
The more data you have collected, the more reliable your decisions about the intervention’s effectiveness.
Generally, decisions will include: continuing the intervention, intensifying the intervention, modifying the intervention, fading the intervention or returning to the problem solving phase to gather more information.

27. GRAPH! GRAPH! GRAPH!
Graphing your data is important because it allows you to have a visual image of the status of the behavior.
A graph allows you to determine at a glance: how often the behavior occurs, when it is increasing or decreasing.
Horizontal (Across) axis - TIME (days, weeks, sessions)
Vertical (Up and Down) axis - MEASUREMENT of the behavior (frequency, duration, percentage).
Stuck?!?! - See your friendly School Psychologist!

29. Positive response to intervention
If data indicates that the student is making positive progress toward the goal and will reach the goal within a reasonable amount of time, staff can choose to:
continue the intervention with the current goal;
continue the intervention with an increased goal;
or if progress has been maintained for some time, to begin to teach self-management while fading or withdrawing supports.

30. Questionable response to intervention
If data indicates that some improvement is seen but the rate of improvement is slow, the response is seen as questionable.
The first thing to consider is whether the intervention is being done with fidelity and accuracy (across staff, settings, time).
If the intervention has been implemented consistently, then the decision can be made to intensify the intervention or modify the intervention.
Take this opportunity to reconsider the function of the behavior, reconsider the goal, provide more frequent feedback, and to allow more student choice and input.

31. Poor response to intervention
When the data indicates no change, the response to intervention is considered poor.
1st - Fidelity and Accuracy of the implementation of the intervention.
If staff believes the intervention has been provided consistently with no effect, then staff should consider…
Whether the function of the behavior has been correctly identified
If the interventions aligned with this function,
If there are other functions to consider.

32. Adult Attention / Trauma / Tier 2 Behavior
Consider CICO (Check-In Check-Out) – Interval-esque
FREE Graphing Program.
Measures up to 3 behavioral goals.
Provides a QUANTITATIVE measure of a students behavior.

33. RESOURCES DATA TRACKING and GRAPHING:
FBA RESOURCES:
cher_tools
NNAIRE.pdf
13cee80c2bfb23b1a8fcedea15638c1f.ssl.cf1.rackcdn.com/materials/mascopy_Jul_6_ _44_32.pdf