1. Behavior Intervention Plans
Lunch and Learn Presentation
Alex Arfsten B.A. SpEd
BCaBA

2. Objectives What behaviors should have BIP’s?
What should be included in the BIP?
What data should be collected to support the BIP?
How do I read my BIP and is there anything missing?

3. What behaviors constitute a need for a BIP
Behaviors (actions) made by your child that are unsafe, disruptive to their learning, or the learning of others and are not effectively managed by general reinforcement techniques.
Not corrected effectively by accommodation in school district (frequent reinforcement)
Reduces likelihood of being suspended from school due to behavior related to their disability
*If you don’t understand something, have it defined.

4. Unsafe- hurting self (SIB), hurting others (aggression), destroying property (throwing, flipping desks, breaking materials), running away (elopement)
Disruptive- prevents your child or other children from focusing on instruction. Examples can include but are not limited to: calling out, inappropriate talking, self stimulatory behaviors
Learning- Academics, social skills, developmental milestones, adaptive behavior (self help skills), executive function (memory, organization etc.)
*If you don’t understand something, have it defined.

5. General reinforcement procedures: Includes: verbal praise (i. e
General reinforcement procedures: Includes: verbal praise (i.e. great job!), social praise (high fives, fist bumps etc.), classroom management reinforcement procedures, prompting procedures. Excludes: reinforcement on a specific schedule (time, rate of behavior), individualized token boards, punishment procedures (time-out, reprimands, removal of preferred items, removal to principals office etc.) *If you don’t understand something, have it defined.

6. What Parts Should You Look for in your BIP

7. Client Information and Dates
Make sure your child’s name or initials are on the document
The date that the BIP began being used is the implementation date. Having this date is good information to help determine if the behavior plan resulted in improved behavior.
The date of revision is when the BCBA or IEP team set based on how long they anticipate to will take to see if the intervention has been effective through evaluating the data.
*If you don’t understand something, have it defined.

8. Behavior Definitions
A description of the way the target behavior appears such that any new observer would accurately be able to identify the behavior
Includes examples and non examples
Includes when to record a new behavior as occurring
*If you don’t understand something, have it defined.

9. Functions of Behavior
Functions of behavior are best determined by FBA’s. Ask to see the results of the FBA or at least who conducted the FBA and their qualifications.
Functions NEVER include emotion words (i.e. frustrated, angry, happy, excited etc.)
The factors that maintain the target problem behavior.
Access to attention (any kind!)
Escape from demands (at any cost!)
Access to tangibles (getting something they want)
Automatic (it just feels good!)
*If you don’t understand something, have it defined.

10. Antecedent Interventions
Steps to take to prevent or redirect the child so that problem behavior does not occur.
Replacement behavior- a behavior that is more socially or behaviorally acceptable that typically works on the same function as the target problem behavior (i.e. TPB hitting to escape demands- RB asking to do something different to escape demands)
Reinforcement based/ focuses on appropriate behaviors.
*If you don’t understand something, have it defined.

11. Consequences
The events that occur contingent upon the engagement of the child in the targeted problem behavior
It should be very specific—typically includes a script for the teacher or therapist to say as well as very clear instructions as to what to do.
It should include all possible situations that may occur before, during, and after the problem behavior is addressed using consequences.
A flow chart is very helpful (but not required) to visually support the teacher/therapist if the BIP is complex.
Should directly relate to the function of the behavior.
*If you don’t understand something, have it defined.

12. Reinforcement Schedules
The specific rate or time frame in which appropriate behaviors are praised.
Rate- focuses on number of correct responses
Time frame (interval)- focuses on a length of time
Fixed Rate
Fixed Interval
Variable Rate
Variable Interval
Continuous
Intermittent

13. Criteria to fade behavior intervention
There should always be a place on your behavior intervention plan that specifies criteria for mastery or steps toward mastery.
Behavior plans usually begin with reinforcement given very often (dense schedule), which is not natural but helps the child to establish the contingencies and access the rewards. Reinforcement should fade (thin) to a more natural state based on a criteria.

14. Data Collection Methods
Every behavior addressed should have an objective (goal) that directly relates to the behavior on the ITP or IEP.
How should data be collected-
Frequency (the amount of times a problem behavior happens)
Duration (the amount of time that a problem behavior occurs)
Likert Scale- survey type rating scale
When data should be collected-
Daily, weekly, monthly?
For how long?
In what setting?
Data can be requested by a parent at any time!
Data is necessary to assess the effectiveness of a behavior intervention plan.
It can also be very useful for doctors
*If you don’t understand something, have it defined.

15. Environments BIP can be in effect in certain settings and not others.
May be more interfering to run in some settings (proximity to client)
May not be able to follow through in some settings (due to different restrictions and ethical reasons)
Data may not be able to be collected accurately (too noisy to hear specific noises)
May be more successful (when starting out, we want clients and implementers to meet positive contingencies!)
Who is implementing the BIP in these other settings….

16. Signatures
Each and every person responsible for implementing the BIP should be trained.
The signature signifies not only that the person is aware of the behavior plan, but that they have agreed to running the BIP and understand how to do so.
The parent should also sign off on the BIP when applicable.

17. Additional Points
Transition plans- BIP’s need to be reassessed when changing teachers and schools. It is important to make sure that when transitioning, the implementers are aware and trained as soon as possible, preferably before the student arrives.
You can request an ARD at ANY TIME. You do not need to wait for your annual ARD to have one! This is your right as a parent, feel free to take advantage of it!