1. Creating a behavior intervention plan
Presenters: Kyla Weatherford, LSSP;
Katherine Maddox, Ph.D., LSSP; &
Teressa Feierabend, LSSP

2. When do I develop a bip?
In the case of the student whose behavior impedes his or her learning or the learning of others, the ARD committee must consider
A) Other strategies to address that behavior (you can add
these on the accommodation page).
B) The use of positive behavioral interventions and support (write a BIP like the one we are introducing today).
If the child’s learning is being interfered with-less severe-identify behavioral strategies in the accomodation page-for more severe cases develop a BIP in the format we are discussing today-statement for any special ed kid-not just ED

3. Student 1
This a WORD document and the diagnostician can import it into the SEAS document. You can use the form in SEAS if you are putting a lot of information in it. You will get the information you need to construct a BIP from the psychological evaluation. If a psychological wasn’t recently conducted, you will get the information from teachers.

4. Choosing behaviors to target (i. e
Choosing behaviors to target (i.e., Inappropriate Behaviors) for the BIP
How do you choose which problems to focus on when writing a BIP?
Prioritize! You cannot work on all problematic behaviors at once
It is usually best to address 2-3 of target behaviors in the BIP for the following reason
Choose the most significant behavior(s) which are creating the most severe problem(s)
You may have to let another bothersome behavior go while working on a more severe one. It’s ok. You can work on the others later.
Behaviors which are the most dangerous, disruptive, or frequent are good starting points
Remind teachers that this information will come from the psychological evaluation if there is a recent one.

5. Operationally Define Target Behavior
An operational definition describes the behavior in terms of what you see.
It is an explicit definition that two or more disinterested observers would be able to identify.

6. why IS an operational definition necessary?
Three people will have three different ideas of what a “meltdown” is. To write “I want her to stop having meltdowns” doesn’t explain what a “meltdown” is. Therefore, the behaviors should be identified: hitting, kicking, cursing, and crying may all be occurring when the student is “having a meltdown,” but another person may consider whining, pouting, a curled lip, banging fists on the desk and refusal to work to be a meltdown.
Meltdown means nothing to me in an interview-give more exampoles of what it could be

7. Non-OperationaL VS. Operational Definitions
Non-Operational Definition Operational Definition
Is disruptive in class
Refuses to work
Says inappropriate things to other students
Runs away
Blurts out without being called upon when teacher is lecturing
Sits and puts his head down when asked to write
Says “You’re a retard.”
Runs out of the classroom

8. Student 1 Off-task Not working, not completing assignments
Continually asking if he can go to the resource room when in a gen. ed. class
Out of seat
Loud outbursts
Off-task
Not working, not completing assignments
Continually asking if he can go to the resource room when in a gen. ed. class
Out of seat
Loud outbursts
Off-task
Not working, not completing assignments
Continually asking if he can go to the resource room when in a gen. ed. class
Out of seat
Loud outbursts
Student 1
Off-task
Not working, not completing assignments
Continually asking if he can go to the resource room when in a gen. ed. class
Out of seat
Loud outbursts
Information came from information in the psychologicals which came from information from the teachers who sometimes have difficulty operationalizing behavior so we get what we get.

9. Replacement Behaviors
What is a replacement behavior?
It is the behavior you want the student to demonstrate rather than the behaviors he is currently demonstrating
Replacement behaviors should…
Be incompatible with the target behavior (behaviors cannot occur at the same time)
Example:
Target Behavior:
Sally is blurting out without being called upon when teacher is lecturing
Replacement Behavior
Sallie will raise her hand and wait for the teacher to call upon her to answer

10. Complete Academic Assignments
Talk about incompatible nature of the replacement and inappropriate behavior

11. FUNCTIONS OF BEHAVIOR WHY IS IS IMPORTANT TO KNOW THIS?
Explain why the child is engaging in the behavior.
** So you can select a function-based intervention to address the behavior. Minimize the hit and miss approach.

12. Functions of behavior ALL BEHAVIOR IS COMMUNICATION
BEHAVIORS ONLY CONTINUE IF THEY ARE RESULTING IN REINFORCEMENT
What we need to find out is: What does this behavior achieve for this student? What was obtained? What was avoided or escaped?
2 Basic functions of behavior:
1- To get something. For example-
Gain a tangible item
Get Attention
Self-stimulating sensations
2- To avoid something or escape something. For example-
Classwork
Social situations

13. Functions of behavior
REMEMBER: A behavior can serve more than one function
Example 1: Child has a tantrum because he wants a candy bar at the store (to gain a tangible)--- The same child has a tantrum because he does not want to clean his room (avoidance).
You will need more than one intervention here to address both functions. *Interventions need to address the function.
Example 2: A child spits because when he does, his teacher verbally reprimands and talks to him about why it’s wrong to spit in class (attention). Another child spits up in the air to receive reinforcement in the form of self-stimulation.
If you do not know why the behavior is occurring, start collecting data.

14. FUNCTIONS: COLLECTING DATA
Indirect Methods
Interviews with those who know that student well
Interview with the student
Review records and documentation
Grades, anecdotal notes, evaluations, history of discipline referrals, etc.
Direct Method: observations/ABC approach

15. Functions of Behavior A-B-C
Antecedent: the event or stimulus that occurs immediately before the behavior
Behavior: operationalized target behavior
Consequence: the event or stimulus that takes place after the occurrence of a behavior.
Key: Determine what triggers the behavior and what consequences may be maintaining or reinforcing the behavior.

16. Functions of Behavior Questions to be asking… Develop a hypothesis
When does it happen? How often? Where does the behavior occur and where does it not occur? With whom? Is there a consistent pattern? Is it predictable? What did adults and peers do in response? What did the child gain/escape/avoid?
Develop a hypothesis
What are the possible reasons for the behavior?
Manipulate the relevant antecedents and/or consequences to change behavior
What replacement behaviors can be taught to the student that serve the same function?

17. Let’s practice Identify the possible function:
Your student tries to leave the room when the class is asked to get out their math books to complete an assignment.
Your student starts screaming louder after the teacher prompted the student to be quiet.
Your student climbs furniture when favorite toy is out of reach
Your student runs out of the room when another student starts crying.

18. EXAMPLE: Harold
The teacher asks Harold to complete the class assignment. Harold becomes physically and verbally aggressive. Possible function?
Harold brings a toy from home and is playing with it when he should be working. The teacher takes the toy and Harold cusses an hits her, trying to get it back. Possible function?
Harold always ignores his teacher when she asks him to do something. Possible function?

19. Positive behavior supports: Behavior 1
Inappropriate Behavior: Physically aggressive inappropriate behavior with adults which include: Hitting, Kicking, Biting
 Functions of Behavior: Avoidance of non-desired task; Gain a Tangible
Replacement Behaviors: Harold will keep hands/feet to himself. (No physical aggression)

20. Positive behavior supports: Behavior 1
*Daily Point Sheet – provides positive reinforcement for demonstration of replacement behavior; provides ongoing progress monitoring data; gives student corrective feedback so he has an idea of how he is doing
*Paraprofessional assistance for work completion.
*Proximity control
*Prompts by the teacher to keep working.
*Maintain a highly structured setting.
*Ensure academic demands match student’s instructional level.
*Reinforce student each time he completes a task. Reinforcement should be 4 to 1 reinforcers to punishers.

21. Consequences: Behavior 1
Loss of points on point sheet.
Loss of access to rewards.
Verbal Hassel Log
Restitution

22. Positive behavior supports: Behavior 2
Inappropriate Behavior: Verbally aggressive inappropriate behavior with adults which include: Cursing, Name calling, Threatening
 Functions of Behavior: Avoidance of non-desired task; Gain a Tangible
Replacement Behaviors: Harold will refrain from cursing, name calling, and threatening others

23. Positive behavior supports: Behavior 2
Daily Point Sheet – provides positive reinforcement for demonstration of replacement behavior; provides ongoing progress monitoring data; gives student corrective feedback so he has an idea of how he is doing
Social Stories
T-Charts
Remain Calm and decreases voice volume to deescalate the situation

24. Consequences: Behavior 2
Loss of points on point sheet.
Loss of access to rewards.
Hassel Log
Restitution

25. Positive behavior supports: Behavior 3
Inappropriate Behavior: Does not comply with adult request  
Functions of Behavior: Avoidance of adult directive
Replacement Behaviors: Comply with adult directive within 1 min. with no more than two prompts.

26. Positive behavior supports: Behavior 3
Give Harold access to the sensory strategies recommended by the OT
Daily review the 5 Point Scale with Harold to ensure he knows how to use it properly
Give Harold access to a Home Base for time to regroup when he appears upset or frustrated

27. Consequences: Behavior 3
Loss of points on the point sheet.
Loss of access to rewards