1. Building a Behavior Intervention Plan Winter, 2008 www.cenmi.org/miblsi

2. Designing Effective Behavior Intervention Plans… Behavior support is the redesign of environments, NOT the redesign of the individual. Make the environment effective for this kid Behavior Intervention Plans describe what WE will do differently

3. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Conflict that occurs on bus to school or at home before school Large-group setting with peers, classmate tries to share materials Tattles, pushes, whines, cries Gains attention from Teacher Desired Alternative Typical Consequence Attention from peers, Share materials appropriately, works cooperatively with classmates Acceptable Alternative Request teacher help to solve peer conflict without push, whine, cry The Competing Pathways chart for Vera Function Schoolwide rewards Attention Schoolwide expectations This is what we’d like to have happen eventually This is what what is happening now This is what we’d be happy with in the meantime Should support appropriate behavior of most- However, these students need much more Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Conflict that occurs on bus to school or at home before school Large-group setting with peers, classmate tries to share materials Tattles, pushes, whines, cries Gains attention from Teacher Desired Alternative Typical Consequence Attention from peers, Share materials appropriately, works cooperatively with classmates Acceptable Alternative Request teacher help to solve peer conflict without push, whine, cry The Competing Pathways chart for Vera Function Attention

4. Replacement behaviors are what we want the student to do instead of the problem behavior Effective Replacement behavior must : 1.Be incompatible with the problem and 2.Serve the same function as the problem. Function: Teacher attention Problem Behavior: Making rude noises in class Alternative Behavior: Requesting approval (e.g., “How am I doing” Replacement Behaviors

5. Complete the remaining sections of the Behavior Support Plan: Competing Pathways worksheet for your student Team Time

6. Three Main Ideas in Addressing Problem Behavior Preventative: What environmental adjustments will be used to make the student’s problem behavior unnecessary? Educative: What behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively? Functional: How will consequences be managed to insure the student receives reinforcers for positive behavior, not problem behavior? Adapted from: Tilly, W. D., Kovaleski, J., Dunlap, G., Knoster, T. P., Bambara, L., & Kincaid, D. (1998). Functional behavioral assessment: Policy development in light of emerging research and practice. Alexandria, VA: National Association of State Directors of Special Education (NASDSE)

7. Preventative What environmental adjustments will be used to make the student’s problem behavior unnecessary? General Guidelines for changing antecedents –Change the feature that is related to the motivation for the problem behavior –Don’t change more than you need to get improvement –Make the changes easy to implement

8. Preventative: Strategies Neutralize Setting Events: –Eliminate pain and discomfort –Exercise –Relaxation

9. Preventative: Strategies Modify the general environment –Enrich environment –Remove problem items –Increase overall reinforcement –Change physical layout of environment

10. Preventative: Strategies Modify instruction –Provided choice –Modify tasks (too easy, too hard, irrelevant) –Reduce or modify demands –Increase pacing –Provide more opportunities to respond –Instruction group size (small, large, etc.)

11. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work w/o complaints. Ask for break, ask for help. The Competing Pathways chart for our friend Eddie Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Extended structured activity (math) Do a difficult task Threatens, Uses profanity Remove from class. Function Avoid task

12. Setting Event Strategies Antecedent Strategies Consequence Strategies Behavior Teaching Strategies Assess if math curriculum is at appropriate level Additional instruction in math 1:1 instruction in math Prompt task completion Make task less difficult Do first activity together Provide different tasks Present “forced” choice of which math items to complete on worksheet Possible Interventions for Eddie

13. Brainstorm with your team and come up with ideas for preventing your student’s problem behavior from occurring-Use your Behavior Support Plan: Competing Pathways worksheet. Team Time

14. Educative: What behaviors (skills) will be developed as an alternative to problem behavior while meeting the same function? What skills are needed improve the student’s ability to function more effectively?

15. Fundamental Rule You should not propose to reduce a problem behavior without also teaching replacement, desired behaviors the person should perform instead of the problem behavior

16. Examples of Educative Strategies Directly teach replacement skills Directly teach a communication alternative “How to ask for …” –help, a break, attention, time alone, reduced demands, more time to finish, movement, etc Problem-solving skills Teaching behavior expectations

17. Teach and Encourage Alternative Behaviors: Strategies Reward existing appropriate behaviors Develop new skills and reward these skills Identify appropriate behaviors that result in same payoff (function) as problem behavior

18. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work w/o complaints. Ask for break, ask for help. The Competing Pathways chart for our friend Eddie Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Extended structured activity (math) Do a difficult task Threatens, Uses profanity Remove from class. Function Avoid task

19. Setting Event Strategies Antecedent Strategies Consequence Strategies Behavior Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help Teach general academic skill development Teach problem- solving skills Assess if math curriculum is at appropriate level Additional instruction in math 1:1 instruction in math Prompt task completion Make task less difficult Do first activity together Provide different tasks Present “forced” choice of which math items to complete on worksheet Possible Interventions for Eddie

20. Brainstorm with your team and come up with ideas for teaching skills to replace the problem behavior of your student and develop new skills-Use your Behavior Support Plan: Competing Pathways worksheet. Team Time

21. Functional: How will consequences be managed to ensure the student receives reinforcement for positive behavior and for not problem behavior?

22. Bob is told “Time to stop your work on the computer” Bob yells and cries. Adult gives Bob another turn. Bob asks for one more turn. Adult says “one more turn, then Jason’s turn” and gives turn. Competing Behavior Pathways Logic Computer is turned off Problem Scenario

23. Does the statement represent a functional intervention to improve behavior? Y NLantana, skipped 2 school days, so her principal suspended her for 2 more days. Y NJuan makes noises during seat work, Latisha laughs. His teacher decided to give Juan the option to help Latisha with her work after he complete his own. Y NJames teacher took his book away during history because he obviously wasn’t ready to learn. Y NScott’s reading skills are below grade level. He becomes defiant when asked to read his content material (social studies, science). His teacher pre-teaches key vocabulary and prompts Scott to ask for help with difficult passages. Y N“You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.” Y N

24. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work w/o complaints. Ask for break, ask for help. The Competing Pathways chart for our friend Eddie Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Extended structured activity (math) Do a difficult task Threatens, Uses profanity Remove from class. Function Avoid task

25. Setting Event Strategies Antecedent Strategies Consequence Strategies Behavior Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help Teach general academic skill development Teach problem- solving skills Assess if math curriculum is at appropriate level Additional instruction in math 1:1 instruction in math Prompt task completion Make task less difficult Do first activity together Provide different tasks Present “forced” choice of which math items to complete on worksheet Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help when requested Minimize rewards for problem behavior (don’t remove to a nicer area) Reward expectations Possible Interventions for Eddie

26. Brainstorm with your team and come up with ideas to ensure appropriate behavior will be reinforced and problem behavior not reinforced-use your Behavior Support Plan: Competing Pathways Worksheet. Team Time

27. Tattles, pushes, whines, cries Gains attention from teacher Requests teacher help to solve peer conflict without engaging in pushing, whining, crying Setting Events Strategies Increase communication between home and school Increase communication between bus and school Antecedent Strategies Define expectations Precorrect Increase number of supplies available Seat next to competent peer Pair with peer who is a good model Behavior Teaching Strategies Teach expectations Teach to request help Teach to problem solve with peers Teach to take students using materials Consequence Strategies Reward expectations Give positive attention for working appropriately Reward system to earn rewards for entire group Positive teacher attention, Positive peer attention Shares materials appropriately, Works cooperatively with classmates Conflict that occurs on bus to school or at home before school Large-group setting with peers, classmate tries to share materials Competing Pathways Behavior Support Planning Attention Student: Vera

28. Fighting, pushing Escape negative peer comment because peers are subdued Request break from group activity, Request to work with other peers Setting Events Strategies Physically separate from peers with whom he has the most negative interactions Assess academic skills Individualize/modify curriculum to match skills Antecedent Strategies Define expectations Reduce number of group activities expected Allow choice of group or individual projects Increase monitoring/ supervision Check-in system Pair with peer who provides good role model Behavior Teaching Strategies Teach expectations Teach Ronald to request a break or change in partners Teach to problem- solving skills Consequence Strategies Reward expectations Emphasize connections between actions and grades Reward Ronald for appropriate behavior Improvement on grades for group task Work cooperatively and productively during structured group activity Negative interactions with peers, Academic difficulties Academic groups, activity with low supervision Competing Pathways Behavior Support Planning Escape Student: Ronald

29. Triggering Antecedent Maintaining Consequence Problem Behavior Acceptable Alternative

30. Narrowing down the strategies Consider:  Likelihood of successful outcome  Resources available? (cost, time, materials, staff)  Smallest change to create the biggest change  Likelihood of plan being implemented

31. Select Intervention Strategies For Eddie Task Person Responsible By When 1.Math assessment and curriculum individualization Math resource teacher Two weeks- 11/16/05 2.Role-play how to make appropriate requests for help School psychologist By 11/10/05 3.Allow Eddie to earn “coupons” to trade in at school store or for 5 minutes of art time as a reward for appropriate behavior throughout a class period TeacherBegin 11/28/05 4.Design behavior card and “coupon” reinforcement/feedback system. Communicate to all relevant adults how the behavior card will be used School psychologist By 11/21/05 5.Explain behavior support plan to studentTeacher11/21/05

32. Decide on the most feasible strategies from your list of possible behavior interventions. Use these strategies to complete the Behavior Support Plan: Action Plan Team Time

33. Evaluation Plan Behavioral goal –Short term –Long Term Evaluation procedures –Data to be collected Review Date

34. Eddie’s Evaluation Procedures Data to be Collected Procedures for Data Collection Person responsible By When Daily report on whether or not he met his two behavior card goals during each class period Daily behavior report card. Make sure all staff (e.g., homeroom teacher, music teacher, etc.) understand purpose and use card consistently. Teacher responsible for filling out card on daily basis. Report data to team on Behavior Support Plan Chart. School psychologist initiates and monitors Begin immediately; continue at least to first review period. Major discipline referrals Major discipline referrals are entered into SWIS. Reports are generated prior to each progress review period Office secretary enters SWIS data and generate reports SWIS entered on regular basis

35. Daily Report Card Daily Report Card with choice of incentives from “treasure chest”