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Day One of Year 3
Critical Elements• PBIS TEAM• FACULTY
COMMITMENT• EFFECTIVE
PROCEDURES FOR DEALING WITH DISCIPLINE
• DATA ENTRY AND ANALYSIS PLAN ESTABLISHED
• GUIDELINES FOR SUCCESS AND EXPECTATION
• REWARD/RECONGITION PROGRAM ESTABLISHED
• LESSON PLANS FOR TEACHING GFS & EXPECTATIONS
• IMPLEMENTATION PLAN
• CRISIS PLAN • EVALUATION
Team Approach
Universal Screeners
Evidence Based Support
Progress Monitoring
Data Base Decisions
Intervention FidelityRtI Behavior
Tier 3 Basics
• Functional based behavior planning process
• Family Therapy• Multi-systemic wrap around services• Cognitive behavioral therapy
Remember your 25 minute meeting?
When completed you have a behavior plan. If that is Not enough, you are ready to move to the Tier 3 Intervention of a BehaviorIntervention Plan . . .
Writing a B.I.P… a Process
• The Functional Behavior Assessment (FBA) leads to
• The Behavior Intervention Plan (BIP)
Functional Behavioral Assessment
(FBA)
FBA is a process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan.
WHY FBA?
• Leads to effective interventions• Best practice for service delivery • Offers legal protection to district
Assumptions Underlying FBA
Behavior is learned and serves a specific purpose.
Behavior is related to the context within which it occurs.
The FBA is a process to identify:
a clear description of the problem behavior(s) as reported by Parent(s), Teacher(s), and/or other School Staff;
times, situations, and locations that the problem behavior(s) tend to occur;
positive and negative consequences that follow the problem behavior(s);and, the hypothesized function of the problem behavior(s).
Questions to Address:
Methods for Conducting FBAIndirect:
AnecdotalSurveysNotesInterviews
Direct(Descriptive): Observational
Data collection
Indirect Methods:
ExamplesMAS - Motivational
Assessment ScaleFAST- Functional
Analysis Screening Tool
PBQ- Problem Behavior Questionnaire
Step 1… Gather and Analyze Data
• Review pertinent records (previous interventions, office referrals, academic records, Full and Individual Evaluation {FIE}, behavior logs, observations, etc…)
• Gather information from all adults directly involved with the student (e.g. parent(s), teacher(s), administration, etc…)
• Observe the student during times of difficulty and success
FUNCTIONS OF BEHAVIOR
• Get adult attention• Get peer attention• Get a reward or some tangible item• Gain access to a preferred activity
• Escape/avoid an undesired activity/task
• Escape/avoid a difficult task
Other Information:
•Times, activities, and individuals when behavior is most or least likely to occur
•Conditions that are typically associated before or after the target behavior
•Common setting events associated with the behavior
•Other behaviors that may occur before or with the target behavior
Summary Statement Model
Setting Events
Antecedent Target Behavior
Function(Reinforcer)
Example Statements:
1. When the teacher’s attention is withdrawn or focused on another child,2. Zoe makes noises;3. this results in the teacher scolding and moving closer to Zoe.
1. When all the student attention is on the teacher,2. Terry interrupts the class with comments;3. the students laugh at Terry’s comments.
1. When Kim finishes work before the rest of the class,2. Kim scribbles on the desk;3. this results in the teacher giving Kim some work to do.
Behavior Intervention Plan (BIP)
The summary statement is the foundation for a positive and supportive plan.
Behavioral Intervention Plan Model
Setting Event/Antecedent Target Behavior
Desired Behavior
Acceptable Alternative
Reinforcement
Reinforcement (< R+)
Antecedent Modifications
Reinforcement(Function)
Let’s Meet Taylor
When the teacher gives Taylor work to do, Taylor whines and cries about too much work to do. The whining becomes so disruptive to the class that the teacher tells Taylor to just do some of them. Taylor then does about half of them.
Behavioral Intervention Plan Model for Taylor
Work AssignedTaylor whines
Uses social skills
Making deposits by
giving choices.
Attention
Control/Escape
Give choices & Precorrects for following
directions
Use “I need” statements
Teacher attention &
praise- ignore whining.
Let’s meet Terry
Terry interrupts the teacher 63 times in a 30-minute period. Terry frequently receives responses from other students in the class.
Behavioral Intervention Plan Model for Terry
Attention is on the teacher
Terry interrupts
the teacher
Accepts instruction
Terry earns tickets for
not interrupting
Positive feedback
Terry gets attention from
peers
Token EconomyEarns “teaching
time” which gives peer attention
Promoting Self-Management
Self-monitoring (e.g., the child tracking own performance by logging incidents such as speaking out of turn)
Self-reinforcement(e.g., taking a break following completion of a specific number of math problems, recruiting praise from an adult for use of a particular social skill)
Self-correction(e.g., child uses behavioral checklist to evaluate own performance at the end of each class period)
Crisis Management
If the child’s behavior poses a significant risk to self or others, a plan to ensure safety and rapid de-escalation needs to be developed.Crisis plans are reactive, rather then proactive.
Team members may require outside training to implement procedures.
• The BIP is NOT a disciplinary plan, nor does it replace the regular district code of conduct.
• The BIP is strategies for the ADULTS to follow
What is a BIP?
• Target only the inappropriate behavior
• Simply list increasingly more severe punishments for the inappropriate behavior
• Focus on consequences alone
BIP SHOULD NOT
Kids have long since acclimated to punishers
Identify possible strategies that will teach objectives/replacement behavior(s):
➲ Direct Teaching of replacement behaviors and coping skills.
➲ Role-Playing
➲ Identification of Environmental Supports
BIP…Intervention Strategies
Identify reinforcers and consequences that will likely increase the desired replacement behavior(s).
BIP…Reinforcers and Consequences
How do we discover what is likely to be desired?
Keeping the baseline in mind, determine criteria to be achieved by designated evaluation period.
BIP… Mastery Criteria
BIP…Evaluation of Interventions
• Determine how the objectives will be monitored and method of data collection.
• ➲ (daily point sheets, tickets, weekly charts,
• monthly graphs, behavior logs, etc.)
Determine who is responsible for:
• implementing the objectives/interventions• teaching the replacement behavior(s)• reinforcing the student• ensuring that all staff involved have copies of (and understand) the objectives/interventions• monitoring to ensure the interventions are being followed consistently• documenting and collecting data and
evaluating the intervention
A process… What if the inappropriate behavior
continues?
If after a period of time (2-3 weeks or more), the BIP does not appear to be working, then the BIP should be reviewed and revised.
•
• Remember • Behaviors often
worsen before they get better …
• be prepared …
it is a sign of progress!
A Process … Be Prepared!