Download COMPONENTS OF A BIP

COMPONENTS OF A BIP
 Preventing behaviors
 Teaching functionally equivalent,
appropriate behaviors
IMPLEMENTING
INTERVENTION PLAN
 Contextual fit of behavior plans
* Characteristics of person for whom the plan
is designed
* Persons who are implementing plan
* Actual physical environment
IMPLEMENTING
INTERVENTION PLAN
Positive supports
In determining which intervention:
Would intervention have any effect on child
beyond this behavior
Would a decrease in this behavior result in
an increase/decrease in other behaviors
EXPANDED A-B-C MODEL
Focus on
How to manipulate or change antecedents
How to teach proactive skills to the child
How to manipulate the consequences
CHILD SKILLS
Many skills can be taught in proactive
manner to child
Functional communication training
Type of training will depend upon individual
Response taught must be functionally equivalent
Taught around functions
May be non-verbal or verbal
Systems must be accessible
Provide practice in natural settings
CHILD SKILLS
Other skills:
Curriculum based
Social skills
Teach waiting skills
Teach replacement skills
CHILD SKILLS
Other skills
Self control/self regulation
Strategies
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High probability request sequence
Tolerance for delay of reinforcement
Collaboration
Preferred item as a distracter
MANIPULATING ANTECENDENTSCIRCUMSTANCES
What circumstances/context can be
changed
Classroom
Environmental factors
Tasks
Communication level of teachers/peers
Social setting of the classroom
Routines and structure
MANIPULATINGANTECEDENTSCIRCUMSTANCES
What circumstances can be changed
Developmentally appropriate curriculum
tasks
Setting events (knowledge of)
Schedules
MANIPULATING
CONSEQUENCES
Reinforcement and maintenance of
behavior
Positive consequences are for teaching
Negative consequences are for stopping
inappropriate behavior
DEVELOP REINFORCEMENT
PLAN
Identify what rewards and reinforcers will
be used
Tool: Preference Profile
Reward student frequently
Reward approximations
Keep reinforcers varied
Use more positive than negative
consequences
DEVELOP REINFORCEMENT PLAN
Contingency management
Analyze context and function
Reschedule to avoid problem contexts
Increase level of engagement
Catch child being good
Teach functionally equivalent social and
communication responses
WHAT IF BEHAVIORS
CONTINUE
Most will be eliminated following positive
programming. Some may continue:
Natural consequences are best
Any negative consequence, including time
out, needs to be documented and agreed
upon in IEP
FINAL THOUGHTS
Assessment is an ongoing process
Prevention is best cure for challenging
behaviors
CRISIS MANAGEMENT
Goals:
Keep the student and staff safe
Stop the behavior
Not Goals:
Punish the student
Express adult anger
CRISIS MANAGEMENT
(CONT.)
Methods
Prevent the crisis
Remove the student if possible-avoid physical
confrontation
Remove the other students or prevent access
to harmful item
Be concerned about people, not stuff
Re-direct if possible
Use stimulus change events