Target Behavior(s)

Identification and description of the problem behavior(s) in specific, observable terms must be included. Avoid using general or vague labels for behavior (e.g., uncooperative, aggressive). Define the behaviors(s) in such a way that others will recognize the target behavior(s) from the written description.

When a student exhibits multiple problem behaviors, it will be necessary to prioritize 1-3 behaviors to target in the Behavioral Support Plan. It is not effective to try to change too many undesirable behaviors at one time. During the functional assessment process, look for those behaviors that interfere significantly with the learning process, behaviors that pose risk to the student or others, or for those behaviors that are pivotal (i.e., that if they were to change it would have a significant impact on the student's motivation and learning).

Also include the current rate of occurrence for the target behavior. This baseline will assist you in evaluating the effectiveness of the intervention and support strategies over time.

Hypothesis

From the functional behavioral assessment, information is gathered that assists staff in describing the relationship between the target behavior(s) and events within the environment. Specific statements should be written that theorize about the function or communicative intent of the behaviors(s). Describing when the behavior occurs and why it appears to occur is a necessary step in selecting effective interventions and support strategies. The basic assumptions underlying the assessment and Behavioral Support Plan are: 1) behavior has a purpose; 2) behavior communicates; 3) behavior is connected; and 4) one behavior can have multiple purposes.

Environmental Strategies

Included in this area of the Behavioral Support Plan are those strategies that are being put in place to structure and manipulate the environment in order to promote the student's success. Identifying the conditions in the environment (or setting) that contribute to the occurrence of the behavior will assist you in determining what modifications and strategies are necessary to try and prevent the target behaviors from occurring. Examining how the student should be supported in the school setting, routines, transitions and schedule is essential in any proactive plan. Consider some of the following environmental factors:

School Setting:

• Location of the classroom

• Location of individual work area

• Storage of materials, personal belongings

• Seating arrangements

• Exposure to distracting stimuli

• Size of the group

• Level of supervision

• Schedule represented clearly to student

• School setting

• Inclusion opportunities identified

• Corresponds to IEP and LRE

• Meets need for attention span,

• Developmental level

• Staff assignments

• Advanced notice of any alterations

• Transitions

• Level of supervision

• Level of independence

• Preparation/cues needed

• Introduction of new events

• Incorporation of choice making

• Clear rules/expectations

• Management of time

• Consistency across time/staff

Routines:

• Introduction of new events

• Incorporation of choice making

• Clear rules/expectations

• Management of time

• Consistency across time/staff

You should also consider ways in which the student needs support and modification in the areas of curriculum and materials. Some of the factors to examine include:

• Curriculum/materials age-appropriateness

• Level of difficulty

• Concrete vs. abstract

• Variety

• Length of task

• Relevance to quality of life

• Functionality

• Individualized

Another area of environmental manipulation to consider is the type of instructional method used with a student. Additional factors to examine are:

• Methods/style of staff interaction

• use of additional cues

• specific instructions/language

• presentation

• learning style

If comprehensive assessment and planning are done, the environmental strategies section of most Behavioral Support Plans will include sufficient changes to the student's school experience that will help to make the problem behavior(s) irrelevant and unnecessary.

Positive programming strategies

One of the values of a Behavioral Intervention Plan is that the interventions are designed to enhance the student's competencies and access to desirable environment, activities and social circumstances. The first step is to identify an alternative appropriate behavior for the target behavior that can serve the same function that is noted in your hypothesis. To improve the probability that your interventions will be effective, you must give careful consideration in selecting this replacement behavior. You will need to consider the abilities of the student, how can the same message be communicated, how much effort will be required to use the new behavior and how will the learning environment support this new response. If the new alternative behavior requires too much effort or does not result in the same desired outcome with the same level of dependability, the student may not be motivated to make any behavioral change.

The availability and effectiveness of the motivational strategies used with the student must be determined and included in a Behavioral Support Plan. The systematic use of reinforcement is the most powerful tool in strengthening or teaching new behavior. A key to the effectiveness of any reinforcement strategy as part of a Behavioral Intervention Plan is to identify what is potentially reinforcing for the student, but also how much is presented or provided. Reinforcers must be individualized an age appropriate for the student.

Strategies that work toward instructing the student in new skills that will enable him/her to be more effective in the learning environment also need to be included. Typically, student's with problem behaviors need support in increasing communication skills, social skills, coping skills, and/or self-regulatory skills. When the student's functional skills improve, there is greater likelihood that behavior change will be maintained over time and generalize to other settings or behaviors. Remember that to teach these skills it may be necessary to use a variety of methods (e.g., prompting, shaping, task analysis). Specify these procedures or methods in the Behavioral Intervention Plan.

Reaction strategies

It is possible that the target behavior will still occur occasionally while the student is learning the new alternative behavior as well as the other new skills being developed. It is important that the staff response or reaction to the problem behavior emphasize situational management and not punishment. The strategies that will support a change in the student's behavior have already been put in place with the environmental and positive programming procedures included in the plan. Therefore, our main concern can now be how to safely mange the student in the situation when the behavior occurs. The strategies included in the plan will be used to support the student in following the Student Code of Conduct.

There are effective redirection or de-escalation procedures that may need to be included in the Behavioral Support Plan. In general, it is most effective to intervene with problem behaviors at their onset. Use effective redirection early before the student's behavior can escalate. Look for early signals of agitation and /or a chain of behaviors that generally occur in succession.

In some situations, it may be decided that a specific consequence is appropriate. Consequences should be carefully selected to make sure that the hypothesized function of the target behavior is not inadvertently reinforced by the selected consequence. Staff should take caution that consequences do not become equated with punishment. Note: any consequence that removes the student from the current educational placement must be documented. Discontinuing educational services as specified in the IEP for longer than 10 cumulative days in a school year is considered a change in placement.

When the student's behavior involves a risk to the student or others, a crisis management plan needs to be included. This must specify what immediate steps the staff will take to provide for the safety of the student and others until the situation is de-escalated. It is recommended that team intervention techniques be used.

Summary

A Behavioral Intervention Plan is a multi-element plan that addresses the individual needs of the student. It should contain both proactive support strategies and intervention strategies to assist the student in learning new skills. The most effective plans will be those that are based on the Functional Behavioral Assessment process. The developed plan, including goals and objectives, must be added to the student's IEP through a case conference. Remember that the assessment of a student's behavior is ongoing and that the Behavioral Intervention Plan may require modification.

Four Basic Assumptions About Behavior

1. Behavior has a purpose / serves a specific function

   1. • Problem behaviors may serve to seek:

        1. • Control to gain preferred choices, objects, activities, etc.

             1. • Often expressed by:

                  1. • Tendency to escalate when confronted

                     • High level of disruptive behavior

                     • Non-compliant with authority

                     • Displays of threatening behavior

           • Attention from adults and/or peers

             1. • Often expressed by:

                  1. • Does better 1:1 or in small group

                     • Seeks adult and peer attention with inappropriate behavior

           • Avoidance of demands, difficult tasks, non-preferred activities, etc.-

             1. • Often expressed by:

                  1. • Exhibits off task behaviors

                     • Shows refusal

                     • Fails to perform

           • Sensory Feedback

2. Behavior communicates

   1. • Problem behavior is used by a student to communicate a message if s/he may not have an alternative way to express the message

      • It may be easier / more efficient than to verbally express feelings.

      • (Everyone uses less than appropriate behavior to obtain desired outcomes yet not be able to explain why.)

3. Behavior is connected

   1. • Problem behaviors are context related / do not occur randomly or in a vacuum

      • Behavior is influenced by preceding events and the consequences that follow

      • If the behavior gains what the student is seeking it will likely be used repeatedly

4. One Behavior, multiple purposes

   1. • Problem behaviors can serve different functions in the same or varying situations

      • Successful interventions are contingent upon the influencing factors.

      • Proactive interventions decrease problem behaviors more effectively than reactive.

      • Punishment is often ineffective or escalates the situation

Describing Behavior

Describe Behavior in Observable Terms

Use General Terms

Give Observable Examples

• Non -Compliant:

  • • Not following an instruction the first time it is given.

    • Plays with personal items when instructed to begin assignment.

    • Making loud noises unrelated to class content.

• Insubordinate

  • • Not following teacher direction the first time.

    • Refusing to accept consequences of discipline plan.

    • Using an inappropriate tone of voice and volume when responding to staff.

    • Arguing with staff when given direction / re -direction.

• Disrespectful

  • • Responding with profanities (state specifically) when asked to complete a task or given a direction / re -direction.

    • Makes rude remarks to adults or peers.

    • Uses name calling or putdown comments (state specifically) to adults or peers.

• Assaultive

  • • Physically aggressive toward adults or peers including (hitting, kicking, pinching, etc.).

    • Intimidation

    • Making verbal threats toward peers and adults.

    • Invading personal space.

    • Using body language that is non -verbally threatening(facial expression, posturing, gestures, etc.).

• Inappropriate Sexual Behavior

  • • Touches peers in a sexual manner.

    • Uses sexual language when talking to peers or adults.

    • Masturbates or touches genitals in view of others.

• Disruptive Behavior

  • • Talks or makes noises that interferes with others learning.

    • Out of seat, interfering with others learning.

• Instigates Peers

  • • Initiates arguments with peers.

    • Touches peers or their belongings.

    • Uses name calling (state specifically).

    • Makes negative comments about peers (state specifically).

Reaction Strategies

Questions to ask for a student who is seeking ATTENTION

• Often expressed by:

  • • Does better with 1:1 or in a small group.

    • Seek adult or peer attention in inappropriate ways.

    • What they have learned:

    • It’s important to have attention from others, even if it is negative.

    • People always respond when I act this way.

• What we want them to learn:

  • • There are better ways to gain attention or to interact with others.

    • Sometimes I have to wait for attention.

• Skills to consider teaching:

  • • Are there skill deficits in the areas of peer interaction?

    • Does the student understand the expectations of each setting?

    • Does the student have impulse control problems?

• Possible teaching strategies:

  • • Reinforce positive behaviors constantly.

    • Make rules and routines clear for the student.

    • Discuss the differences between positive and negative attention.

Questions to ask for a student who is seeking to AVOID

• Often expressed by:

  • • Exhibits off task behaviors.

    • Shows refusal.

    • Fails to perform.

• What they have learned:

  • • I can’t do this.

    • It’s better to be in trouble than to look stupid.

    • I can get out of this situation.

• What we want them to learn:

  • • All students can learn.

    • Even small steps are important.

    • Working hard is rewarding.

• Skills to consider teaching:

  • • Does the student have the ability?

    • Have the necessary skills to meet demands been taught systematically?

    • Are there attentional problems?

• Possible teaching strategies:

  • • Provide modifications necessary for the student.

    • Reward small steps of improvement.

    • Reward effort.

    • Offer choices.

Questions to ask for a student who is seeking CONTROL:

• Often expressed by:

  • • Tendency to escalate when confronted.

    • High level of disruptive behavior.

    • Noncompliant with authority.

    • Displays threatening behavior.

• What they have learned:

  • • I can feel power over others even if I lack personal power in my life.

    • It’s better to be more negative than the adult.

• What we want them to learn:

  • • I can have personal power and choices in my life.

    • It’s better to learn compliance and cooperation to gain control over my environment.

    • Hard work has rewards.

• Skills to consider teaching:

  • • Does the student understand why the behavior is not acceptable?

    • If the student can control the behavior, is more support needed?

    • Does the student understand that behavior may be inappropriate in some situations, but not others?

    • Does the student see any merit in showing appropriate behavior?

    • Does the student view school rules as being unfair?

• Possible teaching strategies:

  • • Avoid power struggles.

    • Allow the student to have input into their daily schedule and routine.

    • Offer leadership opportunities in the school setting.

    • Work hard to build rapport with the student.

Consequences

Logical Consequences

• If you push or shove in line to get ahead, you go to the end of the line.

• If you fail to put belongings away, the materials may be put in storage temporarily.

• If you fall out of your desk or tip it, you lose the desk for 5-15 minutes.

• If class assignments are unfinished, they become part of your homework.

• If you vandalize (e.g. write on walls, destroy property), you must make restitution.

• If you hit others or have a temper tantrum, you cannot be with them for a while (e.g., you may have to be separated from your peers or sit and watch while others work or play.

• If you do messy work due to carelessness, you must do it over.

• If you talk out in class, interrupting another student or making noises, you lose your turn to talk in group discussions.

• If you fight, swear, or throw things on the bus, you may lose your bus privileges

• If you do not work in class, you must sit in the back of the room and you cannot return to your seat until you decide to work.

• If you have an unexcused absence from an athletic practice, you cannot play in the next game.

• If you misbehave on the playground, you must sit and watch others play for the rest of the recess.

• If you disrupt the library by talking, you lose your library privileges for that day.

• If you do not bring your permission slip, you cannot go on the outing.

• If you use obscene language, you must apologize.

• If you forget last week’s library book, you will not be able to check out a book this week.

• If you run in the hallway, you must turn around and walk the hallway.

• If you cheat on a test, you will not receive credit for it.

• If you do not make a certain grade point average, you cannot participate in competitive sports.

• If you are careless in preparing for questions that are to be answered orally or discussed in class, you could be asked to submit the answers in writing.

Arbitrary Consequences

Arbitrary consequences are imposed by another person (adult authority) and do not necessarily relate to the misbehavior or the current situation. Examples include:

• Cannot sit next to a friend or in a seat of your choice.

• Cannot attend a pep rally or any planned school activity, including field trips.

• Loss of option to use classroom game or equipment.

• Loss of prestige or recognition symbol (e.g., first in line, going on errands, a monitor, patrol guard, caretaker of class pet).

• Shortening classroom activities enjoyed by class.

• Revoking special passes or limiting access to drinking fountain, pencil sharpener, etc., when privilege is abused.

• Unable to visit other classes to tutor, etc.

• Loss of tangible reward for a given length of time or until behavior improves.

• Loss of free time.

• Time-Out/Isolation from the Instructional Environment

  • • Definition: The removal of a student from the reinforcement and/or instruction for a short period of time in order to de-escalate behavior.

• Isolated Instruction

  • • Definition: The student is isolated from peers in the classroom or other designated area and expected to complete academic work

• In-School Suspension (ISS)

  • • Definition: The student receives suspension in a separate room within the school building during instructional time.

• Out-of School Suspension

  • • Definition: Formal removal from school for the entire instructional day with no educational services

Natural Consequences

Natural Consequences occur without intervention by another person.

Examples include:

• If you steal, no one will trust you and you will be the first one blamed for theft.

• Student who take a long time getting ready to go home find that the best seats on the bus are taken.

• If you intentionally break crayons, you must use broken crayons.

• If you lie to your friends, they will not believe you when you are telling the truth.

• If you ridicule peers, they may laugh at you or say something unpleasant in return.

• If you anger easily, others will tease you and make you angry.

• If you do not smile and act pleasant, others will not be friendly to you.

• If you destroy borrowed supplies or do not return them, people will not let you borrow them again.

• If you do not put your materials back where they belong, you may not be able to find them when you need them.

• If you are a poor sport when playing games, people will not want you on their team.

• If you do not pay attention to the signs on the math assignment, you will get wrong answers.

• If you tattle, you may get in trouble with teachers or others

• If you use a straight chair as a rocker, you may fall on the floor.

Direct disciplinary action that denies a student access to meals or specials classes is not allowable by Federal Law and SBCSC Policies and Procedures.

Environmental Strategies

Modifications/strategies that will support the student with setting, routines, schedule, transitions.

Sample strategies that could support the student with the school setting:

• Provide a classroom environment with a minimum of visual/auditory distractions.

• Seating arrangement should consider providing positive role models for the student.

• (Student) will be seated away from areas where materials are stored.

• Monitor the student's access to small objects.

• Provide the student with adequate personal space when working in a group.

• (Student) should sit at the front of the room to minimize the distraction of other students.

• (Student) should sit where staff can be in close proximity.

• Visual boundaries will be provided for the student that will help him/her identify own personal space.

• (Student) will keep books and supplies in an alternative place other than desk.

• Staff will provide the student with a designated place to take a break or to "cool off.

• Staff will provide the student with an alternative place to work independently.

Sample strategies that could support the student with school routines:

• Clearly defined rules/expectations for behavior will be posted and reviewed daily with the student.

• Establish consistent routines and teach these behaviors at the beginning of the school year. Review periodically.

• During less structured times of the day, provide the student with activities to keep him/her appropriately engaged.

• Allow the student to choose between a variety of activities provided.

• Staff will provide the student with opportunities to practice emerging social skills at "teachable moments" of the day.

• A timer/clock will be used to signal the student or to help him/her function within time limits.

• Pre-plan tasks to redirect the student's behavior to an appropriate activity (e.g., sharpening pencils, sorting papers).

• Provide peaceful activities to help the student calm down (e.g., soothing music, lights dimmed).

• Ask the student for permission to give him/her a positive physical gesture (e.g., a pat on the back) or to use a physical prompt.

• Anticipate when a student needs physical activity and develop ways for this to be done appropriately (e.g., running an errand, passing out materials).

• Have the student verbalize the rules/expected behavior several times a day.

• Practice common routines following a long school break.

• Provide time at the beginning of each school day (or more often) to help the student to organize materials

Sample strategies that could support the student with the schedule:

• A written, photo or PCS (Picture Communication Symbols) schedule of the day will be provided by staff.

• Schedule should include as many preferred activities as possible.

• Staff should notify the student of any changes in the schedule as early as possible.

• Schedule specific breaks, every "X" minutes, when it will be permissible for the student to be out of seat.

• Allow the student as much input into the daily schedule as possible.

Sample strategies that could support the student with transitions:

• Allow the student to check in each morning with a designated person to "debrief".

• Staff will review the rules/expectations prior to making a transition to a new setting or class period.

• Staff will maintain close proximity to the student during transitions in the hallway.

• Give the student a warning "X" minutes before a transition will take place.

• Staff will monitor the student during all specified transitions (e.g., restroom, arrival, dismissal).

• Minimize the number of transitions necessary for the student to make.

• (Student) will make a transition at an alternate time than other students.

• Give the student a specific responsibility to be performed during the transition.

• Use a timer to help the student get to a designated activity/class on time.

• Have a peer accompany the student to an activity.

• Make sure that the student has all necessary materials for activities.

• Give the student a preferred responsibility at the beginning of the new activity.

• Make the student a leader of the group or activity.

• Provide the student with a demonstration of the expected way to make the transition.

• Inform other school staff of any difficulties that the student may experience in order that supervision can be provided in all areas.

Sample strategies that could support the student with the curriculum and or materials:

• Provide the student with designated work periods. Monitor with a timer.

• Increase length of work period as on-task behavior increases.

• Provide assigned tasks in small segments or in step-by-step manner.

• Provide the student with additional time.

• Allow the student to choose among materials to use.

• Provide the student with work samples to use as a model.

• Present tasks in the most attractive and interesting manner for the student.

• Rewrite directions at the student's level of understanding.

• Provide the student with a list of items/materials needed for each activity/class.

• Provide the student with clearly stated criteria for acceptable work.

• Provide visual cues to supplement materials.

• Apply learning to real life situations.

• Modify difficulty of assigned work or tests.

• Have the student keep track of the assignments completed.

• Follow a less desirable task with a desirable task to increase motivation to complete the first task.

• Allow the student to perform alternative assignments. Gradually introduce the components of the regular assignments.

• Provide the student with a selection of assignments and allow him/her to choose a minimum number to be completed.

• Practice direction-following skills with non-academic tasks.

• Reduce the amount of information on a page if it is causing a visual distraction for the student.

• Provide a list of resources (i.e. materials or people) that the student can access if he/she needs assistance.

Evaluating Data

Evaluating Behavioral Intervention Plans through Data Collection

Data collection involves the objective measurement of behavior over time. These measures are required in order to choose effective strategies and interventions for changing problem behavior. Data can indicate if, when, and how much change is occurring. The more detailed and frequent the data collection, the more reliable your judgments.

When analyzing student data to determine effectiveness of the Behavioral Intervention Plan the following issues need to be considered:

• Does the trend of the data show:

  • • Improvement in the target behavior?

    • No change in the target behavior?

    • An increase in the target behavior?

• Does the data indicate

  • • a variable rate of occurrence?

    • a steady rate of occurrence?

• Is the level (frequency / intensity) of the data moderate?

• Is the data pattern

  • • specific to setting?

    • specific to staff?

    • cyclical?

• Is the data reliable / accurate?

• Are staff implementing the Behavioral Intervention Plan consistently?

• Is the student experiencing temporary stress / change that is influencing behavior?

The formality of data collection to review the effectiveness of the Behavioral Intervention Plan does not need to go on indefinitely. If the staff, parents and student feel some satisfaction that meaningful improvement is being seen in both the target behaviors and in the development of new skills, periodic data collection can provide enough information to monitor progress on the behavioral objectives included in the IEP.

Positive Programming Strategies

Sample strategies that could teach appropriate alternative behavior or other functional skills:

• Provide the student with frequent assistance during assigned tasks.

• Make the student aware of the number of times a problem behavior occurs. This should be done in a nonthreatening way using a visual representation or to allow self-monitoring.

• Have the student monitor his/her progress or frequency of behavior, (e.g., charts, checklists, or graphs).

• Use data to keep the student motivated, (e.g., can show the student small steps in improvement).

• Help the student identify goals, consequences and/or reinforcement.

• Use if-then contingencies, (e.g., work not completed at the designated work time will be completed during an alternative time).

• Encourage new skills to be practiced in a variety of settings and with a variety of people.

• Practice appropriate skills at regularly scheduled times, as well as, "teachable moments."

• Recognize all signals/requests for assistance.

• Specify exactly what is to be done in all school routines.

• Along with the directive, provide an incentive statement.

• Involve the student in leadership roles in the classroom.

• Offer choices.

• Offer sufficient and meaningful ways for the student to offer input in the learning process.

• Use pre-correction strategies in situations where inappropriate behavior is typical.

• Strive to maintain a minimum of 3:1 ratio of positive feedback to negative feedback.

• Allow a sufficient amount of "wait" time to encourage a student response.

• Provide the student with a predetermined nonverbal signal to communicate a specific need.

• Practice following directions in non-academic tasks first.

• Teach specific rules to be followed in various parts of the building, (e.g., specific to assemblies, cafeteria).

• Recognize the student's strengths and use them in the learning process.

• Give the student regular ongoing feedback about his/her behavior.

• Have the student engage with others for short periods of time and increase time as behavior is successful.

• Assign a peer to help the student get started on an assignment.

• Assign a peer to be a tutor for the student during an activity.

• Identify other staff in the school setting who can act as a helper/mentor for the student.

• Act as a model for appropriate skills during an activity.

• Recognize the student's appropriate behaviors and provide positive feedback.

• Prompt/model how positive self-talk can change how the student feels.

• Offer the student the opportunity to write a letter, make a list or journal as a means of expressing thoughts and concerns.

• Allow the student to request a meeting to discuss problems privately.

• Designate a time when the student is allowed to engage in a behavior not permitted at other times, (e.g., can tap your pencil during transitions between assignments).

• Have the student role play and practice handling difficult situations.

• Use self-esteem activities, games, social skills lessons to address interpersonal skills.

• Implement a point system/token economy system in the classroom.

• Negotiate a behavior contract with the student specifying what behavior is expected and what reinforcement will be made available when the terms of the contract have been met.

• Use an intermittent schedule of reinforcement with the student.

• Use a variety of reinforcers; use reinforcement surveys periodically to identify what is motivating for the student.

• Reinforce the student for making small approximations of the appropriate behavior (shaping); and gradually increase the expectations.

• Recognize that other students are demonstrating the desired response.

Crisis Management