Behavior Intervention Plans
Welcome!
We are excited to work together to learn more and support students.
Objectives:
Complete each section of the SSD Behavior Intervention Plan (BIP) to meet FABI Checklist- requirements.
Align behavioral strategies to function from data in the FBA to ensure plan is functionally appropriate.
getting organized
Click here for a note taking template
CHOOSE your own Adventure!
Are you wanting MASTERY in this course? Use this checklist to perform the steps needed.
Just practicing and not completing for mastery? Use this page to support the learning that will work for you!
Should you need support at anytime (content or technology), please email Taryn Gaskill tcgaskill@ssdmo.org or Tara Schillhahn teschillhahn@ssdmo.org
BIP visual video
Watch this 7 minute video about the components of the Behavior Intervention Plan.
BIP visual support - Google Slides.mp4
On your notes handout record any questions you still have, new information, or things you want to remember.
Scoring the bip
Grab a current BIP for one of your students. Using the rubric linked, self-score starting with the BIP section. Using your notes page, highlight areas of strength, components that might be missing, and any questions that surface.
section 1: Fba items
The FBA is comprised of many components. However, when we review and implement a Behavior Intervention Plan, there are a few items that are needed on the actual plan. You can view those on the iceberg image. Essentially we want to know what was the focus of the Functional Behavior Assessment and what results were found. These items should be taken STRAIGHT out of the FBA report.
To review this information we offer that you look at the FBA/BIP rubric . Pages 1-2 are strictly about the FBA and then page 3 shares how this information should be written on the BIP.
Replacement behaviors
When selecting replacement behaviors, we are looking for acceptable alternatives to the problem behavior, not necessarily the "gold standard" or ideal behavior even though this is the ultimate goal. The replacement behavior MUST be functionally equivalent to the problem behavior. For example, if the student is engaging in behavior to get the teacher's attention, the replacement behavior must also get the teacher's attention otherwise the student will revert back to the unwanted behavior.
Linked to the cartoon (which has love at the core) is a 4 minute video that walks you through determining a replacement/alternative behavior. A competing pathway tool is used. This is simply an additional tool to organize the pieces of the FBA.
Click on the title above to access the collaborative padlet. We'd love to hear from you!
Look over pages 6-7 from the Behavioral Intervention Guide for examples of replacement behaviors. On your notes pages, write down a few key ideas to consider when selecting a replacement behavior and examples you might reference in the future.
strategies to teach replacement behavior
Strategies to teach an alternative replacement behavior include defining what will be taught, how it will be taught and may include when it will be taught. Description should be detailed and provide specific information regarding the strategy.
Here is a list of evidence-based practices that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors.
PRACTICE
On this document you will find examples of appropriate descriptions on a BIP for teaching. Two opportunities you may consider:
How do they compare to descriptions you have written or are on a BIP you have inherited?
How would you rewrite the NON examples that are provided?
prevention strategies
Ideally, this antecedent portion of the BIP will contain most of your proactive and preventative strategies. As always, keep in mind what the child is trying to access or avoid...the function of the behavior. Ask yourself what could be added, adjusted, or removed to increase success for the student?
Explore the example strategies matched to function on the ibestt website.
In the Behavior Intervention Guide, scroll to pages 2-5 to look at prevention strategies.
On your notes page, identify some strategies you might not use regularly but would like to implement.
Strategies to reduce reinforcement
These are the steps that will be taken to reduce the likelihood that the problem behavior will be reinforced. These consequence strategies (or sometimes referred to as Extinction Strategies) outline what steps will be taken when the problem behavior occurs, but this time will be completed differently (withholding the hypothesized function).
For example, if the function of the problem behavior has been identified as escape, then the strategies to reduce reinforcement of the problem behavior cannot allow the student to escape the task/environment/activity once he/she has engaged in the problem behavior.
Here are some resources on various extinction strategies:
Watch this explanation of Extinction in this video module (play at 19:40)
Want to dig deeper on consequence strategies- look into these modules.
PRACTICE
Look at the photo gallery in this section. Choose at least 1 picture to write about in your notes handout. The function of the behavior is labeled on the picture.
Consider- what is the child/youth doing to get his/her need met currently? What may have happened right before that? What happened after the behavior?
What strategy(ies) might need to be in place to REDUCE that function and do a different behavior? SO- if that behavior happens again what will the staff need to do differently? Get Creative!!!
reinforcement
Reinforcement should always be something that is individualized for the student.
Scroll to pages 9-10 on the Behavior Intervention Guide to look at different options for reinforcement.
Forced Choice Survey is a tool that will help you understand the types of reinforcement the student prefers (adult attention, consumables, etc.,)
Reinforcer Survey is more of an open ended survey that can help teams determine the interests of the student.
On your notes page, record big ideas.
crisis plan
These are the procedures that will be employed by staff in cases in which crisis intervention is needed in order to protect the safety, health and welfare of students, staff and others in the school setting and to maintain a safe and orderly environment for learning.
This section should include what crisis behaviors look like as well as a brief description of the crisis strategy. NOTE: if this is not applicable to the specific student then a general note may be placed in this section.
Review the Crisis Plan sections on these two examples.
On your notes page, document how your plans are similar and/or different. What might you adjust or keep the same?
MONITORING AND EVALUATING
Big ideas to consider:
How are we going to measure effectiveness? (Data collection method/who/when)
How often will we meet to review progress? (Who, when, what)
How will everyone be trained on the plan? (Administration/family/para/specialists/teachers/STUDENT)
How will we know we're implementing as intended?
How is everyone feeling about the plan?
The icon to the left provides a handful of example Behavior Intervention Plans.
MASTERY CREDIT
If you would like to receive mastery credit for this course, which then would provide you with the attendance code in kickup please do the following:
First, ensure you have all the components by using the checklist provided at the top of this page.
Second, complete the google form in the checklist or you can find it here.
Lastly, email your rubrics (pre and post) to Taryn Gaskill tcgaskill@ssdmo.org.