VIT’S BIP TIPS
Develop and Implement a Behavioral Intervention Plan <ul><li>Intervention is clearly linked to functions(s) of behavior. <...
Develop a Therapeutic Approach <ul><li>Abandon ineffective practices </li></ul><ul><li>Provide staff with and understandin...
Variables for Plan Integrity <ul><li>Everyone working with the student  agrees to implement the plan for a specified perio...
Staff Understand the Concept of Consent and Students Rights <ul><li>Consent may be withdrawn at any time </li></ul><ul><li...
Factors Influencing Acceptability of Plan <ul><li>Compatible with current practices; </li></ul><ul><li>Does not require ex...
Issues to Check in Devising an Intervention Plan  <ul><li>Is the replacement behavior incompatible with the problem behavi...
Promoting the Desired Behavior <ul><li>Will likely require instructional modifications and accommodations </li></ul><ul><l...
Issues to Check in Devising an Intervention Plan  (cont’d) <ul><li>Is it more reinforcing for the student to engage in the...
The Plan Focuses on Prevention <ul><li>Absence of threat </li></ul><ul><li>Relationship-based </li></ul><ul><li>Peers unde...
Issues to Check in Devising a Behavior Intervention Plan  <ul><li>What is the demand for the behavior in natural settings?...
FBA Terminology A B C Antecedents Behavior Consequences Setting Events Immediate Slow Triggers Fast Triggers or or Environ...
Intervention Components that Focus on Impacting Setting Events <ul><li>Relationship building </li></ul><ul><li>Peer Suppor...
Intervention Components that Focus on Antecedents of Behavior <ul><li>Alter schedule of activities (e.g., vary low and hig...
Intervention Components that Focus on Antecedents of Behavior  <ul><li>Remove triggers for negative behavior and aversives...
Intervention Components that Focus on Consequences of Behavior <ul><li>Abandon or augment ineffective consequences </li></...
Argument Against Suspension
Monitor the Faithfulness of Implementation of the   Plan   <ul><li>Identify any training and resources needed to implement...
Evaluate Effectiveness of   the Behavior Intervention   Plan <ul><li>Objective information on intervention plan/support in...
Guidelines for Making Intervention Decisions <ul><li>1.Determine the kind of data to collect </li></ul><ul><li>according t...
Guidelines for Making Intervention Decisions  (cont’d) <ul><li>3.Record data on a graph to allow visual examination of stu...
Guidelines for Making Intervention Decisions  (cont’d) <ul><li>5.Make decisions that take into account the direction, tren...
Guidelines for Making Intervention Decisions  <ul><li>7.Make intervention decisions about  </li></ul><ul><li>every 3-4 wee...
Qualitative Measures of Changes in Behavior <ul><li>Mild, moderate, or severe rating </li></ul><ul><li>Likert-type rating ...
Reasons to Modify a Plan <ul><li>The student has reached his/her behavioral goals & objectives. </li></ul><ul><li>There is...
Reasons to request outside support <ul><li>Problems with Program Integrity </li></ul><ul><li>Political Conflicts </li></ul...
Possible Components of Intervention Plan <ul><li>All of these areas can impact behavior </li></ul><ul><ul><li>academic ski...
School personnel should plan to systematically integrate academic and nonacademic instruction.
Social Skills Deficits <ul><li>1. Social skills deficit - student does not possess the skills. </li></ul><ul><li>2. Social...
Social Skills Deficits  (cont’d) <ul><li>4. Self-control performance deficit - student possesses the skills but is unable ...
 
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Steve Vitto Behavior Intevention tips

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  • Steve Vitto Behavior Intevention tips

    1. 1. VIT’S BIP TIPS
    2. 2. Develop and Implement a Behavioral Intervention Plan <ul><li>Intervention is clearly linked to functions(s) of behavior. </li></ul><ul><li>Goals of intervention and specific replacement skills are incorporated into educational plan. </li></ul><ul><li>The plan/supports facilitates achievement of broad goals identified by the team. </li></ul>
    3. 3. Develop a Therapeutic Approach <ul><li>Abandon ineffective practices </li></ul><ul><li>Provide staff with and understanding of evidence based practices </li></ul><ul><li>Provide staff with training and a prevention orientation </li></ul><ul><li>Provide suggestions for relationship builders </li></ul><ul><li>Develop plan with in the context of a well managed classroom </li></ul>
    4. 4. Variables for Plan Integrity <ul><li>Everyone working with the student agrees to implement the plan for a specified period of time </li></ul><ul><li>Everyone agrees on how data will be collected </li></ul><ul><li>Everyone understands the rationale of the plan </li></ul><ul><li>Everyone has the skills to implement the plan </li></ul><ul><li>Extra support and time may be necessary for some staff to develop such skills </li></ul><ul><li>Crisis management procedures and criteria are established, as needed </li></ul><ul><li>Plan is monitored on a regular basis </li></ul><ul><li>Staff meet and review plan on a timely basis </li></ul>
    5. 5. Staff Understand the Concept of Consent and Students Rights <ul><li>Consent may be withdrawn at any time </li></ul><ul><li>Parents should understand all restrictive elements of plan </li></ul><ul><li>Parents should understand how they can support the plan </li></ul><ul><li>The students should understand the goal of the plan and that it should not be used for avoiding responsibility and ownership </li></ul><ul><li>The plan should not be changes without meeting with team, notifying parents, facilitating student awareness, and informing all team members of changes </li></ul><ul><li>Consent and Due Process Issues to not supersede the Michigan School Code </li></ul>
    6. 6. Factors Influencing Acceptability of Plan <ul><li>Compatible with current practices; </li></ul><ul><li>Does not require excessive effort or time; </li></ul><ul><li>Likely to produce positive changes; </li></ul><ul><li>Consistent with teacher skills (with training and support); and, </li></ul><ul><li>Evidence of proven effectiveness </li></ul><ul><li>Staff and Care providers understand characteristics of disability </li></ul><ul><li>Staff understand elements of plan may be different that “traditional” discipline approaches </li></ul>
    7. 7. Issues to Check in Devising an Intervention Plan <ul><li>Is the replacement behavior incompatible with the problem behavior? </li></ul><ul><li>Can the student perform the behavior? </li></ul><ul><li>Does the behavior satisfy the same function (or need) as problem behavior and/or result in the same outcome? </li></ul><ul><li>Will the replacement behavior lead to the desired behavior? </li></ul>
    8. 8. Promoting the Desired Behavior <ul><li>Will likely require instructional modifications and accommodations </li></ul><ul><li>Will likely require shaping and prompting </li></ul><ul><li>Will likely require development of work ethic, delayed consequences, and increased tolerances all which may be enhanced by positive rapport and relationship building </li></ul><ul><li>Will likely require modeling and mentoring </li></ul><ul><li>Will initially require rich levels of reinforcement </li></ul><ul><li>May require “backtracking” to ameliorate setting events </li></ul>
    9. 9. Issues to Check in Devising an Intervention Plan (cont’d) <ul><li>Is it more reinforcing for the student to engage in the replacement behavior than the problem behavior </li></ul><ul><li>Is it more reinforcing for the student to engage in the desired behavior than the problem behavior? </li></ul><ul><li>Can we “rearrange” environment to prevent student from engaging in problem behavior? </li></ul><ul><li>Can we “rearrange” the environment to facilitate occurrence of replacement behavior or re-emergence of desired behavior </li></ul>
    10. 10. The Plan Focuses on Prevention <ul><li>Absence of threat </li></ul><ul><li>Relationship-based </li></ul><ul><li>Peers understanding and support plan </li></ul><ul><li>Staff understand that sustained results take time </li></ul><ul><li>The student has clear expectations </li></ul><ul><li>The student has buy in into plan </li></ul>
    11. 11. Issues to Check in Devising a Behavior Intervention Plan <ul><li>What is the demand for the behavior in natural settings? </li></ul><ul><li>Will the behavior be reinforced in natural settings? </li></ul><ul><li>Is it age appropriate and relevance to the student? </li></ul>
    12. 12. FBA Terminology A B C Antecedents Behavior Consequences Setting Events Immediate Slow Triggers Fast Triggers or or Environmental factors that influence behavior, not immediate Occur immediately before a behavior Problem Behavior Appropriate Behavior Goal: Decrease Goal : Acquire skill & Increase (Outcome/Function) Access Avoid/Escape Power/control Attention Acceptance Affiliation Gratification Justice/revenge Protection Etc. Tasks Consequences Individuals Stress/anxiety Activities Symptoms Etc. Reinforcement Punishment
    13. 13. Intervention Components that Focus on Impacting Setting Events <ul><li>Relationship building </li></ul><ul><li>Peer Support </li></ul><ul><li>Remediation </li></ul><ul><li>Home School Partnerships </li></ul><ul><li>Pharmacological Integrity </li></ul><ul><li>Promoting Health and Wellness </li></ul><ul><li>Disability Awareness and Best Practice Approaches </li></ul><ul><li>Challenging Irrational Beliefs </li></ul><ul><li>Reversing Harmful Historical Variables </li></ul><ul><li>Undermining Harmful mentors </li></ul><ul><li>Life-style Enhancers </li></ul>
    14. 14. Intervention Components that Focus on Antecedents of Behavior <ul><li>Alter schedule of activities (e.g., vary low and high probability academics). </li></ul><ul><li>Adapt specific aspects of curriculum or instruction, or both. </li></ul><ul><li>Consider how instructions are delivered. </li></ul><ul><li>Consider peer proximity </li></ul><ul><li>Consider context of inhibitive directions and reprimands. </li></ul><ul><li>Vary size and/or composition of instructional groupings. </li></ul><ul><li>Add special supports to instruction (e.g., scaffolding) </li></ul><ul><li>Consider Establishing Operations (e.g., increasing consequence value) </li></ul>
    15. 15. Intervention Components that Focus on Antecedents of Behavior <ul><li>Remove triggers for negative behavior and aversives that inhibit positive behavior. </li></ul><ul><li>Introduce precorrective strategies before problems take hold. </li></ul><ul><li>Teach students expectations. </li></ul><ul><li>Teach students procedures. </li></ul>
    16. 16. Intervention Components that Focus on Consequences of Behavior <ul><li>Abandon or augment ineffective consequences </li></ul><ul><li>Provide choices, and adequate response time. </li></ul><ul><li>Insure frequent opportunities to respond correctly </li></ul><ul><li>Control reinforcement interval--not too long or short (provide 5:1 ratio) </li></ul><ul><li>Identify preferred consequences. </li></ul><ul><li>Vary individual reinforcers. </li></ul><ul><li>Provide consequences that teach and restore </li></ul><ul><li>Use data based decision making. </li></ul><ul><li>Incorporate deviations of handbook into BIP and IEPC </li></ul>
    17. 17. Argument Against Suspension
    18. 18. Monitor the Faithfulness of Implementation of the Plan <ul><li>Identify any training and resources needed to implement plan. </li></ul><ul><li>Develop an action plan that includes specific objectives/ activities, persons responsible, and time lines. </li></ul><ul><li>Practice elements of plan and establish protocol for crisis plan or emergency procedures </li></ul><ul><li>Debrief whenever significant behaviors occur or staff when escalatory behavioral patterns emerge </li></ul>
    19. 19. Evaluate Effectiveness of the Behavior Intervention Plan <ul><li>Objective information on intervention plan/support includes: </li></ul><ul><ul><li>- decrease in problem behavior; </li></ul></ul><ul><ul><li>- increase in replacement behaviors; </li></ul></ul><ul><ul><li>- achievement of broader goals; and, </li></ul></ul><ul><ul><li>- durability of behavior change across </li></ul></ul><ul><ul><li>time and settings. </li></ul></ul>
    20. 20. Guidelines for Making Intervention Decisions <ul><li>1.Determine the kind of data to collect </li></ul><ul><li>according to critical dimension(s) of the target behavior (e.g., frequency, duration, magnitude). </li></ul><ul><li>2.Collect data until you are confident </li></ul><ul><li>that you have an accurate picture </li></ul><ul><li>of the target behavior (and its context). </li></ul>
    21. 21. Guidelines for Making Intervention Decisions (cont’d) <ul><li>3.Record data on a graph to allow visual examination of student behavior. </li></ul><ul><li>4.Allow about 3-5 weeks for the novelty of change itself to dissipate (i.e., “washout”) and for impact of intervention to emerge. </li></ul>
    22. 22. Guidelines for Making Intervention Decisions (cont’d) <ul><li>5.Make decisions that take into account the direction, trend, and variability of the data in relation to desired changes in the behavior. </li></ul><ul><li>6.Make decisions according to </li></ul><ul><li>frequency, severity, and persistence </li></ul><ul><li>of the behavior. </li></ul>
    23. 23. Guidelines for Making Intervention Decisions <ul><li>7.Make intervention decisions about </li></ul><ul><li>every 3-4 weeks, more often </li></ul><ul><li>depending on severity of behavior and </li></ul><ul><li>intrusiveness and complexity of the </li></ul><ul><li>intervention. </li></ul><ul><li>8.If data shows progress toward goal, </li></ul><ul><li>continue intervention. </li></ul>
    24. 24. Qualitative Measures of Changes in Behavior <ul><li>Mild, moderate, or severe rating </li></ul><ul><li>Likert-type rating scale (e.g., 1 - 5) </li></ul><ul><li>Rubric </li></ul><ul><li>Other </li></ul>
    25. 25. Reasons to Modify a Plan <ul><li>The student has reached his/her behavioral goals & objectives. </li></ul><ul><li>There is a change in student placement. </li></ul><ul><li>The original intervention plan is not producing positive changes </li></ul><ul><li>The students behaviors are deteriating </li></ul><ul><li>New problem behaviors have emerged </li></ul><ul><li>Someone is being hurt or placed in danger </li></ul>
    26. 26. Reasons to request outside support <ul><li>Problems with Program Integrity </li></ul><ul><li>Political Conflicts </li></ul><ul><li>Multiple programs lacking effectiveness </li></ul><ul><li>Conflict, distrust, or hostility between and home and school </li></ul><ul><li>Staff disagreement </li></ul><ul><li>Staff as significant setting event </li></ul>
    27. 27. Possible Components of Intervention Plan <ul><li>All of these areas can impact behavior </li></ul><ul><ul><li>academic skills </li></ul></ul><ul><ul><li>social/interpersonal skills </li></ul></ul><ul><ul><li>self-management skills </li></ul></ul><ul><ul><li>problem solving skills </li></ul></ul><ul><ul><li>language skills </li></ul></ul>
    28. 28. School personnel should plan to systematically integrate academic and nonacademic instruction.
    29. 29. Social Skills Deficits <ul><li>1. Social skills deficit - student does not possess the skills. </li></ul><ul><li>2. Social skills performance deficit - student possesses the skills but lacks the motivation to engage in them. </li></ul><ul><li>3. Self-control deficit - student is unable to learn the skills due to conflicting emotional responses. </li></ul>
    30. 30. Social Skills Deficits (cont’d) <ul><li>4. Self-control performance deficit - student possesses the skills but is unable to use them due to conflicting emotional responses. </li></ul>
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