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Completing a Functional Behavior Analysis to Develop a Behavior Intervention Plan

Completing a Functional Behavior Analysis to Develop a Behavior Intervention Plan

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  • 1. Tim IrishElementary Curriculum CoordinatorAssistant PrincipalUniversal American School, KuwaitPlease find an appointment sheet andschedule your first three meetings.
  • 2. 1. Use Functional Behavior Analysis (FBA) to measure Present Level of Performance (PLOP).2. Analyze an FBA and PLOP to develop a BIP. (Behavior Intervention Plan3. Consider options for clarifying the plan, communicating goals, and following through on commitments.4. Prepare for hard conversations with parents and teachers regarding essential agreements.
  • 3. What are the child’s fundamental motivationsand what strategies / behaviors are they using tomeet those needs?Given that needs are difficult to change, whatoptions are available to meet those needs inmore positive ways ….. AxizPower/Control FUNMovementAttention
  • 4. 1. Introduce yourselves, share a compliment, ask a polite question about your partner’s family.2. Discuss the Structured Behavioral Observation form in terms of a student you are familiar with.3. Based on the student’s PLOP, discuss the child’s primary motivations (an FBA).
  • 5. Childhood Roots of Adult Happiness Dr. Ned Hallowell, Driven to DistractionStep 1 is to connect…to family, schooland friends.Step 2 is to play.Step 3 is to practiceand work.Step 4 is to make progress and achievemastery.Step 5 is to receive recognition.
  • 6. What will it look like?What are the essential elements?Who must be included in this community?What are the barriers that need to be overcome?
  • 7. Research base for creating positiveschool and classroom climates• Effective instructional grouping• Effective academic (differentiated) instruction• Student instruction in their “Zones of Success”• Well-designed and implemented progress monitoringand authentic assessment systems• Effective classroom management• Social skills instruction and use• Effective student motivation and behavioralaccountability approaches• Consistency• Modifications, remediation, accommodations
  • 8. Four component parts for creatingPositive Behavior Support System1. Teach, prompt and celebrate essential social skills.2. Clarify consequences for positive and negative behavior.3. Follow through with consistency in all areas of the school4. Plan for special situations
  • 9. Problematic behavior can be replaced with more positive alternatives through multi-modal intervention programs including academic training, behavior modification, family training and counseling, and effective instruction.What behaviors impede learning? (Individually and school-wide, among students AND adults) Why do they occur? What can we do to replace those behaviors with more positive behaviors? What works?
  • 10. Find your 2:30 appointment1. Introduce yourselves, share a compliment, ask a polite question about your partner’s family.2. Map out MULTI-MODAL BIPBEHAVIORS MOTIVATIONSCOUNSELOR GOALS STRATEGIESTEACHER GOALS STRATEGIESCHILD GOALS STRATEGIESPARENT GOALS STRATEGIES
  • 11. Four component parts for creatingPositive Behavior Support System1. Teach, prompt and celebrate essential social skills.2. Clarify consequences for positive and negative behavior.3. Follow through with consistency in all areas of the school.4. Plan for special situations.
  • 12. Planning for “Special Situations”Multi-modal intervention programsFunctional Behavior Analysis (FBA)Behavior Intervention Plan (BIP) Academic Training Family Training Behavior Contract Counseling Social Skill Training Coaching After School Program Medication
  • 13. Clarifies expectations.Creates focus on essential concerns.Establishes system for consistent followthrough.Offers positive and negative consequences forthe choices.Sets up a system for daily monitoring.
  • 14. A common experience for the parent of anADHD child is that any contact with the schoolmeans that their child has not been successfulin some way (any news is bad news). It is essential for the administrator, counselor,teacher and parent to work together tocommunicate a consistent message to the childthat with everyone’s help, the child willsucceed. • Randy Sprick, CHAMPS
  • 15. Find your 2:45 appointment1. Introduce yourselves, share a compliment, ask a polite question about your partner’s family.2. Join with two other groups to create groups of six.3. Play Math cards.
  • 16. Math Game Break ÷ + x
  • 17. Prepare for your 3:00 appointment1. Assign roles to the members of your group Principal Counselor Teacher Father Mother Child2. Create a child character based on discussion of their FBA, PLOP. One member might want to take the lead in describing a real case.3. Determine focus areas for contract and essential coaching needs.
  • 18. Task Completion Organization WritingReading Comprehension Study skills FocusGood sportsmanship Social Cues TeasingProblem Solving Stop & Think Choices
  • 19. The 3:00 appointment1. Assume roles to the members of your group Principal Counselor Teacher Father Mother Child2. Take 1 minute each to share strengths Take 1 minute each to share a concern.3. Take 1 minute each to describe what you will do to support a successful BIP.
  • 20. Documents available at:http://www.slideshare.net/tdirish2012