Behaviour Intervention Plan


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What should be considered before a Behaviour Intervention Plan is made? What other assessments are needed?

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  • Teaching behavior has often been seen as “the parents job”, but we, as teachers, are faced with an increasing changing population and students with diverse needs.. Teaching behavior is as important as teaching the three R’s – Reading, aRithmatic, wRiting.If the student does not know how to behave, instructional time is lost.Changing population:Additional disabilities (Autism, processing disorders, cognitive deficiencies, ADHD, etc.)Students have more access to the media culture Family system changesIt becomes our job to figure out what the student’s behaviors are, the function, and how to explicitly and directly teach expected behaviors in a variety of settings.
  • Dr. Phil says:“You can’t change what you don’t acknowledge”That means we have to replace bad behaviour with good behaviour…This change starts in the staff room and trickles down to the students and finally, the parents.
  • Think about the way we instructions:Instead of “Don’t Run” use WalkInstead of No talking use “Sit and your seat and finish your work”
  • Just a quick activity to get you to think of using positive directions instead of negative directions.
  • In a short while, Bimose participating schools will implement Positive Behaviour Support through Lions QuestWe as a school staff, we will learn to:Support Social Competences and Academic AchievementSupport healthy decision makingSupport students that struggle with behaviour issues.And finally, treat students respectfully. Not many First Nation student do well with a Militant style of teaching.
  • Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & SettingsRecognizing the “GOOD” studentsWe are working on getting the “Lions Quest” Program to help us to give us a clear set of rules in Secondary Prevention: Specialized GroupSystems for Students with At-Risk BehaviorOffice-referred students; Counseling referred, etc.Tertiary Prevention:Systems for Students with High-Risk BehaviorBIP referred students
  • Function of problem behaviours Conducting a Functional Behaviour Assessment (FBA). Developing a Behaviour Intervention Plan
  • Problem behaviour is: A way of CommunicatingProblem behaviour gets you what you want faster than appropriate behaviourAssociated with PredictabilityChoice ControlControl one’s environment
  • Four Functions of BehaviourEscape –The student is trying to escape from a person, task, or environmentTangible -- The student is trying to obtain a specific item or activity.Attention– Student is seeking attenion from peers/adults. This can include “power.”Sensory– The behaviour feelsgood or meets a sensory need.
  • Section 1: Understand the Model•Patterns•Specific Behaviors for Each Phase•Know exactly where the student is in the cycle (placement in Model).Section 2: Develop Strategies for each phase•Implement strategies based on student placement
  • Overall Behaviour: Student is COOPERATIVE
  • Overall Behavior Series of Unresolved Problems
  • Overall BehaviorStudent is UNFOCUSED OR NON-DIRECTED
  • Overall Behavior is DIRECTED & ENGAGING
  • Overall BehaviorStudent is out of control creating safety concerns
  • Overall BehaviorStudent displays confused behavior
  • Overall Behavior: Eagerness for BUSY WORK & reluctance to DISCUSS
  • A clear indication that a child requires a BIP:Student had 2 SuspensionPrincipal will start the process by meeting with the teacher. If the teacher does not have written proof of student behaviour, he/she will need to complete behaviour assessments such as Behaviour contracts, ABC observation form or Functional behaviour assessments. The more info, the better to have in preparation for the IPRC Meeting.The principal or designate will then arrange an IPRC meeting to
  • Each of our schools should have a policy on student discipline that: Identify a process that must be followed to inform parents and ensure safety any time a student is sent home for disciplinary reasons.Incorporate a continuum of supports, including positive and preventive approaches and strategies, as well as consequences corresponding to the nature, severity and frequency of the behaviour or infraction.Identify a re-entry process that includes timelines involving the students, parents and appropriate school team members for students who are suspended, and ensure re-entry occurs on the day following the suspension.4. The principal would direct staff to develop a written plan for students who have been suspended out of school more than two times during a school year.
  • DREAM Acrimyn1. Describe. Describe up to 3 priority concerning behaviours. Describe student strengths, or what a “good day” looks like.2. Reasons. What may be the underlying reason(s) for the behaviour? Which personal need seems to be the most prominent for this student? (e.g., academic, social skills, medical, counselling, emotional, inter-agency)3. Expected behaviour. While the team works toward meeting the student’s personal needs, what are the appropriate behaviours you would like this student to use instead of the problematic behaviour? These are the goals of the plan, be specific.4. Assist. Proactive Strategies to address treatment needs and increase the likelihood of expected behaviour.Reactive Strategies to be used if problem behaviours occur.5. Measure the success of this plan. How will the team know this student is making progress with their behaviour?What will be the process for making changes to the strategies or goals of this plan?
  • And then finally, remember to have the IPRC sign the forms…
  • Behaviour Intervention Plan

    1. 1. Bimose Tribal Council<br />First Nation Student Success Program<br />The Behaviour Intervention Plan<br />
    2. 2. What’s up?<br />Why teach behaviour?<br />Four functions of behaviour<br />Behaviour is a way of communicating<br />Behaviour Triangle<br />Phases of “Acting Out”<br />What is discipline?<br />Discipline process<br />Student support<br />How to write a BIP<br />
    3. 3. Why is teaching “behaviour” important?<br />
    4. 4. Changing Behaviour is Complex<br />You can’t change what you don’t acknowledge<br />
    5. 5. What is discipline?<br />
    6. 6. Discipline is not…<br />
    7. 7. Did you know?<br />The human brain automatically ignores the negative word: “stop, not, no.”<br />
    8. 8. Pink Toad<br />
    9. 9. The Big Picture: Positive Behaviour Support<br />
    10. 10. Tertiary Prevention:<br />Systems for Students with High-Risk Behavior<br />BIP referred students<br />5%<br />Secondary Prevention: Specialized Group<br />Systems for Students with At-Risk Behavior<br />Office-referred students; Counseling referred, etc.<br />10%<br />Primary Prevention:<br />School-/Classroom-<br />Wide Systems for<br />Recognizing the “GOOD” students<br />85%<br />Student Behaviour<br />
    11. 11. Top of the Triangle<br />Function of problem behaviours <br />Conducting a Functional Behaviour Assessment (FBA). <br />Developing a Behaviour Intervention Plan <br />
    12. 12. Problem Behaviour is…<br />A way of Communicating<br />Associated with <br />Predictability<br />Choice<br />Control<br />Controls one’ Enviroment<br />
    13. 13. Four Functions of Behaviour<br />Escape<br />Tangible<br />Attention<br />Sensory<br />
    14. 14. Calm<br />Low<br />Phases of “Acting Out” Behaviour<br />
    15. 15. Phase 1: Calm<br />On-task<br />Follows rules and expectations<br />Responsive to praise<br />Initiates behaviour<br />Goal oriented<br />Socially appropriate<br />
    16. 16. Phase 2: Trigger or Antecedents<br />Conflicts<br />Denial of something needed<br />Something negative is inflicted<br />Changes in routine<br />Provocations<br />
    17. 17. Phase 3: Agitation<br />Increase in Behaviour<br />Eyes dart<br />Language non-conversational<br />Busy hands<br />In and out of group<br />Off-task/On-task<br />Decrease in Behaviour<br />Stares into space<br />Language subdued<br />Hands contained<br />Withdraws from group<br />Off-task, “Frozen”<br />
    18. 18. Phase 4: Acceleration<br />Questioning & arguing<br />Non-compliance & defiance<br />Off-task<br />Provoking students<br />Compliance with accompanying inappropriate behaviours<br />Criterion problems<br />Whining & crying<br />Avoidance & escape<br />Threats & intimidation<br />Verbal abuse<br />
    19. 19. Phase 5: PEAK<br />Serious destruction of property<br />Assault<br />Self-abuse<br />Severe tantrums<br />Hyperventilation<br />Screaming, running, violence<br />
    20. 20. Phase 6:DE-ESCALATION<br />Confusion<br />Reconciliation<br />Withdrawal<br />Denial<br />Blaming others<br />Sleeping<br />Responsive to directions<br />Responsive to manipulative or mechanical tasks<br />Avoidance of discussion (unless there is occasion to blame others)<br />
    21. 21. Phase 7: RECOVERY<br />Eagerness for independent work or study<br />Subdued in group work<br />Subdued in class discussions<br />Defensive<br />Avoidance of de-briefing<br />
    22. 22. Student Support:A Team Support<br />
    23. 23. Does every student need a behaviour plan?<br />Suspension<br />Principal will start BIP process. <br />
    24. 24. Discipline Process<br />Re-entry Process <br />Behaviour Intervention Plan for students suspended more then 2 times<br />Process to inform parents if their child is sent home for disciplinary reasons<br />Continuum of supports for positive and preventive strategies<br />
    25. 25. The B.I.P Process<br />
    26. 26. Describe<br />Reasons<br />Expected Behaviour<br />Assist<br />Measure the success of this plan<br />DREAM <br />
    27. 27. Student Information<br />Behaviour Planning Team: Who is in the planning team?<br />Student Profile: A bit of information about the student <br />Problem Behaviour: Be specific. Be sure to include a strength of the student.<br /> Behaviour Plan<br />
    28. 28. Replacement Behaviour: What is expected of the student?<br />Method of Teaching Replacement Behaviour and by whom? * See check list<br />Accommodations: *See check list<br />Interventions and who’s responsible for them: List 3 -4 interventions<br /> Behaviour Plan<br />
    29. 29. Method of measuring success: How do we know if the plan is working or not? *See checklist<br />Length of Behaviour Intervention Plan? Decide together as team<br />Positive Consequences for Appropriate Behaviour: What can the student earn?<br />Negative Consequences for Inappropriate Behaviour? <br />What happens if the student does not behave? <br /> Behaviour Plan<br />
    30. 30. Activity<br />Get into groups of 4-5 and pretend you are the IRRC meeting.<br />Choose the student your team would like to work with.<br />You have 10-15 mins. Begin! <br />
    31. 31. Sonya<br />
    32. 32. Paul<br />
    33. 33. The End<br />Any questions/comments?<br />