BIPs and IEPs

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BIPs and IEPs
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What will we cover?

• Overview of IEPs
• Quick review of behavior
• Need for Behavior Intervention Plans (BIP)
• Effective BIPs
• Incorporating BIPs into IEPs

WELCOME!
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An Overview of IEPs

• Written document
• Developed by a team
• Determines FAPE
• Individualized
• Tool for
• Communication
• Accountability
• Management
• Compliance monitoring
• Evaluation

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Who is the IEP team?

• Parent(s)
• At least 1 special education teacher
• At least 1 regular education teacher
• LEA representative
• Person knowledgeable of evaluation procedures and
  results
• Others as determined by parents or school
• Student, if over 14 younger if
  appropriate

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Required Components

• Present levels of performance
• Annual goals and short term objectives or
  benchmarks
• Special education and other services
• Transition

• Participation in regular curriculum and
  environment
• Standardized assessment
• Progress reporting
• Special factors

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Cover All Bases

• Meaningful parent participation
• All the required participants
• All required components

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There is no such thing as a behavior IEP, a
transition IEP, an inclusion IEP, a speech IEP,
an LD IEP

• An IEP is an IEP!

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5 Principles from Legal Rulings on IEPs

• Address all unique needs, not just academics
• Write the IEP based on needs, not availability of
  services
• IEP is a binding commitment of resources
• IEPs must be individualized
• All required components of the IEP must be
  included
• -- Barbara Bateman

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Behavior

• A Quick Review

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Identifying Behavioral Needs

• Data Collection
• Interviews
• Work samples and other permanent products
• Behavior rating scales and checklists
• Other standardized instruments
• Direct observation
• Student self-report
• Differs significantly from peers?

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Skill vs. Performance Deficits

• Skill student doesnt know how

• Performance student knows how but doesnt do it

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Context of Behavior

• A ? B ? C
• Antecedent
• Behavior
• Consequence

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Aspects of Target Behavior
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Behavior is Complex
Disability
Family
Habit
Needs and Desires
Culture
Peers
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Why do kids misbehave?

• It works!
• Copy-catting
• Testing limits

• Asserting independence
• Protection
• Feeling badly about self
• from Dr. Charles Smith (Kansas State Univ.)

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What messages do we send to kids?
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What typically happens when we intervene?

• It takes time to change behavior
• Behavior gets worse
  before it gets better
• Spontaneous recovery
• Low level behavior can escalate

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Positive Behavioral Supports

• 1 - 7 of students
• 20 - 25 of students
• 70 - 75 of students
• (Lewis Sugai, 1999)

Individual
Selected

• School-wide

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Remember what you know!
4 4 ?
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When do you need a BIP?

• A student with disabilities displays behavior
  that interferes with his/her learning or that of
  others (special factor)
• A students behavior results in a change of
  placement

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Base the BIP on a Functional Behavioral
Assessment (FBA)

• Define target behavior
• Develop a hypothesis as to the function of the
  behavior
• Collect data (direct and indirectly)
• Validate the function and key context variables
• Triangulate data
• Data analysis
• Develop the BIP

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Behaviors Occur for Many Reasons

• Knowledge deficits
• Communication
• Sensory Needs

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Behavioral Intent

• Students act for a purpose
• Behavioral intent purpose sought by the student
  
• Most children seek similar goals in social
  situations
• Behavior used by students with behavior problems
  is not accepted or desired by others

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Common Functions of Behavior

• Attention
• Escape
• Power/control
• Tangible reward
• Peer affiliation
• Justice/revenge

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Effective BIPs

• Clear definitions of behavior
• Appropriate consequences
• Addresses the environment, including teacher and
  peer behavior
• Evaluation plan

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Behavior Intervention Plans...

• Support desired alternatives that allow student
  to meet their needs

• Make the current undesired behavior less
  effective in meeting the students need

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Focus on Positives

• Positive behavioral interventions, strategies and
  supports
• Long-term behavior change only comes from
  positives
• Need to balance the equation

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Define observable behavior

• Look or sound like?
• Student says or does?
• How often?
• How intense?
• Danger level?
• What do you want instead?

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Appropriate Consequences

• Nature of surface behavior has little to do with
  selecting an appropriate consequence
• The function of behavior should direct the
  consequences

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Disruption of the Lesson
Math sucks! Im not going to do this _at_!

• What might be typical responses?

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Uniform Code of Conduct

• Schools should have uniform expectations for
  student behavior
• It is not reasonable to have the same
  consequences for all students

Boys, we dont talk like that in school
Principal
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Programs to Meet Common Student Needs

• School-wide or classroom-based programs to help
  meet needs such as
• peer affiliation
• academic and social competence
• leadership skills
• self-direction and self-control

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Altering the Context

• Only addressing student behavior without changing
  the context is a recipe for failure
• Teacher behavior, curriculum, peers, and family
  play critical roles in supporting behavior change

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Systems of teacher support

• Staff collaboration
• Technology
• Peer Triads
• Automatic triggers
• Staff development

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Peer Consequences

• Be wary of consequences that group students w/
  challenging behaviors
• Instructional pro-social consequences

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Evaluating the BIP

• Systematic review
• Data collection
• Communication
• Criteria for success (long and short term)

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2 Components of a BIP

• Teaching plan
• Crisis plan

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Teaching Plan

• Definitions
• Prevention
• Intervention
• Skill building

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The best way to address undesirable behavior

• 
  is to
• prevent it from happening in the first place!

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Interventions

• Stopping the behavior once it starts but before
  it gets out of control
• Timeout, in-school suspensions, response-cost

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Skill Building

• Replacement or alternative behaviors
• Social skills
• General skills
• Problem solving
• Self management

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In an Emergency.

• De-escalate
• Protect

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Potential Potholes

• No plan
• No basis for plan
• Plan not followed
• No data on effectiveness

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Incorporating BIPs into IEPs
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Where in the IEP?

• Present levels
• Special factors
• Annual goals
• Program summary
• Attached page

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If Alternative Undesired Behavior is Displayed...

• Reduce undesired behavior

• Increase display of desired behavior

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Annual Goals

• Reasonably be accomplished in 12 months
• Observable and measurable outcomes to demonstrate
  progress

Example Michael will use verbal de-escalation,
avoidance tactics, or seek help in conflict
situations.
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Objectives/Benchmarks(Minimum of 2 per goal)

• Observable and measurable behaviors for outcomes
• Include
• Conditions
• Specific, measurable, observable target behavior
• Outcome
• Accuracy (be realistic)
• Time allotted / time frame

Example Given a social situation with conflict
and a list of socially acceptable ways to address
conflict, Michael will state at least 2 ways to
address the conflict with 100 accuracy for 20
consecutive sessions.
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Target Various Aspects of Skill Development

• Cognitive
• List 2 strategies for...
• Affective
• Identify the emotion being displayed...
• Behavioral
• Increase number of times

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Sexual harassment?

• What issues might have to be considered when
  exploring a behavior such as possible sexual
  harassment?

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Sexual Harassment

• Present level Samuel displays inappropriate
  sexual comments to females an average of 4
  times/week.
• Goal Samuel will make appropriate comments when
  greeting and interacting with females within the
  school setting.
• Objectives
• Given a verbal, written or role-play situation,
  Samuel will be able to give socially appropriate
  greetings to females with 90 of opportunities
  for 3 consecutive weeks.
• Samuel will reduce the number of office referrals
  for inappropriate sexual comments or gestures to
  less than 2/month for 4 consecutive months.

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A sample goal

• Brenda will work independently and attend to a
  given task during a 20-minute school activity
  with only 1 teacher prompt for 7 of 10 class
  sessions.

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And the STOs

• Given 2 teacher prompts, Brenda will begin
  working within 1 minute after instructions are
  given and will work continuously for 8 minutes by
  the end of the 1st grading period.
• Given 2 teacher prompts, Brenda will begin
  working within 45 seconds after instructions are
  given and will work continuously for 12 minutes
  by the end of the 2nd grading period.
• Given 2 teacher prompts, Brenda will begin
  working within 30 seconds after instructions are
  given and will work continuously for 16 minutes
  by the end of the 3rd grading period.
• Given 1 teacher prompt, Brenda will begin working
  within 20 seconds after instructions are given
  and will work continuously for 20 minutes by the
  end of the 4th quarter.

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Another example

• Goal Given 2 classes per day initially and
  increasing to a full day (8 periods) of classes,
  Joe will attend school regularly.

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STOs for Joe

• Given 2 classes per day plus morning check-in,
  Joe will attend 100 of his classes for 5
  consecutive days.
• Given Joes input on which subjects to add, he
  will attend 4 of 4 classes plus morning check-in
  for 8 of 10 days.
• Given Joes input on which subjects to add, he
  will attend 5 of 5 classes plus morning check-in
  and lunch for 8 of 10 days.
• Given an 8 period day, Joe will attend all of his
  classes plus morning check-in and lunch for 8 of
  10 days.

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One more

• Goal Given social skills training, Mary will
  participate in structured small group activities
  by remaining in the group, respecting personal
  space, and initiating a conversation 100 of
  opportunities.

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Mary, continued

• Given an instructional group of 3-4 children,
  Mary will remain in the group (on the rug or
  sitting at the table) for 5 minutes of a
  20-minute class by the end of the 1st quarter
• Mary will keep her hands and feet to herself and
  remain at least 1 arms length away from other
  people 50 of opportunities
• By the end of the 4th quarter, Mary will ask at
  least 1 question related to the discussion topic
  during every small group session and then make at
  least 1 follow-up comment.

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Try some

• How will you identify a need?
• Document current level of functioning?
• Develop a measurable goal at least 2 measurable
  obj./benchmarks?

• Self- esteem
• Lack of organizational skills
• Non-compliance
• Anger management
• Disrespect
• Stereotypic behavior
• Off-task
• Out of seat
• Teasing taunting

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Additional Resources

• www.dpi.state.wi.us/dpi/dlsea/hmtopics.html
• www.pbis.org
• www.ttac.odu.edu
• www.state.ky.us/agencies/behave/homepage.html
• www.cecp.air.org
• www.calstat.org/annotated_plan.pdf

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More Resources

• www.disciplinehelp.com
• www.BehaviorAdvisor.com
• www.sopriswest.com
• www.hes-inc.com