Behavior Intervention Plans

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Behavior Intervention Plans

• Susanne Okey
• Winthrop University

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Purpose of FBAs and BIPs

• To gather the necessary information so that we
  can develop effective strategies to address
  those behaviors that interfere with learning and
  threaten safety.

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FBAs and BIPs

• A team effort

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FBAs

• Function of behavior
• To gain something
• To escape/avoid something
• FBA determines the function of the target
  behavior

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• FBA determines the context of the behavior
• Settings
• Conditions
• Types of activities

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• FBA results in an hypothesis regarding the
  function of the behavior
• When Adam is asked to complete word problems
  during math, he curses and throws his book on the
  floor.

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• After completing a FBA the team determined that
  the function of Adams behavior was to avoid the
  task by being sent to ISS.
• The team also learned that Adam had difficulty
  with the language used in the math text book.

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Positive Behavior Support

• Interventions based on teaching rather than
  controlling
• Suppressing inappropriate behavior results in
  further attempts by student to meet his/her
  needs, usually in inappropriate ways
• Teaching new, appropriate behaviors addresses the
  source and the problem

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BIPs include strategies to

• Teach student more acceptable ways to get what
  he/she wants, e.g. Replacement behaviors
• Decrease future occurrences of the misbehavior
• Address repeated episodes of the misbehavior

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Replacement behaviors

• Behaviors that serve the same function as the
  inappropriate behavior
• Asking to be left alone
• Using conflict resolution skills
• Using instructional strategies
• Tolerating delay
• Using self-management techniques

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Decrease future occurrences

• Setting events that make behavior more likely to
  occur
• Physical arrangement of classroom
• Management strategies
• Seating arrangements
• Sequence of academic instruction

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Decrease future occurrences

• Manipulate antecedents
• Teacher instructions
• Instructional materials

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Decrease future occurrences

• Manipulate consequences
• Precise praise/feedback
• Principles of reinforcement
• DRO
• Shaping (successive approximations)
• Student contracts
• Group motivational strategies

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Components of a BIP

• Identify the function of the behavior
• Select a replacement behavior
• Design a teaching plan
• Arrange the environment
• Develop consequences for desired and undesired
  behavior
• Write behavioral objectives

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Replacement behaviors

• Make problem behavior
• Irrelevant
• Inefficient
• Ineffective

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Selecting replacement behaviors

• Problem Attention seeking behavior
• Effective interventions
• Keep student from engaging in inappropriate
  behavior
• Teach replacement behavior
• Practice new behavior
• Reinforce new behavior

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• Behavior
• Anne pushes other girls on the playground.
• Function of behavior
• She wants to play with them.
• Replacement behavior??

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Selecting replacement behaviors

• Problem Escape/avoidance behaviors
• Teach socially acceptable replacement behavior
  such as, asking for help, signals
• Provide more appropriate assignments (curricular
  accommodations)

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• Provide strategies and/or supports (instructional
  modifications)
• Pair undesired activity with desired activity

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• Behavior
• Sarah ignores teacher requests to participate in
  group discussions
• Function of behavior
• Sarah does not want to look dumb in front of her
  friends
• Replacement behavior?

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Positive interventions must

• Be aligned with assessment information
• There is no one size fits all when it comes to
  replacement behaviors
• Learning outcomes must be complemented by
• Teacher actions
• Instructional materials
• Monitoring systems

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• Skill deficits
• Performance deficits
• Motivation
• Discrimination

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Which intervention

• Aligns with function of behavior
• Is most appropriate given student needs and
  present levels of performance
• Directly teaches target behavior
• Is least intrusive, least complex
• Will change behavior quickly and easily
• Unlikely to produce negative side effects

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Which intervention

• Has evidence of effectiveness with targeted
  behavior
• Is most acceptable to person responsible for
  implementation
• Is most acceptable to student
• Is most likely to promote replacement behavior
  that occurs and will be reinforced in natural
  environment
• Has most system-wide support