Week 8 Lecture 5 Powerpoint

TCHLRN 570

Behavior Intervention Plan

Instructor: Jamie Akan

BIAS Reference Guide

FBA vs. BIP

FBA: Functional Behavior AssessmentBIP: Behavior Intervention Plan

Definition:

• FBA is a systematic process used to identify and understand the problematic behavior of a student, exploring its underlying functions and triggers, to develop targeted intervention strategies.

• BIP is a formal document that details the interventions that are designed based on findings from the FBA, specifying how to address and modify behavior effectively.

Data Collection:

• Direct Measures: This includes observation of the student’s behavior in various settings and collecting data through forms like frequency counts and duration measures.

• Indirect Measures: This includes gathering information via rating scales, surveys, and interviews with teachers, parents, and the student to get a broad perspective on the behavior.

Purpose of FBA:

• The primary objective is to gather comprehensive information about the behavior, aiming to hypothesize its function, such as whether it serves to gain attention, avoid tasks, or escape certain situations.

Purpose of BIP:

• The BIP outlines specific, individualized interventions aimed at reducing, replacing, or reinforcing behaviors that are disruptive or maladaptive. It serves as a guideline for staff to ensure consistent implementation of behavioral support strategies for the student.

• Additionally, the BIP documents updated procedures for staff to follow regarding interventions that align with the unique needs of the student.

Importance for Educators:

• The plan is crucial for educators as it supports effective management of classroom behaviors. It enhances the learning environment by promoting positive behavior support, thereby facilitating better academic and social outcomes for all students.

FBA Hypothesis:

• Definition: A succinct summary that explains the reasons behind the student’s behavior (its function).

• Example: "The student engages in [problem behavior] to [gain/avoid something] in response to [specific antecedent]." This helps in clarifying the context and motivations behind the behavior, guiding corrective measures.

Replacement Behavior:

• Definition: These are appropriate behaviors that fulfill the same function as the problem behavior but are socially acceptable.

• Example: If a student seeks attention by blurting out answers, they can learn to signal for attention by raising their hand. This alternative method encourages engagement without disrupting the class.

Preventative Strategies:

• Adjusting the triggers identified in the FBA, which may involve changing the classroom layout or altering schedules to minimize instances of challenging behavior.

• Modifying the environment based on FBA findings ensures that it is conducive to appropriate behavior and learning.

• Implementing strategies to anticipate and prevent the occurrence of the problem behavior, such as scheduled breaks or alternative activities.

Instructional Strategies:

• Explicit Instruction of Replacement Behaviors:

  • Methods: Direct instruction, modeling, role-playing, and reinforcement for desired behaviors.

  • Example: Staff will teach Kacey's visual schedule and its use during transition times and re-direction moments. Role-play and visual aids will be deployed frequently to acclimatize Kacey to different classroom environments.

  • Kacey will learn to use his break card when he feels upset, and this will be supported through a consistent timing and a tailored social story that he can refer to during stressful moments.

  • Additionally, self-management strategies such as deep breathing exercises and sensory strategies will be incorporated into structured lessons to help Kacey regulate his emotions and responses effectively.

Consequence Strategies:

• Techniques for managing behavior include:

  • Redirection of attention to appropriate activities when misbehavior arises.

  • Use of nonverbal cues to signal the need for adjustment in behavior.

  • Minimizing reinforcement of negative behaviors to discourage their recurrence.

  • Employing calming techniques in the moment to de-escalate situations effectively.

• Reinforcement of positive behaviors through consistent praise and rewards to encourage the repetition of those behaviors.

Progress Monitoring:

• Measuring Improvement: Tools such as A-B-C data (Antecedent-Behavior-Consequence), event recording, and scatter plots are utilized to track behavior and measure progress over time. Regular frequency of data collection is critical to evaluate the effectiveness of interventions and adjust strategies as necessary.

• Progress Monitoring Plan: This includes specific measurement criteria: defining the types of data to collect (frequency, duration, intensity), the tools used, and the frequency of collection needed for thorough tracking.

• A-B-C Data: This method documents antecedents, behaviors, and consequences to identify recurring patterns in behavior and helps to clearly illustrate the interaction between the behavior and its context.

• Daily and weekly monitoring involving collaboration among staff is essential for effective tracking of Kacey's progress and ensures accountability and consistency in implementation.

Crisis Management:

• Focused on staff training for effective crisis intervention and de-escalation techniques, ensuring that employees are equipped to manage situations where behavior poses risks to the student or others.

• Emphasis on informed intervention techniques enhances safety and supports a positive learning environment.

Cultural Considerations:

• Why They Matter: Behavior expectations may differ substantially across cultures which can influence communication styles and disciplinary approaches in the classroom.

• Incorporating culturally relevant strategies into behavioral interventions increases engagement, effectiveness, and buy-in from families and students.

• It is essential to ensure equity and consistency in behavioral interventions, taking into account the diverse backgrounds and experiences of students.

Do Now Tasks

1. Complete the competing behavior pathway in the FBA.

2. Determine the FBA hypothesis clearly based on observed data.

3. Determine the appropriate replacement behavior that aligns with the FBA findings.

4. Research effective intervention strategies corresponding to the identified target behavior/function.

Looking Ahead

• Enjoy Spring Break!

• Important Dates:

  • Meeting with FBA/BIP group to discuss and strategize interventions.

  • IEP revisions are due by March 28.

  • Prepare for workloads concerning FBA, seclusion, and restraint policies during the asynchronous week ahead.