COMPONENTS OF A BIP

1. COMPONENTS OF A BIP Preventing behaviors Teaching functionally equivalent, appropriate behaviors

2. IMPLEMENTING INTERVENTION PLAN Contextual fit of behavior plans * Characteristics of person for whom the plan is designed * Persons who are implementing plan * Actual physical environment

3. IMPLEMENTING INTERVENTION PLAN • Positive supports • In determining which intervention: • Would intervention have any effect on child beyond this behavior • Would a decrease in this behavior result in an increase/decrease in other behaviors

4. EXPANDED A-B-C MODEL • Focus on • How to manipulate or change antecedents • How to teach proactive skills to the child • How to manipulate the consequences

5. CHILD SKILLS • Many skills can be taught in proactive manner to child • Functional communication training • Type of training will depend upon individual • Response taught must be functionally equivalent • Taught around functions • May be non-verbal or verbal • Systems must be accessible • Provide practice in natural settings

6. CHILD SKILLS • Other skills: • Curriculum based • Social skills • Teach waiting skills • Teach replacement skills

7. CHILD SKILLS • Other skills • Self control/self regulation • Strategies • High probability request sequence • Tolerance for delay of reinforcement • Collaboration • Preferred item as a distracter

8. MANIPULATING ANTECENDENTS-CIRCUMSTANCES • What circumstances/context can be changed • Classroom • Environmental factors • Tasks • Communication level of teachers/peers • Social setting of the classroom • Routines and structure

9. MANIPULATINGANTECEDENTS- CIRCUMSTANCES • What circumstances can be changed • Developmentally appropriate curriculum tasks • Setting events (knowledge of) • Schedules

10. MANIPULATING CONSEQUENCES • Reinforcement and maintenance of behavior • Positive consequences are for teaching • Negative consequences are for stopping inappropriate behavior

11. DEVELOP REINFORCEMENT PLAN • Identify what rewards and reinforcers will be used • Tool: Preference Profile • Reward student frequently • Reward approximations • Keep reinforcers varied • Use more positive than negative consequences

12. DEVELOP REINFORCEMENT PLAN • Contingency management • Analyze context and function • Reschedule to avoid problem contexts • Increase level of engagement • Catch child being good • Teach functionally equivalent social and communication responses

13. WHAT IF BEHAVIORS CONTINUE • Most will be eliminated following positive programming. Some may continue: • Natural consequences are best • Any negative consequence, including time out, needs to be documented and agreed upon in IEP

14. FINAL THOUGHTS • Assessment is an ongoing process • Prevention is best cure for challenging behaviors

15. CRISIS MANAGEMENT • Goals: • Keep the student and staff safe • Stop the behavior • Not Goals: • Punish the student • Express adult anger

16. CRISIS MANAGEMENT (CONT.) • Methods • Prevent the crisis • Remove the student if possible-avoid physical confrontation • Remove the other students or prevent access to harmful item • Be concerned about people, not stuff • Re-direct if possible • Use stimulus change events