BIPs and IEPs

1. BIPs and IEPs

2. What will we cover? • Overview of IEPs • Quick review of behavior • Need for Behavior Intervention Plans (BIP) • Effective BIPs • Incorporating BIPs into IEPs WELCOME!

3. An Overview of IEPs • Written document • Developed by a team • Determines FAPE • Individualized • Tool for • Communication • Accountability • Management • Compliance & monitoring • Evaluation

4. 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

5. 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 Required Components

6. Cover All Bases • Meaningful parent participation • All the required participants • All required components

7. 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!

8. 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

9. Behavior: A Quick Review

10. 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?

11. Skill: student doesn’t know how Performance: student knows how but doesn’t do it Skill vs. Performance Deficits

12. Context of Behavior A  B  C Antecedent Behavior Consequence

13. Aspects of Target Behavior

14. Behavior is Complex Disability Family Habit Needs and Desires Culture Peers

15. It works! Copy-catting Testing limits Asserting independence Protection Feeling badly about self from Dr. Charles Smith (Kansas State Univ.) Why do kids misbehave?

16. What messages do we send to kids?

17. 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

18. Positive Behavioral Supports Individual • 1 - 7% of students • 20 - 25% of students • 70 - 75% of students (Lewis & Sugai, 1999) Selected • School-wide

19. Remember what you know! 4 + 4 = ?

20. 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 student’s behavior results in a change of placement

21. 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

22. Behaviors Occur for Many Reasons • Knowledge deficits • Communication • Sensory Needs

23. 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

24. Common Functions of Behavior • Attention • Escape • Power/control • Tangible reward • Peer affiliation • Justice/revenge

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

26. Support desired alternatives that allow student to meet their needs Make the current undesired behavior less effective in meeting the student’s need Behavior Intervention Plans...

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

28. Define observable behavior • Look or sound like? • Student says or does? • How often? • How intense? • Danger level? • What do you want instead?

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

30. Disruption of the Lesson “Math sucks! I’m not going to do this #@&*!” What might be typical responses?

31. 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 don’t talk like that in school…” Principal

32. 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

33. 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

34. Systems of teacher support • Staff collaboration • Technology • Peer Triads • Automatic triggers • Staff development

35. Peer Consequences • Be wary of consequences that group students w/ challenging behaviors • Instructional & pro-social consequences

36. Evaluating the BIP • Systematic review • Data collection • Communication • Criteria for success (long and short term)

37. 2 Components of a BIP • Teaching plan • Crisis plan

38. Teaching Plan • Definitions • Prevention • Intervention • Skill building

39. The best way to address undesirable behavior… …is to prevent it from happening in the first place!

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

41. Replacement or alternative behaviors Social skills General skills Problem solving Self management Skill Building

42. In an Emergency…. • De-escalate • Protect

43. Potential Potholes • No plan • No basis for plan • Plan not followed • No data on effectiveness

44. Incorporating BIPs into IEPs

45. Where in the IEP? • Present levels • Special factors • Annual goals • Program summary • Attached page

46. Reduce undesired behavior Increase display of desired behavior If Alternative Undesired Behavior is Displayed...

47. 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.

48. 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.

49. Target Various Aspects of Skill Development • Cognitive • List 2 strategies for... • Affective • Identify the emotion being displayed... • Behavioral • Increase number of times…

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