Improving Your Behavior Intervention Plans BIPs: Common Problems and Practical Solutions

1. Improving Your Behavior Intervention Plans (BIPs): Common Problems and Practical Solutions Jason Hicks, Ph.D. School Psychologist ECSE, SPS R-12 Schools Springfield, MO

2. Improving BIPs (Dr. J. Hicks) Behavioral Analysis: Strategies for selecting, implementing, and evaluating intervention programs based on lawful principles of behavior. Systematic use arose from Watson�s classical and Skinner�s operant conditioning experiments (1920�s-1960�s) Applied to educational-behavioral problems of children in the 1960s and 1970s.

3. Improving BIPs (Dr. J. Hicks) Term behavior management first coined in 1980s Standard in practice in psychology/therapy; highly effective for behavior disorders, elimination problems, anxiety and depression, eating disorders, substance abuse problems, etc. Frequently used with efficacy in educational/school settings; highly effective for learning problems, on-task time/work completion, aggressive behaviors, non-compliance, specific populations (AD/HD, PDD, MR, etc.)

4. This is HARD SCIENCE Fundamental rule of behavior management (supported by 100 years of educational and psychological research): Behaviors which are REINFORCED (NOTICED) INCRESASE in frequency. This can include unwanted/anti-social behaviors. Behaviors which are IGNORED will DECREASE in frequency. This can (and often does) include positive/pro-social behaviors in the classroom.

5. �and so is this� General Rules of Positive Behavior Management 1. Positive behaviors that are reinforced are more likely to occur again in the future 2. By providing a reinforcer DESIRED BY THE CHILD that is CONTINGENT on demonstrating a specific behavioral sequence, the rate of a desired REPLACEMENT BEHAVIOR can be increased (while unwanted behaviors will show a corresponding decrease if they are mutually exclusive) 3. Problem behaviors are less likely to occur again in the future when meaningful consequences are consistently applied

6. Improving BIPs (Dr. J. Hicks) Basic Procedures for BIP Development: Operationally Define Problem (IBSOM) is behavior Specific�Observable�Measureable? Interview/Observe (FBA) Gather Baseline Data (FBA) Conduct Reinforcement Survey Develop BIP (Reinforcers and Consequences) Train/Implement Monitor/Review/Revise Fade/Discontinue

7. Problems and Solutions CHILD HAS MENTAL HEALTH PROBLEMS, STRESSORS, TRAUMA, OTHER CONCERNS WHICH ARE PRIMARY AND MUST BE TREATED FIRST. Solutions: �referral for community-based mental health support. Obtain releases and collaborate. �access support from school-based providers (counselor and/or school psychologist) �fall back on high support mode in classroom (check-ins, high rate of reinforcement, building level counseling support, therapeutic storybooks, etc.)

8. Problems and Solutions THE CHILD HAS A SKILL DEFICIT (RATHER THAN A PERFORMANCE DEFICIT)�BUT THE BMP DOES NOT INVOLVE TEACHING/REINFORCING REPLACMENT BEHAVIORS. Solutions: �all BIPs should include the teaching of a replacement behavior which is incompatible with the problematic behavior. Hitting = Safe Hands. GIVE YOURSELF SOMETHING TO REINFORCE. �never create a program which consequences a child for not demonstrating a skill s/he does not have �TREAT ALL BEHAVIOR PROBLEMS AS SKILL DEFICITS

9. Problems and Solutions THE REINFORCER(S) SELECTED FOR THE BMP ARE NOT REINFORCING TO THE CHILD Know EVERYTHING about the student with behavior problems. Solutions: �create your own reinforcement survey and ALWAYS interview child. �For young children, non-verbal, or highly resistant students, provide �samples� for review �think about �large� to �parts� reinforcers (puzzles, magazines, lego kits, etc.) �Be sure to limit access to reinforcer at home for duration of the program �Rotate reinforcers/use menu