When Your Child Has a Behavior Goal or Intervention Plan SCIA PROCESS

1. When Your Child Has a Behavior Goal or Intervention PlanSCIA PROCESS Karen Ann Breslow, M. A. Rosemary Wood, Ed.D. SELPA Program Coordinator Assistant Director of Special Education 25 APRIL 2019

2. A ship is safe in harbor . . . . but that’snot what ships are built for.

3. Let’s start with a common language!

4. Basic Concepts of Behavior Management

5. What is a challenging behavior? First, what is behavior? Everything that people do. What constitutes a challenging behavior is one that impedes a student’s learning or the learning of others. Typically, these include behaviors that are disruptive, assaultive, or those that result in property destruction.

6. Why do challenging behaviors occur? All behavior is for a reason- to GET something, or to AVOID something When a student acts out, they are trying to tell us something. All behaviors have communicative intent. The IEP Team members must teach students a replacement behavior that is just as efficient as the target behavior. Some of this work may be applicable in your home!

7. Behavior 101 - the ABCs When we accept that behavior does not occur in a vacuum, it is important to look at the different aspects of a behavioral incident… the ABCs Antecedent: whatever happens before the behavior Behavior: what the person does that we are interested in Consequence: whatever happens after the behavior

8. Examples: You give your child a direction they comply You say “Thank you.” You give your child a direction They put their head down on the table You console them A B C A B C

9. Positive OR Negative

10. Example

11. How are Target Behaviors Defined? Problem behaviors/skill deficits are the discrepancy between what is happening and what is expected Therefore, the problem and the desired behavior/skill must BOTH be defined This helps define a student’s Baselines- (PLOPS, Goal pages) Goals-(PLOPS, Area of Need) Negative impact on learning Need for intervention (Special Factors Page)

12. Assessing Behavior-RtI Stage:

13. Assessing Behavior-RtI Stage:

14. Adding Behavioral Goals to the IEP Making goals targetedwith quantifiable benchmarks and goals A goal is a realistic, measurable, time-dated target of accomplishment in the future. What are S.M.A.R.T. goals?

15. Relevant pages of the IEP Present Levels of Performance Special Factors Goals

16. Assessing Behavior Requires an Assessment Plan for • Interviews; parents, staff, student • Behavioral scales • Reinforcement inventories • Classroom observation

17. Defining the Behavior/Problem Operational definitions describe what the behavior looks like and helps identify why it is impeding learning! Assessment will specify: Frequency Intensity => Present Levels/ Duration Baseline

18. Reasonsto collect data To understand the problem To determine the efficacy of current instructional & intervention strategies Ongoing progress monitoring Collecting & reporting data establishes accountability Assists in defining goals and objectives

19. How is a Data Collection System Chosen?

20. How are the Functions of Behaviors Identified Environment What classroom/playground/lunch room conditions are in place at the time the problem occurs Antecedents The events that set the stage for the behavior Behavior The identified problem Consequence Reinforcers and maintainers of the identified problem-what happens after the behavior

21. What does the assessment process look like in Redwood City schools? • Assessment process • Role of school psych • Goals • BIPs • Parent interviews- the expert on every child • Collaborative team effort

22. Your interview-YOU are the expert on your child! Any sensitive questions are to get to your child’s underlying Social/Emotional needs: • Emotional safety • Relational safety • Physical safety • Safe physical environment • Trauma in the past and/or currently • Social media pressure • Mental Health • Learning disabilities (The Heart of Learning: Compassion, Resiliency, and Academic Success (Ray Wolpow, et.al.) http://www.k12.wa.us/compassionateschools/pubdocs/TheHeartofLearningandTeaching.pdf

23. Who to share your concerns? • Your child’s teacher • Your child’s case manager • Your child’s principal • The school psychologist • District Office – Maggie Hong, Program Specialist or Rosemary Wood, Ed.D., Assistant Director

24. Antecedent Management Common Antecedents: • Getting started with chores • Ending a fun activity to do something not so fun • When you’ve said no to a request • Provoked by a peer or sibling • During their free time • When your attention is on something/someone else and they want you Discuss with your elbow partner any ideas you have for handling these trouble spots. Possible Solutions: • Use an ‘ease in’ strategy • Provide countdown or reminders prior to ending a task • Provide rationale and information about when the object/activity will be available • Move seats in the car or separate rooms, or • Use distraction (intervene before peer interaction) • Fill ‘down-time’ with structured tasks • Provide frequent non-contingent attention

25. Consequence Management Remember consequence means whatever happens after the behavior of concern. Consequences can be reinforcing or punitive. Common Consequences: • Told to stop • Redirected to another activity • Direction removed • Peer/sibling responds (laugh, talk, look) • You walk away after a tantrum • You give them what they want in exchange for what you want from them Think about each of these and in which circumstances would each example function as reinforcement vs. punishment. Possible Solutions: • Withhold attention • Prompt alternative behavior that is not a preferred activity • Allow time to cool-down • Remind of incentives for complying with expectations • Maintain demand

26. Time for PERSONAL reflection • What are your child’s antecedents (triggers) and how will you change the way you approach the situation? • How are you going to respond differently to the behavior you want to change (new consequences)?

28. Behavior Intervention Plans

29. Behavior Intervention Plans - the Basics • Behavior Intervention Plans should result as an outcome of an assessment - usually a Functional Behavior Assessment • Is there a referral process? • Who conducts FBAs and takes the lead in drafting BIPs? • Who is responsible for implementing the BIP? • If the team develops a BIP, where else is this documented? • Notes, present levels, special factors, services page

30. After the IEP • Once the team has agreed on a final version of the BIP, strategies, supports and tools should be implemented as soon as possible • All stakeholders are trained • Plan has been reviewed with other relevant staff members • Materials are created • Plan is reviewed with student with student input where appropriate • Plan should be implemented with fidelity for a period of time (usually 4-6 weeks) before changes are made • Plan needs to be updated - when the environment changes, when data show possibility of other functions or major changes in trends, at least annually

31. At the next IEP: • BIPs are reviewed annually • Progress on goals is documented • The next set of goals and reiteration of the BIP should reflect greater student self-regulation, with services being faded to an appropriate and less intense amount

32. *Prompting Hierarchies

33. Need more information? Visit the Resource Parent Council website at: http://www.smcoe.org/learning-and-leadership/special-education-local-plan-area/resource-parent-council/

34. SPECIAL CIRCUMSTANCES INSTRUCTIONAL ASSISTANCE (SCIA) Providing Support to Increase Student Independence

35. IDEA • 1997 amendments to IDEA allows “paraprofessionals and assistants who are appropriately trained and supervised, in accordance with State law, regulations, or written policy . . . to be used to assist in the provision of special education and related services to children with disabilities.”

36. Successful Kids are Independent • Take responsibility for own learning and actions • Utilize natural supports for assistance • Generalize skills in a variety of settings • Develop positive peer interactions • Develop skills to become life-long learners

37. Advantages of 1:1 aides • Support in General Education Setting • Behavior Interventions • Medical Issues • Instructional Assistance • Mobility

38. Disadvantages of 1:1 aides • Lack of Independent Functioning • Training May Not Be Adequate • Hovering Assistants • Teacher role becomes clouded • May impeded Social Skills Development • CodependentCommunication Patterns • Peers Reluctant to Socialize

39. Evaluate the Student’s SpecificNeed for Assistance The SCI Assistance Evaluation Process

42. A ship is safe in harbor . . . . but that’snot what ships are built for.