Behavior Intervention Plans Developing a Competing Pathway MU

Behavior Intervention Plans: Developing a Competing Pathway MU Center for SW-PBS College of Education University of Missouri

Handouts • Behavior Intervention Plan Template • FBA/BIP Evaluation Rubric • Teaching Desired Long-Term Replacement Behavior Handout • Elementary Expectations Matrix MO SW-PBS

Expectations Be Respectful • Be an active listener • Use notes for side bar conversations Be Responsible • Silence cell phones—reply appropriately • Complete work within activities Be a Problem Solver • Ask questions as needed to clarify concepts or directions MO SW-PBS 2

Learner Outcomes • Identify defining features of behavior intervention planning from current best practice. • Work with sample scenarios to develop a competing behavior pathway MO SW-PBS 3

Behavior Intervention Plans (BIP) • A BIP defines how an educational setting will be changed to improve the behavioral success of the student. – The BIP describes how the environment will be changed to prevent occurrences of problem behavior. – The BIP describes the teaching that will occur to give the student alternative ways of behaving. – The BIP describes the consequences that will be provided to (a) reinforce/encourage positive behavior, (b) limit inadvertent reward of problem behavior and discourage problem behavior. MO SW-PBS

Setting event Antecedent Behavior Consequence Hungry Playing with teacher, & teacher gets up to leave Screams “no” and hits teacher Teacher sits back down and continues to play Teach/ Replace: Reinforce: Make replacement behavior access function Prevent: Reduce the likelihood of the problem behavior Neutralize or minimize the effects of setting events and antecedents to prevent the need for using the problem behavior Teach a functionally equivalent replacement behavior Function: Access adult attention Intervention Planning

Elements of a BIP • • Teaching Strategies Setting Event Strategies Antecedent Strategies Consequence Strategies Safety Strategies Implementation Plan Monitoring Strategies Generalization & Maintenance Strategies *Behavior Intervention Plan Template MO SW-PBS

High Quality FBA & BIP How will your team insure that you develop high quality behavior intervention plans with fidelity? FBA/BIP Evaluation Rubric *FBA/BIP Evaluation Rubric MO SW-PBS

Learner Outcomes ü Identify defining features of behavior intervention planning from current best practice. • Work with sample scenarios to develop a competing behavior pathway MO SW-PBS 3

Developing a Competing Behavior Pathway • The Competing Behavior Pathway model is used to create a link between the functional behavior assessment and the behavior intervention plan. MO SW-PBS

Competing Behavior Pathway MO SW-PBS

Developing A Competing Behavior Pathway Step 1 • The team copies the functional assessment summary statement into the behavior pathway diagram. MO SW-PBS

Developing a Competing Behavior Pathway MO SW-PBS

Identify Desired Replacement Behaviors Step 2: Identify Desired Replacement Behavior • What do you want the student to do instead of engaging in the problem behavior? • Desired behavior (long-term replacement behavior) • What skill(s) does the student need to learn to replace or meet the same function as the student’s target behavior and improve ability to be successful? • The desired replacement behavior should be linked to schoolwide expectations. MO SW-PBS

Desired Replacement Behavior • Teaching desired replacement behavior often requires teaching complex skills that the student is lacking, such as. . . – Academic deficits – Social Skills deficits – Communication deficits – Organizational/school skills deficits *Teaching Desired Long-Term Replacement Behavior Handout MO SW-PBS

Desired Replacement Behavior Problem Behavior Function Desired Replacement Behavior Quiet when addressed by Escape peer interaction peers; Cries; Turns around and walks away Use appropriate nonverbal signal or simple verbal phrase to respond to peers. Rips paper; Leaves work area and walks around the room Escape difficult tasks Appropriately seek assistance to initiate or complete work ( replace refusing to start a task) Pushes or hits peers Gain peer interaction Use simple phrase(s) to initiate appropriate interactions with peers MO SW-PBS

Activity: Identify Desired Replacement Behavior MO SW-PBS

Desired Replacement Behaviors • The gap may be very wide between the desired behavior and what the student is currently doing; therefore, the team will need to identify a short-term alternative behavior. MO SW-PBS

Alternative Replacement Behavior Alternative replacement behavior is. . . • An immediate attempt to reduce disruption & potentially dangerous behavior in the classroom • Designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable alternate behavior MO SW-PBS

Alternative Replacement Behavior Alternative replacement behavior. . . • Serves the same function as the problem behavior • Is easier to do and more efficient than the problem behavior − Requires less physical effort & provides quicker, more reliable access to desired outcome/response than problem behavior − Others respond immediately when the student uses the replacement skill, especially during initial instruction? − Ensure that replacement skills are encouraged and not inadvertently punished • Is socially acceptable MO SW-PBS

Alternative Short-term Replacement Examples Desired Replacement Behavior Alternative Short-term Replacement Appropriately seek assistance to initiate or complete work (to replace refusing to start a task) Use a nonverbal signal to indicate he or she is having difficulty with a task (e. g. place a post-it note on the task, use a power card*, etc. ) Identify and use resources to complete difficult tasks Use supplies specially selected for the student to complete difficult tasks Follow directions to initiate and persist to task Use “take a break” card as designated by the student and teacher MO SW-PBS

Sample Power Card MO SW-PBS

Activity: Identify Alternative Replacement Behavior MO SW-PBS

Activity: Identify Desired and Alternative Replacement Behaviors MO SW-PBS

Activity: Identify Desired and Alternative Replacement Behaviors MO SW-PBS

Activity: Identify Desired and Alternative Replacement Behaviors • Jo whistles and looks away when peers talk to her during free time activities. This results in peers walking away from her. • Glen shoves his book and rips his paper when the teacher directs students to begin work on independent math assignments requiring multiplication and division. This results in removal from the work area to a time out area. MO SW-PBS