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

Intervention Planning

Setting event

Hungry

Antecedent

Playing with teacher, & teacher gets up to leave

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 Behavior

Screams “no” and hits teacher

Teach/ Replace:

Teach a

functionally

equivalent replacement behavior Consequence

Teacher sits back down and continues to play

Reinforce:

Make

replacement

behavior access function

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 MO SW-PBS * FBA/BIP Evaluation Rubric

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

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

Setting Event

Difficulty with similar writing tasks

Triggering Antecedent

Writing sentences or paragraphs

Desired Behavior

Use writing strategies to

Problem Behavior

Draw on the paper, leave assigned area

Alternative Behavior

Request short break from writing tasks

Maintaining Consequence

Competence with writing tasks

Maintaining Consequence

Sent to timeout or to the office

Function

Avoid written language tasks

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

Setting Event Previous failure with similar tasks MO SW-PBS Triggering Antecedent Grade level reading and math tasks Desired Behavior Problem Behavior Colors on work; Puts head down Alternative Behavior Maintaining Consequence Maintaining Consequence Teacher ignores student Function Avoid reading and math tasks

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

Quiet when addressed by peers; Cries; Turns around and walks away Escape peer interaction Rips paper; Leaves work area and walks around the room Escape difficult tasks Pushes or hits peers Gain peer interaction

Desired Replacement Behavior

Use appropriate nonverbal signal or simple verbal phrase to respond to peers.

Appropriately seek assistance to initiate or complete work ( replace refusing to start a task) Use simple phrase(s) to initiate appropriate interactions with peers MO SW-PBS

MO SW-PBS

Activity:

Identify Desired Replacement Behavior

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) Identify and use resources to complete difficult tasks 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.) 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

MO SW-PBS

Sample Power Card

MO SW-PBS

Activity:

Identify Alternative Replacement Behavior

Activity:

Identify Desired and Setting Event Alternative Replacement Behaviors Triggering Antecedent Desired Behavior Problem Behavior Alternative Behavior Maintaining Consequence Maintaining Consequence Function MO SW-PBS

Activity:

Identify Desired and Setting Event Alternative Replacement Behaviors Triggering Antecedent Desired Behavior Problem Behavior Alternative Behavior Maintaining Consequence Maintaining Consequence Function 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