Bips_iep

BIPs and IEPs What will we cover?      Overview of IEPs Quick review of behavior Need for Behavior Intervention Plans (BIP) Effective BIPs Incorporating BIPs into IEPs WELCOME! 2 An Overview of IEPs  Written document  Developed by a team  Determines FAPE  Individualized  Tool for      Communication Accountability Management Compliance & monitoring Evaluation 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 Required Components     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 Cover All Bases parent participation  All the required participants  All required components  Meaningful 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! 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 Behavior: A Quick Review 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? Skill vs. Performance Deficits Skill: student doesn’t know how Performance: student knows how but doesn’t do it Context of Behavior ABC Antecedent Behavior Consequence Aspects of Target Behavior Student does not have the knowledge/skill to display the desired behavior Inappropriate or antisocial behavior in place of desired behavior Student has the knowledge/skill, but does not display the desired behavior No inappropriate or antisocial behavior is displayed Behavior is Complex Why do kids misbehave? It works! Asserting independence Copy-catting Testing limits Protection Feeling badly about self from Dr. Charles Smith (Kansas State Univ.) What messages do we send to kids? What typically happens when we intervene? takes time to change behavior  Behavior gets worse before it gets better  Spontaneous recovery  Low level behavior can escalate  It Positive Behavioral Supports Individual Selected - 7% of students  20 - 25% of students  70 1 School-wide - 75% of students (Lewis & Sugai, 1999) Remember what you know! 4+4=? 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  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 Behaviors Occur for Many Reasons Knowledge deficits Communication Sensory Needs 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 Common Functions of Behavior Attention  Escape  Power/control  Tangible reward  Peer affiliation  Justice/revenge  Effective BIPs    Clear definitions of behavior Appropriate consequences Addresses the environment, including teacher and peer behavior Evaluation plan  Behavior Intervention Plans...  Support desired alternatives that allow student to meet their needs  Make the current undesired behavior less effective in meeting the student’s need Focus on Positives    Positive behavioral interventions, strategies and supports Long-term behavior change only comes from positives Need to balance the equation Define observable behavior Look or sound like?  Student says or does?  How often?  How intense?  Danger level?  What do you want instead?  Appropriate Consequences  Nature of surface behavior has little to do with selecting an appropriate consequence The function of behavior should direct the consequences  Disruption of the Lesson “Math sucks! I’m not going to do this #@&*!” What might be typical responses? 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 Programs to Meet Common Student Needs School-wide or classroombased programs to help meet needs such as – peer affiliation – academic and social competence – leadership skills – self-direction and self-control 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 Systems of teacher support  Staff collaboration  Technology  Peer Triads  Automatic triggers  Staff development Peer Consequences Be wary of consequences that group students w/ challenging behaviors Instructional & prosocial consequences Evaluating the BIP   Systematic review Data collection Communication   Criteria for success (long and short term) 2 Components of a BIP  Teaching plan  Crisis plan Teaching Plan  Definitions Prevention Intervention Skill building    The best way to address undesirable behavior… …is to prevent it from happening in the first place! Interventions  Stopping the behavior once it starts but before it gets out of control Timeout, in-school suspensions, responsecost  Skill Building      Replacement or alternative behaviors Social skills General skills Problem solving Self management In an Emergency….  De-escalate  Protect Potential Potholes  No plan No basis for plan Plan not followed    No data on effectiveness Incorporating BIPs into IEPs Where in the IEP?  Present levels Special factors   Annual goals Program summary Attached page   If Alternative Undesired Behavior is Displayed...  Increase display of desired behavior  Reduce undesired behavior 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. Objectives/Benchmarks (Minimum of 2 per goal)  Observable and measurable behaviors for outcomes  Include: - Conditions - Specific, measurable, observable target behavior Example: Given a social situation with conflict and a list of socially acceptable  Outcome ways to address conflict, Michael will - Accuracy (be realistic) state at least 2 ways to address the - Time allotted / time frame conflict with 100% accuracy for 20 consecutive sessions. Target Various Aspects of Skill Development  Cognitive – List 2 strategies for...  Affective – Identify the emotion being displayed...  Behavioral – Increase number of times… Sexual harassment? What issues might have to be considered when exploring a behavior such as possible sexual harassment? Sexual Harassment  Present level: Samuel displays inappropriate sexual comments to females an average of 4 times/week.  Goal: Samuel will make appropriate comments when greeting and interacting with females within the school setting.  Objectives – Given a verbal, written or role-play situation, Samuel will be able to give socially appropriate greetings to females with 90% of opportunities for 3 consecutive weeks. – Samuel will reduce the number of office referrals for inappropriate sexual comments or gestures to less than 2/month for 4 consecutive months. A sample goal… Brenda will work independently and attend to a given task during a 20-minute school activity with only 1 teacher prompt for 7 of 10 class sessions. And the STOs…  Given 2 teacher prompts, Brenda will begin working within 1 minute after instructions are given and will work continuously for 8 minutes by the end of the 1st grading period. Given 2 teacher prompts, Brenda will begin working within 45 seconds after instructions are given and will work continuously for 12 minutes by the end of the 2nd grading period. Given 2 teacher prompts, Brenda will begin working within 30 seconds after instructions are given and will work continuously for 16 minutes by the end of the 3rd grading period.    Given 1 teacher prompt, Brenda will begin working within 20 seconds after instructions are given and will work continuously for 20 minutes by the end of the 4th quarter. Another example… Goal: Given 2 classes per day initially and increasing to a full day (8 periods) of classes, Joe will attend school regularly. STOs for Joe 1. 2. 3. 4. Given 2 classes per day plus morning check-in, Joe will attend 100% of his classes for 5 consecutive days. Given Joe’s input on which subjects to add, he will attend 4 of 4 classes plus morning check-in for 8 of 10 days. Given Joe’s input on which subjects to add, he will attend 5 of 5 classes plus morning check-in and lunch for 8 of 10 days. Given an 8 period day, Joe will attend all of his classes plus morning check-in and lunch for 8 of 10 days. One more… Goal: Given social skills training, Mary will participate in structured small group activities by remaining in the group, respecting personal space, and initiating a conversation 100% of opportunities. Mary, continued… 1. 2. 3. Given an instructional group of 3-4 children, Mary will remain in the group (on the rug or sitting at the table) for 5 minutes of a 20minute class by the end of the 1st quarter… Mary will keep her hands and feet to herself and remain at least 1 arm’s length away from other people 50% of opportunities… By the end of the 4th quarter, Mary will ask at least 1 question related to the discussion topic during every small group session and then make at least 1 follow-up comment. Try some… How will you identify a need?  Document current level of functioning?  Develop a measurable goal & at least 2 measurable obj./benchmarks?  • • • • • • • • • Self- esteem Lack of organizational skills Non-compliance Anger management Disrespect Stereotypic behavior Off-task Out of seat Teasing & taunting Additional Resources www.dpi.state.wi.us/dpi/dlsea/hmtopics.html www.pbis.org www.ttac.odu.edu www.state.ky.us/agencies/behave/homepage. html www.cecp.air.org www.calstat.org/annotated_plan.pdf More Resources www.disciplinehelp.com www.BehaviorAdvisor.com www.sopriswest.com www.hes-inc.com