What is a serious behavior problem

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					Psyc 5090 Spring 2000 Hesse         Hughes Law Regulations (interpreted by Ted Schoneberger)          1

What is a "serious behavior problem"?

The student's behaviors that are:
   1. Assaultive
   2. Self-injurious
   3. Cause serious property damage
   4. Or are comprised of other behavior problems which are:
           a. Severe
           b. Pervasive
           c. Maladaptive
           d. For which instructional/behavioral approaches specified in the student's IEP are
                found to be ineffective.

What shall be included in an FAA procedure:
   1. Gathering information from 3 sources:
           a. Direct observation
           b. Interviews with significant others, and
           c. Review of available data (e.g., assessment reports prepared by other
                professionals and other individual records).
   2. Systematic observation of the occurrence of the targeted behavior for:
           a. An accurate definition of the behavior
           b. A description of the frequency, duration, and intensity of the behavior
   3. Systematic observation of the immediate antecedents associated with the targeted
       inappropriate behavior
   4. Systematic observation and analysis of the consequences following the display of the
       behavior to determine the function the behavior serves for the individual, i.e., to identify
       the specific environmental or physiological outcomes produced by the behavior.
   5. The communicative intent of the behavior is identified in terms of what the individual is
       either requesting or protesting through the display of the behavior.
   6. Ecological analysis of the settings in which the behavior occurs most frequently.
   7. Factors to consider:
           a. physical setting
           b. social setting
           c. activities
           d. nature of the instruction
           e. scheduling
           f.   quality of the communication between the student and staff/other students
Psyc 5090 Spring 2000 Hesse            Hughes Law Regulations (interpreted by Ted Schoneberger)   2

          g. amount and quality of social interaction
          h. degree of choice
          i.   variety of activities
   8. Records review for health/medical factors that may influence behaviors (e.g., medication
      levels, sleep cycles, health, diet)
   9. Review of the history of the behavior: what were the previously used behavioral
      interventions and how effective were they?

What shall be included in an FAA report?

   1. A description of the targeted behavior:
          a. it's nature and severity in objective and measurable terms
          b. baseline data
          c. antecedents and consequences that maintain it
          d. functional analysis of the behavior across all appropriate settings in which it
             occurs.
   2. A description of the alternative behaviors:
          a. rate
          b. antecedents and consequences
   3. Recommendations to the IEP team, which may include a proposed behavior intervention
      plan.

What is a Behavior Intervention?
   1. The systematic design, implementation, and evaluation of procedures that result in
      lasting positive changes in the student's behavior.
   2. These procedures include instructional and environmental modifications, e.g., programs
      to teach skills acquisition and to reduce problem behavior
   3. These procedures are designed to provide the student: greater access to a variety of
          a. community settings
          b. social contacts
          c. public events
   4. These procedures
          a. ensure the student's right to a Least Restrictive Environment placement
          b. respect the student's human dignity and personal privacy
          c. assure physical freedom, social interaction, individual choice
   5. These procedures do not include procedures that cause pain or trauma.
Psyc 5090 Spring 2000 Hesse           Hughes Law Regulations (interpreted by Ted Schoneberger)    3

What is a Behavior Intervention Plan (BIP)?


   1. A written document that is developed when the student exhibits a serious behavior
      problem that significantly interferes with the implementation of the goals and objectives
      of the student's IEP.
   2. The BIP:
          a. shall be part of the student's IEP.
          b. implemented by, or be under the supervision of, staff with documented training in
               behavior analysis, including the use of positive behavioral interventions.
          c. shall only be used to replace specified maladaptive behavior(s) with replacement
               (alternative, acceptable) behaviors and shall never be used solely to eliminate
               maladaptive behaviors.
          d. shall be based upon a functional analysis assessment
   3. The BIP shall include the following:
          a. a summary of relevant and determinative information gathered from the FAA
          b. an objective and measurable description of the targeted maladaptive behavior(s)
          c. replacement positive behavior(s)
          d. goals and objectives specific to the BIP
          e. a detailed description of the behavioral interventions to be used and the
               circumstances of their use.
          f.   specific schedules for recording the frequency of
                   i. the use of the interventions
                   ii. the frequency of the targeted and replacement behaviors
          g. specific criteria for:
                   i. discontinuing the use of the intervention for lack of effectiveness OR
                   ii. replacing it with an identified and specified alternative
          h. criteria by which:
                   i. procedures will be faded or phased-out OR
                   ii. less intense/frequent behavioral intervention schedules or techniques will
                      be used.
   4. Those behavioral interventions that will be used in the home, residential facility, work
      site, or other noneducational settings.
   5. Specific dates for periodic review by the IEP team of the efficacy of the program.
   6. The frequency of the consultation to be provided by the Behavior Intervention Specialist
      to the staff members and parents responsible for implementing the plan.
Psyc 5090 Spring 2000 Hesse       Hughes Law Regulations (interpreted by Ted Schoneberger)       4

What may be included in positive programming for behavioral intervention?


   1. Altering the identified antecedent event to prevent the occurrence of the behavior.
          a. Examples:
                  i. providing choice
                  ii. changing the setting
                 iii. offering variety and a meaningful curriculum
                 iv. removing environmental pollutants, e.g., noise or crowding
                  v. establishing a predictable routine
   2. Teaching the student replacement (alternative) behaviors which produce the same
      consequences as the inappropriate behavior.
          a. Examples:
                  i. teaching requesting and protesting in a socially appropriate manner
                  ii. teaching alternative communicative modes as a replacement for
                     unacceptable attention-getting behaviors
                 iii. providing activities that are physically stimulating as alternatives for
                     stereotypic, self-stimulatory behaviors
   3. Teaching the student adaptive behaviors which ameliorate negative conditions that
      promote the display of inappropriate behaviors
          a. Examples:
                  i. choice-making
                  ii. self-management
                 iii. relaxation techniques
                 iv. general skill development
   4. Manipulate the consequences maintaining the targeted behaviors and replacement
      (alternative) behaviors so that the replacement behaviors more effectively produce the
      desired outcomes for the student.
          a. Example: positively reinforcing replacement behaviors while ignoring/redirecting
              target behaviors.
   5. When the target behavior occurs, strategies may include the following:
          a. the behavior (not the individual) is ignored.
          b. verbal and/or physical redirection to an activity
          c. provide the student feedback ("You are talking too loudly")
          d. acknowledge the message of the behavior (e.g., "You are having a hard time with
              your work")
          e. a brief, physical prompt to interrupt or prevent an instance of a "serious behavior
              problem"

				
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