BIPs and IEPs by MikeJenny

VIEWS: 14 PAGES: 60

									BIPs and IEPs
           What will we cover?

   Overview of IEPs
   Quick review of behavior
   Need for Behavior
    Intervention Plans (BIP)   WELCOME!
   Effective BIPs
   Incorporating BIPs into
    IEPs

                                          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          Participation in
    performance                 regular curriculum
   Annual goals and            and environment
    short term objectives      Standardized
    or benchmarks               assessment
   Special education          Progress reporting
    and other services         Special factors
   Transition
       Cover All Bases


 Meaningful  parent participation
 All the required participants
 All required components
 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      Student has the
                         the knowledge/skill to   knowledge/skill, but
                           display the desired    does not display the
                                behavior           desired behavior

  Inappropriate or
antisocial behavior in
   place of desired
      behavior


No inappropriate or
antisocial behavior is
      displayed
Behavior is Complex
Why do kids misbehave?


   It works!             Asserting independence

   Copy-catting          Protection

   Testing limits        Feeling badly about self


                     from Dr. Charles Smith (Kansas State Univ.)
What messages do we send to
          kids?
 What typically happens when
        we intervene?

 Ittakes time to change
  behavior
 Behavior gets worse
  before it gets better
 Spontaneous recovery
 Low level behavior can
  escalate
Positive Behavioral
     Supports
  Individual   1  - 7% of
                 students
 Selected       20 - 25% of
                 students

                70- 75% of
School-wide
                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            Make the current
    alternatives that           undesired behavior
    allow student to meet       less effective in
    their needs                 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               “Boys, we
                                           don’t talk
    have the same                         like that in
    consequences for all                   school…”
    students                  Principal
    Programs to Meet Common
          Student Needs
School-wide or classroom-
  based 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 & pro-
 social 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, response-
    cost
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,
Example: Given a social situation with        observable target behavior
conflict and a list of socially acceptable  Outcome
ways to address conflict, Michael will
state at least 2 ways to address the         - Accuracy (be realistic)
conflict with 100% accuracy for 20           - Time allotted / time frame
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.   Given 2 classes per day plus morning check-in, Joe
     will attend 100% of his classes for 5 consecutive days.
2.   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.
3.   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.
4.   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.   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 20-
     minute class by the end of the 1st quarter…
2.   Mary will keep her hands and feet to herself
     and remain at least 1 arm’s length away from
     other people 50% of opportunities…
3.   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   •   Self- esteem
  a need?                 •   Lack of organizational
                              skills
 Document current
                          •   Non-compliance
  level of functioning?
                          •   Anger management
 Develop a               •   Disrespect
  measurable goal & at    •   Stereotypic behavior
  least 2 measurable      •   Off-task
  obj./benchmarks?        •   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

								
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