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BIPs and IEPs

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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 An ... – PowerPoint PPT presentation

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Title: BIPs and IEPs


1
BIPs and IEPs
2
What will we cover?
  • Overview of IEPs
  • Quick review of behavior
  • Need for Behavior Intervention Plans (BIP)
  • Effective BIPs
  • Incorporating BIPs into IEPs

WELCOME!
3
An Overview of IEPs
  • Written document
  • Developed by a team
  • Determines FAPE
  • Individualized
  • Tool for
  • Communication
  • Accountability
  • Management
  • Compliance monitoring
  • Evaluation

4
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

5
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

6
Cover All Bases
  • Meaningful parent participation
  • All the required participants
  • All required components

7
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!

8
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

9
Behavior
  • A Quick Review

10
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?

11
Skill vs. Performance Deficits
  • Skill student doesnt know how
  • Performance student knows how but doesnt do it

12
Context of Behavior
  • A ? B ? C
  • Antecedent
  • Behavior
  • Consequence

13
Aspects of Target Behavior
14
Behavior is Complex
Disability
Family
Habit
Needs and Desires
Culture
Peers
15
Why do kids misbehave?
  • It works!
  • Copy-catting
  • Testing limits
  • Asserting independence
  • Protection
  • Feeling badly about self
  • from Dr. Charles Smith (Kansas State Univ.)

16
What messages do we send to kids?
17
What typically happens when we intervene?
  • It takes time to change behavior
  • Behavior gets worse
    before it gets better
  • Spontaneous recovery
  • Low level behavior can escalate

18
Positive Behavioral Supports
  • 1 - 7 of students
  • 20 - 25 of students
  • 70 - 75 of students
  • (Lewis Sugai, 1999)

Individual
Selected
  • School-wide

19
Remember what you know!
4 4 ?
20
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 students behavior results in a change of
    placement

21
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

22
Behaviors Occur for Many Reasons
  • Knowledge deficits
  • Communication
  • Sensory Needs

23
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

24
Common Functions of Behavior
  • Attention
  • Escape
  • Power/control
  • Tangible reward
  • Peer affiliation
  • Justice/revenge

25
Effective BIPs
  • Clear definitions of behavior
  • Appropriate consequences
  • Addresses the environment, including teacher and
    peer behavior
  • Evaluation plan

26
Behavior Intervention Plans...
  • Support desired alternatives that allow student
    to meet their needs
  • Make the current undesired behavior less
    effective in meeting the students need

27
Focus on Positives
  • Positive behavioral interventions, strategies and
    supports
  • Long-term behavior change only comes from
    positives
  • Need to balance the equation

28
Define observable behavior
  • Look or sound like?
  • Student says or does?
  • How often?
  • How intense?
  • Danger level?
  • What do you want instead?

29
Appropriate Consequences
  • Nature of surface behavior has little to do with
    selecting an appropriate consequence
  • The function of behavior should direct the
    consequences

30
Disruption of the Lesson
Math sucks! Im not going to do this _at_!
  • What might be typical responses?

31
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 dont talk like that in school
Principal
32
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

33
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

34
Systems of teacher support
  • Staff collaboration
  • Technology
  • Peer Triads
  • Automatic triggers
  • Staff development

35
Peer Consequences
  • Be wary of consequences that group students w/
    challenging behaviors
  • Instructional pro-social consequences

36
Evaluating the BIP
  • Systematic review
  • Data collection
  • Communication
  • Criteria for success (long and short term)

37
2 Components of a BIP
  • Teaching plan
  • Crisis plan

38
Teaching Plan
  • Definitions
  • Prevention
  • Intervention
  • Skill building

39
The best way to address undesirable behavior

  • is to
  • prevent it from happening in the first place!

40
Interventions
  • Stopping the behavior once it starts but before
    it gets out of control
  • Timeout, in-school suspensions, response-cost

41
Skill Building
  • Replacement or alternative behaviors
  • Social skills
  • General skills
  • Problem solving
  • Self management

42
In an Emergency.
  • De-escalate
  • Protect

43
Potential Potholes
  • No plan
  • No basis for plan
  • Plan not followed
  • No data on effectiveness

44
Incorporating BIPs into IEPs
45
Where in the IEP?
  • Present levels
  • Special factors
  • Annual goals
  • Program summary
  • Attached page

46
If Alternative Undesired Behavior is Displayed...
  • Reduce undesired behavior
  • Increase display of desired behavior

47
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.
48
Objectives/Benchmarks(Minimum of 2 per goal)
  • Observable and measurable behaviors for outcomes
  • Include
  • Conditions
  • Specific, measurable, observable target behavior
  • Outcome
  • Accuracy (be realistic)
  • Time allotted / time frame

Example Given a social situation with conflict
and a list of socially acceptable ways to address
conflict, Michael will state at least 2 ways to
address the conflict with 100 accuracy for 20
consecutive sessions.
49
Target Various Aspects of Skill Development
  • Cognitive
  • List 2 strategies for...
  • Affective
  • Identify the emotion being displayed...
  • Behavioral
  • Increase number of times

50
Sexual harassment?
  • What issues might have to be considered when
    exploring a behavior such as possible sexual
    harassment?

51
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.

52
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.

53
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.

54
Another example
  • Goal Given 2 classes per day initially and
    increasing to a full day (8 periods) of classes,
    Joe will attend school regularly.

55
STOs for Joe
  • Given 2 classes per day plus morning check-in,
    Joe will attend 100 of his classes for 5
    consecutive days.
  • Given Joes input on which subjects to add, he
    will attend 4 of 4 classes plus morning check-in
    for 8 of 10 days.
  • Given Joes 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.

56
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.

57
Mary, continued
  • 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
  • Mary will keep her hands and feet to herself and
    remain at least 1 arms 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.

58
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

59
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

60
More Resources
  • www.disciplinehelp.com
  • www.BehaviorAdvisor.com
  • www.sopriswest.com
  • www.hes-inc.com
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