Positive Behavior Plans: Best Practice for an effective plan

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Positive Behavior Plans Best Practice for an
effective plan
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What is a behavior plan?

• Strategies for teachers/staff to use to directly
  teach a student social and behavioral skills
• Focuses on antecedent changes rather than
  behavior reduction strategies (time out or other
  negative consequences)

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Who is responsible for writing the plan?

• Case manager
• Psychologist
• Social Worker
• Student
• Parent
• Administrator
• Teacher(s)

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Team Responsibilities . . . .

• Psychologist - usually responsible for writing
  the FBA. Information from a good FBA can be the
  outline and foundation for a behavior plan!
• Social Worker/Administrator - can help generate
  strategies, provide bottom-line, problem-solving
  or consequences
• Parent - can provide important historical context
  and information about triggers, long-standing
  behavior patterns, strategies and home/school
  collaboration
• Teacher - can provide observations ideas for
  various settings, triggers, social rewards and .
  . . ..
• l

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Responsibilities cont. . . .

• Student - VERY important to interview student
  regarding possible possible reinforcers/rewards/an
  tecedent changes!!
• Case Manager - responsible for the actual writing
  of the plan the team member who usually has the
  most knowledge of the student and students needs

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BIP should include

• Target behaviors (challenging behaviors and
  replacement behaviors)
• Antecedents
• Purpose of behavior/Rationale for plan
• Instruction/Strategies
• Reinforcement Plan
• Behavior Reduction
• Data Collection
• Generalization

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Target Behaviors

• Behaviors to be increased and to be decreased
  sometimes labeled challenging behaviors and
  replacement behaviors

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Antecedents/Setting Events

• This refers to possible triggers in the
  environment for the behavior.
• Triggers can be slow (student does not sleep well
  and is tired/irritable) or fast (student is
  handed a classroom assignment that is difficult
  and causes frustration)
• This describes how teachers can change what they
  do before a problem behavior occurs.

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Purpose of the Behavior/Rationale for the plan

• The hypothesized purpose of students
  noncompliant behavior is to avoid work that is
  difficult and frustrating. This plan is needed
  to encourage student to attempt work, to increase
  work completion and to experience and build on
  academic success.

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Instruction/Strategies

• Describe how the replacement behaviors or
  prosocial skills will be taught.

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Reinforcement Plan

• Describe
• what reinforcement will be used to increase the
  desired behavior
• How often the reinforcement will be given
• How much reward or reinforcement will be given

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Behavior Reduction

• Describe a plan for redirection to new behavior
• Describe the use of proximity control, e.g. move
  to the student when
• correcting or redirecting behavior
• Describe brief time-out from reinforcement

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Data Collection System

• What information will be collected?
• How will the information be collected?
• How often will the information be collected?

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Generalization

• Write brief plan for staff
• Collect simple data
• Fade

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IMPORTANT Ideas

• Focus on only a few things at a time its better
  to do a few things well than many things poorly
  (prioritize!).
• Catch them being good - rather than wait for
  students to misbehave and then reprimand.
• Teachers should pay most of their attention to
  students when they are doing what the teacher
  wants them to do.

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More IMPORTANT Ideas

• Any good behavior plan should be two-thirds
  written positive social skills instruction/reinfor
  cement and only one third behavior reduction.
• Novelty is reinforcing for most students break
  the routine! Surprise with feedback! celebrate
  success! recognize growth!
• The place to start when writing a BIP is the FBA!

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Still more IMPORTANT ideas

• Brief, intermittent reinforcement, (i.e. looking
  up and smiling at student, giving reinforcing
  feedback, walking past a student and commenting
  on their work) is the best way to increase
  on-task, in-place, and attending behavior.
• Highlights of the BIP must be in the adaptation
  section of the students IEP.
• Students IEP should contain a behavior goal
  directly tied to the BIP.

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A few more IMPORTANT Ideas

• Student behavior will only change if teacher or
  other staff behavior changes.
• In the world of BIPs, if you cant measure it, it
  does not exist.
• Behavior which is maintained by punishment,
  avoidance of punishment or fear of punishment, is
  weak, does not generalize beyond the person who
  provides the punishment and breaks down quickly
  in the absence of the punishment

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Resources used for presentation

• Best Practice in Writing Behavior Plans, Safe
  Schools/Healthy Students Program Don Kodluboy
  and Rob Purple, September 30, 2005.
• Addressing Challenging Behavior Functional
  Behavior Assessment Positive Behavioral
  Intervention and Supports Minnesota Center for
  EBD Training Support, 2004.
• Addressing Student Problem Behavior - An IEP
  Teams Introduction to Functional Behavior
  Assessment and Behavior Intervention Plans The
  Center for Effective Collaboration and Practice,
  January 16, 1998.