BIP Guidelines and Sample Strategies

8/10/2019 BIP Guidelines and Sample Strategies

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Guidelines and

Sample Strategiesfor the Behavior

Support Plan


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From: Babbara, L. & Knoster, T., Designing Positive Behavior Support

Plan, 1998 AAMR


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Antecedent and Setting-Event ModificationsStrategies Instructional Examples Social or Health Examples

Remove a * Avoid giving difficult work problems * Avoid giving caffeinated drinks

problem event. for independent seatwork. * Avoid bringing student to

* Avoid requiring repetitive tasks large crowds. (e.g., writing out spelling words). * Avoid exposing student to long

delays.

Modifya * Sorten lessons. * !ange voice intonation.

problem event. * "educe te number of problems * #odify a boring scedule.

on a page. * $se suggestive rater tan

* #odify instruction to decrease directive language (e.g.,

errors (e.g., errorless learning strategy). %&at sould you do now')

* ncrease lesson pace. * ncrease fiber in diet.

* reat te illness.

Intersperse * #ix difficult word problems wit * Scedule nonpreferred activitiesdifficult or un+ easy ones. (e.g., cleaning) among preferred

pleasant events * #ix mastered tasks wit acquisition activities (e.g., leisure).wit easy or asks for independent seatwork. * recede directives for nonpreferred

unpleasant events. activities (e.g., %-rus your

teet) wit easily followed directives

(e.g., %pen te cabinet/ coose your

favorite tootpaste).

Addevents * rovide coice of tasks, materials, * Scedule preferred activities in daily

tat promote and activities. routines/ involve student in planning

desired * nclude student preferences in to increase predictability.

beaviors. !urriculum development (e.g., * rovide a ric variety of activitiesmeaningful, functional curriculum). from wic to coose.

* $se cooperative learning strategies * rovide increased opportunities for

to encourage participation. social interactions before problems* State clear expectations for student arise.

performance at te start of eac * rovide opportunities for daily

lesson. exercise.

* romote a ealty diet.

Blockor * Allow te individual to take frequent * rovide opportunities for rest wen

neutrali0e te breaks during difficult work activities. te student is tired or ill.

impact of * "educe academic demands wen te * rovide time alone or time to

negative events. Student appears agitated or upset. regroup after a negativeexperience.


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Alternative Skills Interventions

Alternative Skills

To Be Taught Examples"eplacement Skills * eac te person to communicate, % need elp, to replace

ne+to+one replacement ead+banging during difficult situations.skills tat serve te exact * eac te student to initiate social interactions (e.g., %play

function as te problem wit me) to replace teasing peer.

beavior. * eac te student to play a video game, to replace finger

flicking during %down times.

1eneral Skills * eac organi0ational skills to prevent te individual from

broad skills tat alter becoming frustrated wen faced wit

multiple tasks.

roblem situations and * 2xpand social play skills so tat te cild as more

prevent te need for opportunities to make friends.

problem beaviors. * eac te individual to self+initiate activities using a picture

scedule to prevent boredom.

!oping and olerance * $se desensiti0ation tecniques to teac te individual toSkills tat teac students accept medical examinations.to cope wit or tolerate * eac te person to relax during stressful events.

difficult situations. * eac te person negotiation or conflict resolution skills.

* eac te person to control angry outbursts.


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ey are te positive alternative beaviors tat we teac tat servete same function as te misbeavior and are skills wic te

student can use trougout life in becoming a contributing member

of society.

"eplacement beaviors produce te same natural reinforcement as

te misbeavior, so tey don8t depend on arbitrary reinforcement

systems to be effective.


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RULES FOR SELE!I"# RE$LAEME"!

BE%A&IOR

'( e replacement beaviors sould be functionally equivalent wit temisbeavior.

)( e replacement beavior does not ave to be pysically similar to temisbeavior.

*( e replacement beavior does not ave to be pysically incompatible witte misbeavior.

+( e replacement beavior sould be similar to ow %same age peersbeavior to accomplis te same function.

,( e replacement beavior sould reflect te cild8s cultural eritage.

( o te extent possible, te selected replacement beavior sould be selectedfrom tose beaviors tat currently exist witin a student8s social repertoire.


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O"SE.UE"E I"!ER&E"!IO"S

ntervention urpose ntervention 2xamples

Increase Use of Replacement SkillsAlternative Skills + "espond to all requests for a %break immediately and consistently.

+ rompt peers to respond to te cild8s requests for play.

General or Coping and Tolerance Skills

+ $se praise and give stickers as rewards for solving word problems.

+ 3ave te individual self+record instances of controlling anger.99999999999999999999999999999999999999999999999999999999999999999999999999999999999999

Red/ce O/tcomes of - "edirect te individual to anoter activity or prompt er to use an$ro0lem Be1avior alternative skill.

+ rovide corrective feedback (e.g., %no, don8t urt :on).

+ mplement age+appropriate negative consequences (e.g., loss of

rivileges, time+out, restitution).99999999999999999999999999999999999999999999999999999999999999999999999999999999999999

risis Management + At first signs of crisis, engage te individual in a calming activity.

+ !lear oters from te area/ make room safer.

+ $se gentle restraint to prevent self+in;ury.


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Lifestyle Interventions

Types of Intervention Examples

./ality-of-Life . ncorporate opportunities for daily coice making in all routines.

* preferred activities ?. @evelop an action plan tat will move te student from a* inclusion segregated, to an inclusionary, scool setting.

. Sample prospective ;obs/ elp te individual to procure is coice

B. 3elp te student to participate in after+scool activities of er

coice (e.g., football games, dances.)

Maintenance . $se picture scedules to make daily routines predictable andexpansion) understandable to te student.

?. 3elp te student practice new skills in different settings. . @evelop te student8s problem+solving skills.

B. 3elp te student set and monitor goals.


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Self-1eck for 2esigning S/pport $lans

Antecedent and Setting-Event Modifications

@oes te plan include antecedent and setting+event modifications to

prevent problem beavior from occurring' 3 "

@oes te plan include modifications to make desired beaviors more likely' 3 "

Teaching Alternative Skills

@id your team consider all tree approaces to alternative+skill training

(e.g., replacement skills serve te same function as te problem beavior') 3 "

@o replacement skills serve te same function as te problem beavior' 3 "

@o general skills elp te individual prevent problem situations from occurring' 3 "

f te plan targets multiple alternative skills, are te ones tat produce te mostimmediate effect for te person taugt first' 3 "

Consequence Interventions

@oes te plan include consequence strategies for (a) strengtening alternative skills,

(b) reducing te pay+off for problem beavior, and (c) crisis management if necessary' 3 "

@o consequences for alternative skills produce outcomes tat are more effective or

efficient tan te problem beavior' 3 "

Are desired outcomes for te problem beavior reduced or eliminated' 3 "

@oes te crisis management plan address tree pases or a crisisC (a) escalation,

(b) eruption, and (c) de+escalation' 3 "

ifest!le Interventions

@oes te plan include supports tat will improve te individual8s quality of life' 3 "

@oes te plan include long+term adaptations tat will (a) elp te individual

maintain new skills, and (b) prevent problem beaviors from occurring' 3 "

"verall

Are te intervention strategies logically linked to te specific and global ypoteses' 3 "

@oes te plan reflect individual and family preferences' 3 "

Are all te intervention strategies (a) age+appropriate, and (b) acceptable for oter

people witout disabilities' 3 "


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!an te plan be carried out in everyday settings witout stigmati0ing te individual' 3 "

Documents

BIP Guidelines and Sample Strategies