Creating Effective Behavioral Creating Effective Behavioral Intervention Plans for Aggressive Intervention Plans for Aggressive

ChildrenChildren

Portions of this presentation was developed by Richard Van Acker, Ed.D. (University of Illinois – Chicago), Lynn Boreson (WDPI) and Tom Petterton (CESA 12)

Trudie Hughes, Ph.D. University of Minnesota – Duluth

Characteristics of Aggressive Characteristics of Aggressive YouthYouth

What is aggressive behavior?– Natural response for young children who have not

learned how to control their bodies or their environment.

– Environment and Genes contribute to aggressive behavior.

– The issue is how anger, power and competitiveness is expressed by an individual child.

– No single factor can predict who is likely to exhibit aggressive and violent behavior.

Aggressive behaviors include: Aggressive behaviors include:

Name calling Gossiping Spreading rumors Encouraging others to

reject or exclude someone

Threatening or intimidating others

Malicious teasing or taunting

Pushing Hitting Slapping Biting Kicking Hair pulling Stabbing Shooting Rape

Warning signsWarning signsPreschooler School aged Adolescent

Many tantrums in a day & cannot be calmed

Difficulty paying attention and concentrating, disruptive in class

Resists authority

Aggressive outburst with no apparent reason

Often gets into fights Is not respectful of the feelings or rights of others

Excessively active, impulsive and fearless

Is quick to anger, blame, and seek revenge

Relies on power and aggression to solve problems

Poor adherence to rules, low frustration tolerance

Is preoccupied with aggression in games and television

Does not do well in school, cuts classes, gets suspended or drops out

Fighting with peers and hitting adults, engages in play with violent themes

Is cruel or violent with pets Becomes involved with gangs, possible involvement with stealing or acts of vandalism

Does not seem attached to parents

Is often rejects by peers and seeks out other aggressive children.

Uses alcohol and/or other addictive substances

http://www.aboutourkids.org/aboutout/articles/aggrssion.html

Things to RememberThings to Remember

When behavior is a concern, no matter the disability, do a FBA.

Behavior interventions are to be positive. Behavior interventions are to teach

replacement skills not just to eliminate the behavior(s).

Include interventions and/or Behavior Intervention Plan in the IEP.

Follow and implement the IEP.

Behavior interventions/ Behavior Behavior interventions/ Behavior plans required when: plans required when:

Students has behavior(s) that interfere with his learning or the learning of others.

Conditional procedures are proposed. Behavior was a manifestation of the

disability. FBA was completed. IEP team determines it is appropriate.

BEHAVIOR SUPPORT BEHAVIOR SUPPORT PLANSPLANS

Current & Proposed federal regulations –– IEP team to consider “strategies, including

positive behavioral interventions, strategies, and supports” to address the behavior of a child whose behavior impeded his or her learning or that of others.

FUNCTIONAL BEHAVIOR FUNCTIONAL BEHAVIOR ASSESSMENT and the LAWASSESSMENT and the LAW

Key Federal Legislation 1964 Civil Rights Act 1965 Elementary & Secondary

Education Act 1973 Rehabilitation Act 1975 Educational for All Handicapped

Children Act 1986 Part H added

Key Provision in MinnesotaKey Provision in Minnesota

“This Policy is intended to encourage the use of positive approaches to behavioral interventions. The objective of any behavioral intervention must be that pupils acquire appropriate behaviors and skills. It is critical that behavioral intervention programs focus on skill acquisition rather than merely behavior reduction or elimination.

Key Provision con’t Key Provision con’t

“Behavioral intervention policies, programs, or procedures must be designed to enable a pupil to benefit from an appropriate, individualized educational program as well as develop skills to enable them to function as independently as possible in their communities.” M.R.3525.0850

FUNCTIONAL BEHAVIOR FUNCTIONAL BEHAVIOR ASSESSMENTASSESSMENT

MN legal definition includes: “…process to gather information…” “…description of problem behaviors…” “…identification of events, times and

situations that predict… the behavior…” “…identifies the antecedents, consequences

and reinforcers that maintain the behavior…”

Typically recognized as bullying behavior Typically punitive & may be excessively

harsh Typically not consistent in application Action of school may be defined by social-

economic status of student

School response

Manifestation Determination must Manifestation Determination must be conducted when:be conducted when:

A parent requests, Student is suspended for 5 or more

consecutive days, Student is suspended for more than 10

cumulative days in a school year, A removal for disciplinary reasons constitutes

a change of placement, The district proposes to exclude or expel.

MANIFESTATION MANIFESTATION DETERMINATIONDETERMINATION

Must review student’s file, IEP, teacher observations and relevant information from the parents and then determine– If the behavior in question “was caused by, or

had a direct and substantial relationship to, the child’s disability”

– If the behavior was the “direct result” of the district’s failure to implement the IEP.

Common Functions of Common Functions of BehaviorBehavior

Attention Escape Power/control Tangible reward Peer affiliation Justice/revenge

What typically happens when What typically happens when we intervene?we intervene?

It takes time to change behavior

Behavior gets worse before it gets better

Spontaneous recovery Low level behavior can

escalate

Purpose of a BIPPurpose of a BIP

A BIP is to spell out what behaviors are being targeted for change and how change will be handled

When do you need a BIP?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 Base the BIP on a Functional Behavioral AssessmentBehavioral Assessment (FBA)(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

What is Functional Behavioral What is Functional Behavioral AssessmentAssessment

Process for gathering information that can be used to maximize the effectiveness and efficiency of behavioral supports

Components of FBAComponents of FBA

1. A clear description of the problem behaviors Identification of events, times, and situations that

predict occurrence and nonoccurrence of the behavior

3. Identifies the antecedents, consequences and reinforcers that maintain the behavior

4. Identify possible positive alternative behaviors 5. Include a variety of data collections methods 6. Development of hypotheses and summary

statements regarding behavior patterns

Required elements for BIPsRequired elements for BIPs Description of previously tried

interventions Clear definitions of targeted

behavior Description of the interventions that

will be used Measurable description of the

behavior changes you expect to see Description of how the success of the

interventions will be measured Evaluation plan – a schedule for

when/how often the plan will be reviewed and how information will be shared with home and school

Description of a crisis plan

Behavior Intervention Plans...Behavior Intervention Plans... Support desired

alternatives that allow student to meet their needs

Focus on positive behavioral interventions, strategies and supports

Make the current undesired behavior less effective in meeting the student’s need

Define observable behaviorDefine observable behavior

Look or sound like? Student says or does? How often? How intense? Danger level? What do you want

instead?

Appropriate ConsequencesAppropriate Consequences

Nature of surface behavior has little to do with selecting an appropriate consequence

The function of behavior should direct the consequences

For example: Disruption of the lesson. What might be a typical responses?

Peer ConsequencesPeer Consequences

Be wary of consequences that group students w/ challenging behaviors

Instructional & pro-social consequences

Evaluating the BIPEvaluating the BIP

Systematic review

Data collection

Communication

Criteria for success (long and short term)

2 Components of a BIP2 Components of a BIP

Teaching plan

Crisis plan

Teaching PlanTeaching Plan Definitions Prevention

– The best way to address undesirable behavioris to prevent it from happening in the first place!

Intervention– 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

Crisis Plan: In an Crisis Plan: In an Emergency….Emergency….

De-escalate

Protect

Potential PotholesPotential Potholes No plan

No basis for plan

Plan not followed

No data on effectiveness

Annual GoalsAnnual Goals

Reasonably be accomplished in 12 months

Observable and measurable outcomes to demonstrate progress

Example: 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.

Objectives/BenchmarksObjectives/Benchmarks(Minimum of 2 per goal)(Minimum of 2 per goal)

Include:– Identify learner

– Identify target behavior

- Conditions

- Identify criteria in measurable terms

Outcome- Accuracy (be realistic)

- Time allotted / time frame

Example: 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.

Try some…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

Additional ResourcesAdditional 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 ResourcesMore Resources

www.disciplinehelp.com

www.BehaviorAdvisor.com

www.sopriswest.com

www.hes-inc.com