Tips on BIPS: Tips on BIPS: Examples and Strategies for Examples and Strategies for Developing Effective Behavior Developing Effective Behavior Intervention PlansIntervention Plans

Christine Christle, Ed.D.Christine Christle, Ed.D.University of South CarolinaUniversity of South Carolina

OverviewOverview

Why BIPs don’t workWhy BIPs don’t work What makes a successful BIP?What makes a successful BIP?What parts of the BIP are most What parts of the BIP are most

troublesome for you?troublesome for you? Possible SolutionsPossible Solutions ExamplesExamplesDiscussionDiscussion

What is a BIP?What is a BIP?

A A BBehavior ehavior IIntervention ntervention PPlan lan to:to: Teach desired behaviorTeach desired behavior Reduce or eliminate problem Reduce or eliminate problem behaviorbehavior It must include a FBA which It must include a FBA which must include an ABC…must include an ABC…

Why BIPs don’t workWhy BIPs don’t work

Not based on a FBA with ABC dataNot based on a FBA with ABC dataGoal unclearGoal unclearLack of buy-in by student, adults, parentsLack of buy-in by student, adults, parentsWeak fidelityWeak fidelityInconsistencyInconsistencyNo supportsNo supportsLack of progress monitoringLack of progress monitoringLack of self-monitoring Lack of self-monitoring Failure to phase out supports to self-Failure to phase out supports to self-managementmanagementOthers?Others?

What is an ABC?What is an ABC?

A method of observing and recording A method of observing and recording behavior that helps us determine the behavior that helps us determine the function of the behavior:function of the behavior:

Includes Includes The settingThe setting AAntecedent = what happens before ntecedent = what happens before BBehavior = what the problem isehavior = what the problem is CConsequence = what happens afteronsequence = what happens after

ABC ProblemsABC Problems

Lack of time to observeLack of time to observe

Lack of trained people available to Lack of trained people available to observe observe Setting events not considered or Setting events not considered or

describeddescribed Antecedents missed or inferred rather Antecedents missed or inferred rather

than observedthan observed Consequences missed or inferred rather Consequences missed or inferred rather

than observedthan observed

Others?Others?

Possible SolutionsPossible Solutions

Trade off with other teachersTrade off with other teachers

PracticePractice

Ask for trainingAsk for training

Other ideas?Other ideas?

FBA = Functional Behavior FBA = Functional Behavior AssessmentAssessment

Process to help determine Process to help determine motivation of the student’s motivation of the student’s behavior behavior Gather informationGather information Review recordsReview records InterviewsInterviews Observations - ABCObservations - ABC

FBA ProblemsFBA Problems

Problem Behavior not well-defined or Problem Behavior not well-defined or measurable – no ABCs completedmeasurable – no ABCs completed

Desired Behavior (typical) unrealistic Desired Behavior (typical) unrealistic for this studentfor this student

Consequences not defined for Consequences not defined for problem and desired behaviorproblem and desired behavior

Alternative Behavior not understood, Alternative Behavior not understood, not defined or unrealisticnot defined or unrealistic

Others?Others?

Possible SolutionsPossible Solutions

Devise ways to count the instances Devise ways to count the instances of the problem behavior - Practice of the problem behavior - Practice recordingrecordingRecord what specifically happens Record what specifically happens after the desired behavior and the after the desired behavior and the problem behavior – what is gained or problem behavior – what is gained or avoided?avoided?Address each area under Alternate Address each area under Alternate BehaviorBehaviorOthers?Others?

Understanding Understanding Alternative BehaviorAlternative Behavior

An approximation leading to the An approximation leading to the desired behavior usingdesired behavior usingPreventionPreventionTeachingTeachingExtinctionExtinctionReinforcementReinforcementPage 2 of the Functional Behavior Page 2 of the Functional Behavior

WorksheetWorksheethttp://ed.sc.gov/agency/offices/ec/documents/FUNCTIONALBEhttp://ed.sc.gov/agency/offices/ec/documents/FUNCTIONALBEHAVIORASSESSMENTsampledraft.docHAVIORASSESSMENTsampledraft.doc

PreventionPrevention

Make the problem behavior Make the problem behavior irrelevantirrelevantActivity scheduleActivity schedule

Curriculum – age appropriate, etcCurriculum – age appropriate, etc

Modify instructionModify instruction

Prompts for appropriate behaviorPrompts for appropriate behavior

Precorrect for problem situationsPrecorrect for problem situations

TeachingTeachingMake problem behavior inefficientMake problem behavior inefficient

Teach replacement skillsTeach replacement skills

Teach adaptive social skills Teach adaptive social skills in in context “That is not context “That is not appropriate…”appropriate…” Model, Lead, TestModel, Lead, Test Example, Non-examplesExample, Non-examples Multiple Opportunities to RespondMultiple Opportunities to Respond

ExtinctionExtinction

Minimize positive reinforcement Minimize positive reinforcement for problem behaviorfor problem behavior Teacher and adults will ignore…Teacher and adults will ignore… Other students will ignore…Other students will ignore…

Minimize negative reinforcement Minimize negative reinforcement for problem behaviorfor problem behavior Time OutTime Out SuspensionSuspension

ReinforcementReinforcement

Select positive reinforcersSelect positive reinforcers Know the studentKnow the student Surveys (Forced Choice Menu)Surveys (Forced Choice Menu)

Maximize the schedule of Maximize the schedule of positive reinforcement for positive reinforcement for appropriate behavior appropriate behavior Gradually fade to intermittent Gradually fade to intermittent

scheduleschedule

ReinforcementReinforcement

Problems with the BIPProblems with the BIP

PlanPlan Present Levels not defined from Present Levels not defined from

FBAFBA Behavioral Goal not measurable Behavioral Goal not measurable

or realisticor realistic

PreventionPrevention Environmental issues not Environmental issues not

addressedaddressed

Problems with the BIPProblems with the BIP

Instruction not clearInstruction not clear Who will teach what, when and Who will teach what, when and

where?where? How will progress be monitored?How will progress be monitored?

Adults do not cooperate or follow through

Crisis Plan Crisis Plan not in placenot in place

Others?Others?

Possible SolutionsPossible Solutions

Provide actual numbers or % of Provide actual numbers or % of problem behavior occurrencesproblem behavior occurrences

Consider actual numbers of Consider actual numbers of typical students for Behavioral typical students for Behavioral GoalGoal

Look at modifications to the Look at modifications to the environment – often easy to environment – often easy to changechange

Possible SolutionsPossible Solutions

Teach behavior as you would Teach behavior as you would academics – plan, teach, evaluateacademics – plan, teach, evaluate

Provide a checklist to all adults Provide a checklist to all adults involved, email reminders, resort to involved, email reminders, resort to “guilt” or begging“guilt” or begging

Create a crisis plan and practiceCreate a crisis plan and practice

Others?Others?

BIG IDEABIG IDEA

It takes time and support to It takes time and support to change behaviorschange behaviors Consistency for 30, 90, … days Consistency for 30, 90, … days depending on the nature of the depending on the nature of the behavior and the supportsbehavior and the supports Examples of effective programsExamples of effective programs Alcoholics AnonymousAlcoholics Anonymous Weight WatchersWeight Watchers

BIP Example 1BIP Example 1FBA FBA

Review records: 3 students’ IEPsReview records: 3 students’ IEPs

InterviewsInterviews Special Ed teacher Special Ed teacher AssistantAssistant

Observations - ABCObservations - ABC Data taken over 4 daysData taken over 4 days Inappropriate comments (cussing, Inappropriate comments (cussing,

teasing, laughing)teasing, laughing)

FBAFBA

PREFERENCES AND INTERESTSPREFERENCES AND INTERESTS

Strengths: skate boarding, movies & Strengths: skate boarding, movies & computerscomputers

FUNCTIONAL BEHAVIOR ASSESSMENTFUNCTIONAL BEHAVIOR ASSESSMENT

1.1. ProblemProblem: inappropriate comments: inappropriate comments

2.2. AntecedentsAntecedents: when presented with a : when presented with a request from the teacher/student readsrequest from the teacher/student reads

3.3. ConsequencesConsequences: warnings, lose : warnings, lose computer, ODR, attention from peers & computer, ODR, attention from peers & avoid assignmentavoid assignment

FBAFBA

4.4. Setting eventSetting event: In Character Ed class: In Character Ed class

5.5. Desired BehaviorDesired Behavior: appropriate : appropriate comments or no commentscomments or no comments

6.6. Consequences:Consequences: complete complete assignments, earn computer timeassignments, earn computer time

FBAFBA

7.7. Alternative BehaviorAlternative Behavior: Catch yourself and : Catch yourself and rephraserephrase

Prevention:Prevention: Adapt curriculum Modify instruction

Teaching:Teaching: ModelModelExtinction:Extinction: Adults do not respond to Adults do not respond to

inappropriate commentsinappropriate commentsReinforcement: Reinforcement:

Behavior points in daily grade Verbal Praise Graph

BIP: BIP: PLANPLAN

PLOPPLOP: Average 10.5 per day: Average 10.5 per day

GoalGoal: When in Character Education : When in Character Education Class the students will make Class the students will make appropriate comments or no appropriate comments or no comments and reduce inappropriate comments and reduce inappropriate comments to 0 per day by the end of comments to 0 per day by the end of the semester.the semester.

BIP: BIP: PREVENTIONPREVENTION Environment:Environment: Modify curriculumModify curriculum

Watch & Discuss “Gremlins”Create Behavior videos

Add incentives Add incentives Frequency count and graphFrequency count and graph

BIP: BIP: INSTRUCTIONINSTRUCTIONReplacement:Replacement: Students will Students will express their opinions with express their opinions with appropriate comments & will help appropriate comments & will help peers who struggle reading peers who struggle reading

Who:Who: Student teacher Student teacher

How often and whereHow often and where: During : During Character Ed class 4X per weekCharacter Ed class 4X per week

BIP: BIP: INSTRUCTIONINSTRUCTIONPracticePractice: Give all students opportunities to : Give all students opportunities to read and discuss. Teach and model read and discuss. Teach and model Monitor progress:Monitor progress: Record # of inappropriate Record # of inappropriate comments each day, graph. Behavior part of comments each day, graph. Behavior part of daily grade. Points deducted for daily grade. Points deducted for inappropriate comments. Student teacher inappropriate comments. Student teacher and supervisor review data every week and supervisor review data every week Acknowledgements:Acknowledgements: Praise and points for Praise and points for grade (special lunch party at end of 4 grade (special lunch party at end of 4 weeks)weeks)

BIP: Crisis PlanBIP: Crisis Plan

Clear the room and call the assistant principal Clear the room and call the assistant principal

ResultsResults

Character Education Behavior Data

05

10152025303540

1 3 5 7 9 11 13 15

Observation Day

Fre

qu

en

cy

of

Ina

pp

rop

ria

te

Be

ha

vio

rsBaseline

IIntervention

IBaseline

IIIntervention

II

ResultsResults

Inappropriate comments decreased to Inappropriate comments decreased to average of 3.6 during teacher-made average of 3.6 during teacher-made curriculumcurriculum

Students were actively engaged in the Students were actively engaged in the lessonslessons

Uncontrollable factors Uncontrollable factors Placement into foster home for onePlacement into foster home for one Medication inconsistencyMedication inconsistency New studentNew student

BIP Example 2BIP Example 2FBA FBA

Review records: 1 student’s IEPsReview records: 1 student’s IEPs InterviewsInterviews Special Ed teacher Special Ed teacher Football coachFootball coach

Observations - ABCObservations - ABC Data taken over 4 daysData taken over 4 days Inappropriate outbursts after playing a Inappropriate outbursts after playing a

game (swearing, name-calling, pushing, game (swearing, name-calling, pushing, throwing things)throwing things)

FBAFBA

PREFERENCES AND INTERESTSPREFERENCES AND INTERESTS

Strengths: sports, competitionStrengths: sports, competition

FUNCTIONAL BEHAVIOR ASSESSMENTFUNCTIONAL BEHAVIOR ASSESSMENT

1.1. ProblemProblem: sore loser behavior: sore loser behavior

2.2. AntecedentsAntecedents: playing a game & losing: playing a game & losing

3.3. ConsequencesConsequences: attention from teachers : attention from teachers and peers, verbal warnings, time out, and peers, verbal warnings, time out, ODR ODR

FBAFBA

4.4. Setting eventSetting event: In class/free time: In class/free time

5.5. Desired BehaviorDesired Behavior: Congratulate the : Congratulate the winner – shake hands winner – shake hands

6.6. Consequences:Consequences: Adult verbal praise, Adult verbal praise, peer approval peer approval

FBAFBA

7.7. Alternative BehaviorAlternative Behavior: : When upset ask When upset ask for a break and leave the area for a break and leave the area Prevention:Prevention:

Discussed how students would not want to play games with him

Teaching:Teaching: ModeledModeledExtinction:Extinction: Adults and students did not Adults and students did not

respond to sore loser behaviorrespond to sore loser behaviorReinforcement:Reinforcement:

Verbal Praise Point chart and Graph

BIP: BIP: PLANPLAN

PLOPPLOP: Average 85% of opportunities : Average 85% of opportunities per dayper day

GoalGoal: After playing a game and : After playing a game and losing, congratulate the winner - losing, congratulate the winner - shake hands. Reduce sore loser shake hands. Reduce sore loser behaviors to 0 per day by the end of behaviors to 0 per day by the end of the semester.the semester.

BIP: BIP: PREVENTIONPREVENTION

Environment:Environment: Adults and students ignored sore Adults and students ignored sore

loser behavior and walked awayloser behavior and walked away Frequency count and graphFrequency count and graph

Replacement:Replacement: Student will Student will congratulate the winner/shake hands congratulate the winner/shake hands after playing a game. Teacher models.after playing a game. Teacher models.

BIP: BIP: INSTRUCTIONINSTRUCTION

Who:Who: Student teacher Student teacher

How often and whereHow often and where: Once per : Once per day before free timeday before free time

PracticePractice: Role playing with : Role playing with teacher once per day and free teacher once per day and free time dailytime daily

BIP: BIP: INSTRUCTIONINSTRUCTIONMonitor progress:Monitor progress: Student teacher will Student teacher will record # of games played & # of sore loser record # of games played & # of sore loser behaviors & graph rate or % daily. Student behaviors & graph rate or % daily. Student keeps own chart & compares with student keeps own chart & compares with student teacher daily. Student teacher & supervisor teacher daily. Student teacher & supervisor review data weeklyreview data weekly Acknowledgements:Acknowledgements: Student teacher will Student teacher will praise student for appropriate behaviorpraise student for appropriate behavior

BIP: Crisis PlanBIP: Crisis Plan

Time out, then call the assistant principal Time out, then call the assistant principal

Example 2Example 2

Prevention:Prevention: Teacher and students Teacher and students ignored and walked away during ignored and walked away during outburstsoutbursts

Instruction:Instruction: Teacher taught Teacher taught replacement behaviors and practiced replacement behaviors and practiced with him dailywith him daily When angry ask to leave the roomWhen angry ask to leave the room Congratulate the winner – shake handsCongratulate the winner – shake hands Self-monitoring chart and reinforcement Self-monitoring chart and reinforcement

for completing itfor completing it

ResultsResults

Sore Loser Behavior

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1 3 5 7 9 11 13 15 17 19 21 23 25 27

Days

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te

ResultsResults

After 2 ½ weeks of intervention, sore After 2 ½ weeks of intervention, sore loser behaviors decreased to an loser behaviors decreased to an average of 7% from the baseline average of 7% from the baseline average of 85%average of 85%

The teacher reported that peers The teacher reported that peers enjoyed playing games with him and enjoyed playing games with him and asked him to playasked him to play

Example 3Example 3

Problem behavior: Non-compliance Problem behavior: Non-compliance (failure to complete assignments, off-(failure to complete assignments, off-task behavior)task behavior)

Given 8 seatwork assignments to do Given 8 seatwork assignments to do each day, the student plays with each day, the student plays with pencils, sings, doodles and only pencils, sings, doodles and only completes about 3 of the completes about 3 of the assignmentsassignments

Example 3 BIPExample 3 BIP

PLOP:PLOP: 43% completion rate – 5 days 43% completion rate – 5 days

Goal:Goal: Given 8 independent Given 8 independent assignments to complete each day, assignments to complete each day, the student will complete an average the student will complete an average of 88% of the assignments per week of 88% of the assignments per week by the end of the semester.by the end of the semester.

BIP: BIP: PREVENTIONPREVENTION Environment:Environment: Student will self monitor using a Student will self monitor using a

checklistchecklist Frequency count and graphFrequency count and graph

Replacement:Replacement: Student will keep track Student will keep track of assignments completed on a of assignments completed on a checklist.checklist.

ResultsResults

Task Completion

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20

40

60

80

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Days

% Ta

sks C

omple

ted

ResultsResults

After 3 weeks of intervention, student After 3 weeks of intervention, student was completing an average of 80% was completing an average of 80% assignments from the baseline assignments from the baseline average of 43%average of 43%

The teacher reported that the other The teacher reported that the other students also had increased their rates students also had increased their rates of assignments completed. They of assignments completed. They seemed to compete and wanted to use seemed to compete and wanted to use the teacher’s “special pen” to check the teacher’s “special pen” to check off their chartsoff their charts

ReviewReview

What is a BIP?What is a BIP? When & why do a BIP?When & why do a BIP? How to do a BIPHow to do a BIP Did you get any ideas to help Did you get any ideas to help

do a BIP for a student?do a BIP for a student?

Questions? DiscussionQuestions? Discussion