Where the Rubber Meets the Road: Is the Behavior Intervention Plan Being

Implemented and Is It Effective?

Richard Van Acker, Ed. D.University of Illinois at Chicago

1040 W. HarrisonChicago, Illinois 60607

vanacker@uic.edu

Protecting Our Investment

• The number one reason Behavior Intervention Plans have been found not work is…..

…. they are never implemented or are implemented so poorly as to render them useless (and sometimes harmful).

Program Monitoring

• Two key factors to explore in program monitoring:– Is the program being implemented as

designed? (Minimum level of treatment integrity).

– Is the behavior intervention plan having the desired impact for the student In question?

Integrity of Implementation

• Identify the key steps or components of the intervention(s) selected.– Indicate those steps that are critical for

implementation to meet the minimum requirement to consider the strategy implemented

• Create a checklist with each step clearly delineated – operationalize each step.

• Determine a data collection plan (Who will collect data? When will data be collected? How will these data be analyzed? How will the team receive feedback on these data?).

Increase Praise over Reprimand Increase Praise for Behavior

Goal: To provide more praise than reprimand and to increase direct praise for desired behavior

• Verbal Reprimand for Behavior - Any comment, noise, gesture or action by the teacher to indicate the behavior displayed by the student was undesired.

• Academic Correction – Any comment, noise, gesture or action by the teacher to indicate the response to an academic opportunity to respond was incorrect or undesired.

• Praise for Behavior – Any comment, gesture, or action by the teacher to identify a specific behavior as desired.

• Academic Praise – Any comment, gesture or action by the teacher to support an academic response given by the student (e.g., response to a question)

Data CollectionAcademic Praise

Academic Correction

Praise of Behavior

Reprimand for Behavior

Comments:

Data Collection Plan: Four 15-20 minute samples taken each week. Random assignment to time of day/subject. Data Collected by K. Meltzer (paraprofessional)

Academic Participation• Goal: To increase student participation and to

reduce talk-outs

• BIP calls for increased opportunities to respond and praise for correct academic responses.

• Removal of a mark on a Hero System Program for talk-outs – Reinforcement of the group if the student has any marks left at the end (last 5 minutes) of the class.

• Twenty minute probe data collection – twice a week – randomly distributed over the day and day of the week.

Opportunities to respondCorrect responding

Opportunity to Respond

Student Volunteers

Student Called Upon

Student Calls Out

Student Correct

Teacher Response

Teacher Response: 1 = verbal praise, 2 = verbal reprimand, 3 = no response

4 = Other: Removal of Mark – hero System, 5 = Other ____________________

Opportunities to respondCorrect responding

X X X x x X X x x x x

X x X x

X x

x X X x x

X X X x

1 4 1 2 3 3 4

Opportunity to Respond

Student Volunteers

Student Called Upon

Student Calls Out

Student Correct

Teacher Response

Teacher Response: 1 = verbal praise, 2 = verbal reprimand, 3 = no response

4 = Other: Removal of Mark – Hero System, 5 = Other ___________________

Hero System Marks provided at the start of each period/specified

interval.

Number of marks provided were determined by baseline or recent behavior.

Teacher removed a mark each time the student displayed the target behavior (talk-out).

Teacher did not provide other form of consequence in addition to mark removal.

Teacher provided group reinforcement based upon there being marks left at the end of class.

Student was allowed to select reinforcer from menus provided by the teacher.

Program Effectiveness

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Talk Outs

OTR

VOLUNTEER

No Need to Re-Invent the Wheel

• There are a number of websites that will assist the team in the selection and development of empirically validated intervention strategies.

• In a minute we will explore a couple of these….

• The information provided in the description of these interventions serves as the basis for the development of the monitoring program

Website: http://k12engagement.unl.edu

• The project was designed to provide schools with strategies and materials to address state/federal monitoring indicators in the area of ‘Suspension and Expulsion” and of “Graduation/Dropout” for all students, but with an emphasis on students with disabilities.

• Goals:– Assist schools in taking actions to reduce school dropout rates

and increase graduation.– Assist schools to reduce the use of suspension and expulsion

as disciplinary consequences, and to identify and implement other non-exclusionary consequences

– Assist schools in improving student behavior in school generally and in increasing student engagement in school, especially at risk students.

Graduation/Dropout Prevention and Intervention Strategies

• Academic Supports• Alternative Schools &

Programs• After School Opportunities• Anger Management• Behavior Contracting• Behavior Monitoring• Bullying Prevention &

Intervention• Climate and Environment• Counseling Intervention• Conflict De-escalation• Dropout Recovery• Middle to High School

Transition• Mentoring

• Motivation• Parent & Family Engagement• Positive behavior Interventions and

Supports• Postsecondary transition Planning• Reinforcement & Positive Referrals• School Value Statements• School Wide Behavior/Discipline

Programs• School Community Collaboration• Service Learning• Staff-Student Relationships• Student Engagement• Truancy Reduction• Tutoring• Restorative Practices

Behavior/Discipline Strategies• Academic Supports• After School Opportunities• Alternative Schools & Programs• Behavior Contracting• Behavior Monitoring• Bullying Interventions for Bullying

behavior• Bullying Prevention & Intervention• Character Education Programs• Climate and Environment• Counseling Intervention• Conflict De-escalation• Detention• Discipline Recovery• Family Group Counseling• Individual Behavior Plans and FBA• In-School Suspension• Mediation• Mentoring

• Mini courses on discipline topics• Motivation• Parent & Family

Involvement/Engagement• PBIS• Reinforcement and Positive Referrals• Saturday School• School value Statements• School Wide Behavior/Discipline

Programs• Service learning• Social Skills Instruction• Staff-Student relationships• Truancy reduction• Tutoring• Wrap around Services• Youth Courts• Zero Tolerance Policies

• Developed to help educators find resources to address academic and behavioral problems, such as not completing schoolwork, aggression, noncompliance, and bullying, RIDE is a perfect fit for all school settings. RIDE offers educators immediate, effective, and practical strategies to support them in responding to behavior situations that arise during the school day.

• Once a teacher selects the intervention, the outline of the intervention appears. – It includes the goals, preparation, type of intervention, delivery

format, time to implement, and options for progress monitoring. – This is followed by specific steps to implement the intervention

and considerations to make while implementing—including how students may react and what challenges may arise.

– Finally, the supportive research is provided for every intervention in RIDE.

– Many of the interventions are supported by a video depicting implementation of the particular intervention

Available through Voyager Sopris Learning

Project RIDE

Positive Behavioral Interventions and Supports (PBISWorld)Website: www.PBISWorld.com

Select a behavior or behaviors

Descriptors are provided to ensure match with student behaviors.

Tier I, 2 or 3 interventions are listed (in ascending order assuming less restrictive and or less complex intervention have been attempted and/or deemed inappropriate for good reason.

The Intervention is appropriate for….

The intervention strategy or procedure is described in a manner to facilitate implementation.

Data collection sheets for both baseline and intervention monitoring are provided for many behaviors.

AIMSweb® Behavior

• PBIS/RtI for Behavior: – Behavioral and Emotional Screening System

• Teacher Rating Form (27 items) for students K-12• Student Self-Report Form (30 items) grades 3-12• Spanish language forms available

– Select Specific Target Behaviors –• Develop Benchmarks• Develop Progress Monitoring Forms (e.g., point sheets, CICO)• Enter data to monitor student progress toward benchmarks

• Social Skills:– Social Skills Improvement System (selected items) –

Performance Screening Guide • Teacher Rating Form• Explores pro-social behavior and motivation to learn

Classroom Distribution of Scores on Teacher/Child BESS

Name Norm Score

Evaluation Summary

Classification Academic Tracker

Potential Instructional Action

Jason H. 33 Acceptable Normal Risk R-CBM

Well Above Average

Behavior: No Action Needed

Academic: Consider Individualized Instruction

Beverly F. 51 Acceptable Normal Risk R-CBM

AverageBehavior: No Action Needed

Academic: Continue Current

Program

Andrew T. 64 Some responses are more severe

than usual

Elevated Risk

R-CBM

AverageBehavior: Action required –

examine item responses to

determine intervention

options

Academic: Continue current

program

Gretchen R. 77 Acceptable Extremely Elevated

Risk

R-CBM

Below AverageBehavior: Action required: Consult with behavior specialist

Academic- Further assess and consider individualizing program

Intervention Resources are Provided

• BASCTM-2 Classroom Intervention Guide– Prescriptive interventions– Provides general description. Illustration, and teaching

strategies for each intervention

• Social Skills Improvement System (SISSTM) Intervention Guide– Prescriptive interventions– Supplies support resources (e.g., social skill cue

cards, charts)– Presents video clips that model positive and negative

behaviors

AIMSweb® Behavior Allows You to Chart Individual Student Data

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Temper Tantrums

Baseline Intervention One

Intervention Two

As a team….

• Select a sample student from the two provided (or a student you are working with)

• Develop a behavioral intervention for Jacob – you are encouraged to use PBISWorld.com to assist in the selection of various strategies you may wish to incorporate within your behavior intervention plan.

• Develop a checklist or other monitoring tool to collect data related to the integrity with which the staff are implementing the key components of each intervention strategy. How will this checklist or monitoring tool be implemented (e.g., How often will data be collected? When will data be collected? Who will collect the data? How will this data be used to provide feedback and guidance to the staff responsible for plan implementation?

• Develop a strategy and the tools necessary to collect data to determine if the intervention is having the desired impact upon Jacob’s behavior.

• Select a member of your group to present this information to the larger group.

Wrap - UP

• Does anyone have a student with a specific BIP that would like the group to work on a possible system to monitor the treatment delivery integrity or program effectiveness?

• Questions?