Module 5: Behavior Intervention Strategies Basic FBA to BIP Module 5 5.1 www.BasicFBA.c om Behavior Intervention Plan Developed from a Functional Behavioral Assessment Student Grade Date School Case Manager BUILD A COMPETING BEHAVIOR PATHWAY Routine Desired Behavior Consequence/Outcome Setting Event Antecedent Problem Behavior Consequence Function Replacement Behavior IDENTIFY INTERVENTION STRATEGIES Manipulate Antecedent to Teach Behavior Setting Event prevent problem & prompt Explicitly Teach Replacement Strategies Replacement/Desired behavior & Desired Behaviors Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan- Burke, & Sugai (2000) Attach a copy of Behavior Support Plan to IEP Alter Consequences to Reinforce Replacement & Desired Behavior; Redirect & Minimize Reinforcement of Problem Behavior Prevent problem behavior Prompt Replacement/Desired Behavior Teach Replacement Behavior Reinforce Replacement & Desired Behavior Teach Desired Behavior/ Redirect to Replacement Behavior Academic/ Social Skills & Minimize Reinforcement of Problem Behavior Basic FBA to BIP Module 5 5.2 www.BasicFBA.com Basic FBA to BIP Module 5 5.3 Function-Based Intervention Guide Attention Seeking Behavior Below are guidelines for interventions addressing the function of student problem behavior when seeking adult attention. Teams will still need to tailor each of the suggestions below to the specific needs of the student, teacher and A- context. PREVENTION Interventions behavior and prompt occurring desired before behavior the behavior occurs to prevent problem Prevention (give attention early & often for desired/neutral behavior) Identify who’s attention is desired, how it is desired, activities during which student seems to require more attention, and how long the student can go before needing attention Provide opportunities for attention early and often Check-in with the student at beginning of class or new subject (adult attention) Give the student frequent, intermittent attention for positive and neutral behaviors (easier if student is seated in close proximity to staff member) Assign the student a leadership role or class job to interact with teacher or students positively Build in Peer Attention by offering opportunities for peer buddy, peer tutor or group work Prompt the Replacement & Desired Behavior Common Replacement Behaviors: Ask for Help (adult), or work with a peer (for peer attention) Frequently and deliberately remind the student in advance to use the Replacement Behavior Prompt use of social skills that will support the student to get attention in more appropriate ways and at B- more appropriate times (e.g. Conversation starters, Social Skill visual) TEACHING Teaching the problem more BEHAVIOR behavior appropriate/less to get student disruptive needs behaviors to use instead of met (in this case Attention) Identify & teach specific ways to ask for attention: Raise hand and wait patiently for teacher to come provide help/attention Raise hand and request to work with a peer (if peer attention) Teach & role play with student and peer what peer help should look like Provide additional social skills instruction & support to address student social skill deficits May require additional assessment to ID specific skill deficits limiting student success Common skills to teach include appropriate greetings, conversation starters, active listening skills, understanding social cues, joining a group, taking turns, sharing Teaching should involve C- role play and practice in real world settings with people commonly involved RESPONSE Interventions encourage desired TO that BEHAVIOR occur behavior after and (or limit in response pay-off to) for desired non- desired or non-desired behavior behavior to Reinforce Replacement Behavior & Desired Behavior Respond quickly if student appropriately requests (raises hand) adult attention Give the student frequent adult attention for positive behavior Student can earn an activity (e.g. lunch, game, free time) with teacher or peer Redirect Problem Behavior & Minimize Reinforcement for Problem Behavior Eliminate/minimize the amount of attention provided to a student for engaging in problem behavior Limit verbal interaction – create a signal to redirect the student to use the replacement behavior Avoid power struggles OR Teach peers to ignore problem behavior (if peer attention) www.BasicFBA.com Basic FBA to BIP Module 5 5.4 Function-Based Intervention Guide Behavior to Escape Tasks B elow are guidelines for interventions addressing the function of student problem behavior to avoid task. Teams will still need to tailor each of the suggestions below to the specific needs of the student, teacher and context... particularly with regard to the specific aspects of the task that are leading the student to choose to avoid the task. APREVENTION Interventions behavior and prompt occurring desired before behavior the behavior occurs to prevent problem Prevent Problem Behavior Identify specifically what about the task or activity makes it aversive or escape-worthy (e.g. too difficult, long, boring) and modify the task to make it less aversive to the student If the task is too difficult, make it easier, consistent with the student’s skill level Provide additional teacher support or instruction for the task (e.g. provide help with first few questions) or have student work with a peer ‘tutor’ If task is too long, break it into smaller chunks If task is too boring try to identify ways to make it more interesting or engaging to the student Prompt the Replacement & Desired Behavior Common Replacement Behaviors are to Ask for a Break, Help, or Alternate Task Frequently and deliberately remind the student in advance to use the Replacement Behavior, if needed Provide prompts to encourage use of instructional supports to facilitate B- task completion TEACHING Teaching the problem more BEHAVIOR behavior appropriate/less to get student disruptive needs behaviors met (in this to case use instead Avoid task) of Identify & teach specific ways to ask for a break, alternate task or help (from teacher or peers) Teach student to use a break card and take a break appropriately Teach student to request an alternate assignment or task Raise hand and wait patiently for teacher to provide help Teach & role play with student and peer what peer help should look like Provide additional academic instruction/support to address student skill deficits May require additional assessment to ID specific skill deficits limiting student success More focused & intensive instruction; additional instructional group or Special Education support C - Additional RESPONSE Intervention encourage support and desired TO that practice BEHAVIOR occur behavior in after school and (or o r limit in at response home pay-off to) for desired non-desired or non-desire behavior behavior to Reinforce Replacement Behavior & Desired Behavior Respond quickly if student asks for help or for a break & provide praise Praise/reward students for being on task, trying hard & work Student could earn opportunity to avoid task (e.g. free homework passes or reduced numbers of problems) as an incentive for consistently being on task & completing work in class Redirect Problem Behavior & Minimize Reinforcement for Problem Behavior Eliminate/minimize the amount of work or instructional missed following problem behavior However, we need to make sure student is capable of doing work... if not, provide support/ instruction so student can complete the work www.BasicFBA.com Basic FBA to BIP Module 5 5.5 Section 3: Prevention Interventions Section 4: Prompting Interventions www.BasicFBA.c om Basic FBA to BIP Module 5 5.6 www.BasicFBA.c om Basic FBA to BIP Module 5 5.7 www.BasicFBA.c om Basic FBA to BIP Module 5 5.8 www.BasicFBA.c om Basic FBA to BIP Module 5 5.9 Section 5: Setting Event Strategies www.BasicFBA.c om Basic FBA to BIP Module 5 5.10 Section 6: Teaching the Desired Behavior www.BasicFBA.c om Basic FBA to BIP Module 5 5.11 www.BasicFBA.c om Basic FBA to BIP Module 5 5.12 www.BasicFBA.c om Basic FBA to BIP Module 5 5.13 Section 7: Effective Reinforcement www.BasicFBA.c om Basic FBA to BIP Daily Point Card Template (front) Student Date Targeted Routine Time to Number of Intervals Interval Length (Total min./# of intervals) Expectations 1 Routines/Class Period <time> 2 3 4 5 <time> <time> <time> <time> TOTALS <reduce problem behavior/ increase expected behavior> 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 /12 <reduce problem behavior/ increase expected behavior > 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 /12 <use of replacement behavior OR approximation of desired behavior> 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 /12 /6 /6 /6 /6 /6 /6 /36 TOTALS 2 = Great! No problem. 1 = Needed a reminder 0 = Didn’t follow direction Goal = 80% - 29/36 Total Points = /36 Basic FBA to BIP Module 5 5.14 www.BasicFBA.com 6 <time> Basic FBA to BIP Module 5 5.15 www.BasicFBA.c om Basic FBA to BIP Module 5 5.16 Section 8: Daily Point Card www.BasicFBA.c om Basic FBA to BIP Module 5 5.17 www.BasicFBA.c om Basic FBA to BIP Module 5 5.18 www.BasicFBA.c om Activity: Daily Point Card Review Devin’s Competing Behavior Pathway and his Baseline Data. Use this information to fill in the behaviors of focus and intervention lengths on Devin’s point card below. Routine Reading Desired Behavior Reads independently at seat without disrupting others Setting Event When his Morning Check-In with the school counselor is cancelled or missed Replacement Behavior Ask to partner read with a peer Baseline Estimate: Devin makes inappropriate comments and throws things at peers about 5 to 6 times in the 30 minute Independent Reading time. Student Devin D ate Oct. 5, 2017 T argeted Routine R eading T ime 9:30 t o 10:00 Number of Intervals Interval Length (Total min./# of intervals) Expectations 1 Routines/Class Period <time> Problem Behavior Consequence Makes inappropriate Peers laugh and encourage comments and throws the student things at peers Function Gets Peer Attention 2 3 4 5 6 TOTALS <time> <time> <time> <time> <time> 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 /12 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 /12 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 /12 TOTALS /6 /6 /6 /6 /6 /6 /36 2 = Great! No problem. 1 = Needed a reminder 0 = Didn’t follow direction Goal = 80% - 29/36 Total Points = /36 Basic FBA to BIP Module 5 5.19 www.BasicFBA.com Consequence/Outcome Gains information read and can effectively participate in class Antecedent W hen asked to read independently in seat for 5 minutes or more (can read well but seems to get bored) Basic FBA to BIP Module 5 5.20 www.BasicFBA.c om Basic FBA to BIP Module 5 5.21 Section 9: Successive Approximations www.BasicFBA.c om SUCCESSIVE APPROXIMATION WORKSHEET Student Grade Date BUILD A COMPETING BEHAVIOR PATHWAY Behavior Consequence/Outcome Setting Event Antecedent Routine Desired Replacement Behavior Successive Approximation from the Replacement Behavior to the Desired Behavior Desired Behavior: Approximation #3: Approximation #2: Approximation #1: Replacement Behavior: Problem Behavior Consequence Function Basic FBA to BIP Module 5 5.22 www.BasicFBA.com Basic FBA to BIP Module 5 5.23 www.BasicFBA.c om Basic FBA to BIP Module 5 5.24 www.BasicFBA.c om
