IEPs and Behavior Intervention Plans
for Students with EBD
Jim Shriner
Illinois Council for Children with
Behavioral Disorders
February 2011
Lisle, IL
Preparation of this presentation was supported, in part, by a grant (R324J060002) from the
U. S. Department of Education, Institute of Education Sciences, National Center on
Special Education Research, and from the Illinois Stat Board of Education (Part BDiscretionary Programs) awarded to the author. Opinions expressed herein do not
necessarily reflect those of the U. S. Department of Education or Offices within it.
IEP-Q Focus
Support provided by the Tutorial will
result in the development of higher
quality IEPs that:
• Help prioritize annual goals in relation to state
standards and the general education curriculum.
• Are used routinely in planning and
implementing instruction on general curricular
skills.
As a result, IEP goals will be reviewed and met
with a higher frequency and there will be an
increase in students’ standards-based
achievement.
Site
Features
Help Topics
Help Topics offer guidance, examples and
answers to frequently asked questions for
nearly every area of the Illinois IEP.
Links to IEP planning worksheets, examples,
student scenarios and relevant tools on the site
provide complete assistance gathered from an
experienced group of IEP experts.
https://iepq.education.illinois.edu
Site
Features
Toolbox
Our IEP Tools feature Goal Assistants to help
instructors write Academic, Functional and
Transition goals that are referenced to Illinois
Learning and Social/Emotional Standards.
Other tools include reference charts,
worksheets for teachers, parents and students,
and links to other tools on the Web.
Where in the IEP?
Present levels
Special factors
Annual goals
Program summary
Attached page
Site
Features
Functional Behavioral Assessment
Participants / Student Strengths
Operational Definition of Target Behavior
Setting / Antecedents / Consequences
Hypothesis of Behavioral Function
Base the BIP on a Functional
Behavioral Assessment (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
Behavioral Intent
Students act for a purpose
Behavioral intent = purpose sought by the student
Most children seek similar goals in social situations
Behavior used by students with behavior problems is
not accepted or desired by others
Behavior Intervention Plans...
• Support desired
alternatives that
allow student to
meet their needs
• Make the current
undesired
behavior less
effective in
meeting the
student’s need
Function Matrix
Umbreit & Liaupsin, 2002
Goals for Target vs. Replacement
Behaviors
We must affect the efficiency of target and
replacement behaviors:
irrelevant
ineffective
inefficient
relevant
effective
efficient
Focus on Positives
• Positive behavioral
interventions,
strategies and
supports
• Long-term behavior
change only comes
from positives
• Need to balance the
equation
2 Components of a BIP
• Teaching plan
• Crisis plan
Teaching Plan
Definitions
Prevention
Intervention
Skill building
Teaching Model
Problem
Setting
Trigger
Event
(antecedent)
Behavior
LTO
Naturally
Maintaining
Consequence
Replacement
Behavior
short term objective
meet desired criteria
short term objective
meet desired criteria
short term objective
meet desired criteria
Artificial
Reinforcers
(teacher
controlled)
Evaluating the BIP
• Systematic review
• Data collection
• Communication
• Criteria for success
(long and short term)
Site
Features
Resource Library
The Resource Library brings together important
sources of information on IEP development,
including books, journal articles, web sites, and
behavior data collection forms.
Resources
Resources
Resources
The IEP Quality Indicator Scale:
IQUIS
Mitchell L. Yell, Ph.D.
Erik Drasgow, Ph.D.
Insoo Oh, Ph.D.
XiaoFeng (Steven) Liu, Ph.D.
The IQUIS is an evaluation instrument used
to assess the procedural and substantive
quality of individualized education programs
(IEPs)
IQUIS Substantive Requirements
Substantive requirements: Substantive
components of the IEP refer to the quality or
meaningfulness of the IEP
Example: If a goal is observable, measurable,
and appropriate given a students (PLAAFP)
statement that it meets the IQUIS definition of
substantive
We have found no IEP assessment
instruments that examine the substantive
quality of an IEP
The IEP
Quality
Indicator
Scale -
IQUIS
IQUIS &
IQUIS-B
Agreement
Agreement Highlights
•The IQUIS yields good overall agreement levels.
•Some sections (e.g. Behavior) need refinement to
raise agreement levels.
•Procedural and Substantive items, when grouped
on IQUIS, meet acceptable agreement levels.
•Supplemental Form B (Annual Goals/Short-term
Objectives) contains substantive items only, and
results in high agreement levels.
IQUIS &
IQUIS-B
Agreement
• Academic Year 2008-2009
• Focus on Academic Improvement
• 25% of students (n=37) had both
Academic and Functional Goals
(excluding Speech)
• 20 students had Behavior
Intervention Plans
Study
Highlights:
Year 2
Table A4
Preliminary
Highlights:
Year 2
IEP quality comparison before/after Tutorial using the IEP Quality Indicator Scale
Table A4
(IQUIS) for both the High
and Low Usage Groups.
IEP quality comparison before/after Tutorial using the IEP Quality Indicator Scale (IQUIS) for both the High and Low Usage Groups.
Percentage of Items Rated as Adequate
Pre (n=147)/Post (n=143)
Before Tutorial
IEP Section
After Tutorial
Procedural Substantive Procedural Substantive
A- PLAAFP
88
54
90
71
B- Goals/Objectives
88*
31**
95*
44**
B- Goals Substantive
--
31**
--
44**
B- Objectives Substantive
--
31**
--
43**
C- Services
96
00
98
01
D- Accommodations
95*
76*
98*
84*
E- Transition
74
31
79
43
F- Behavior
* Before Tutorial/After Tutorial Percentage Change for Subscale Items (p< .05).
** Before Tutorial/After Tutorial Percentage Change for Subscale Items (p< .01).
77
20*
77
42*
G- Special Factors
95**
--
99**
--
Overall Percent Adequate Items
92**
42**
95**
54**
* Before Tutorial/After Tutorial Percentage Change for Subscale Items (p< .05).
** Before Tutorial/After Tutorial Percentage Change for Subscale Items (p< .01).
Comparison Highlights: IQUIS
•The percentage of items rated as adequate
improved for PROCEDURAL items from preTutorial use (92%) to post-Tutorial use (95%).
•The percentage of items rated as adequate
improved for SUBSTANTIVE items from preTutorial use (42%) to post-Tutorial use (54%)
•The use of an “all or nothing” scoring protocol
limited the sensitivity of the IQUIS to capture the
relative strength of pre-post changes within and
across IEPs. However, goals and objectives did
maintain an upward trend.
Preliminary
Highlights:
Year 2
Initial
Student
Outcomes
Data: Year 1
(Pilot Test)
Figure 1: Mean score comparison of MAP Reading Assessment :
Low Usage and High Usage Groups.
Status and Next Steps
Efforts to expand the Tutorial content to include areas of
access skills and social/emotional learning
(e.g., study/organizational skills, social/behavioral skills, selfregulatory skills, and self-advocacy skills).
Increased involvement/input of Related Services personnel
(e.g., psychologist, school social worker)
Excluding Speech, Social/behavioral goals account for
about 50% of all related services entries (Illinois State
Board of Education, 2008)
Status and
Next Steps
Public Version Website:
https://iepq.education.illinois.edu
At this time, ISBE requires that a
District Superintendent or
Director of Special Education
request access for his/her teachers.
Now
Available to
Illinois
Educators