Building Behavior Support Plans
from the Competing Behavior
Pathway
BSP Supports
• Behavior Support planning Document
• SDE BIP form
• Implementation Training & Support planner
(TBD)
Intervention Planning focuses on
manipulating environmental
factors
• Antecedents/setting events = when
• Specific Behavior = What
• Function = Why
Intervention Planning
Setting event
Antecedent
Behavior
Consequence
Hungry
Playing with
teacher, &
teacher gets
up to leave
Screams
“no” and hits
teacher
Teacher sits
back down
and
continues to
play
Function?
Access adult attention
Irrelevant
Reduce the likelihood
of the problem behavior
Neutralize or minimize the effects of
setting events and antecedents to
prevent the need for using the
problem behavior
Inefficient
Ineffective
Teach a
functionally
equivalent
replacement
behavior
Make
replacement
behavior access
function rather
than problem
behavior
Competing Behavior Pathway
– Good behavior support plan yield challenging behaviors:
• Irrelevant changing environment
• Inefficient teaching easier replacement
• Ineffective altering consequences
Desired Response
Setting Event
Antecedent
Behavior
Typical
Consequence
Consequence
Replacement
Behavior
Irrelevant
Inefficient
Ineffective
5
Functional Equivalence
• Identify an acceptable way that the child can deliver
the same message.
• Make sure that the new response is socially
appropriate and will access the child’s desired
outcome.
• Teach the child a skill that honors that function of the
behavior (e.g., if child wants out of activity, teach
child to gesture “finished”).
Competing Behavior Equation
Child told
peer gets a
turn.
Child yells,
kicks, throws.
Child asks for
one more turn.
Adult gives child
another turn.
Adult says “one more
turn, then (peer’s
name)’s turn” and
gives turn.
Discussion Activity:
Competing Behavior Equation
Child screams
and resists.
Teacher lets child
out of activity.
Child
asked to
join circle.
Child gestures
“all done.”
Teacher lets
child out of
activity.
Competing Behavior Pathway
Existing Consequence
Desired Behavior
Work quietly
Grades
More work
Maintaining Consequence
Setting event
Antecedent
Problem Behavior
None
Preferred peer
Talking
Alternative Behavior
Peer helper
Gain
Peer attention
Competing Behavior Pathway
Existing Consequence
Desired Behavior
Work quietly
Grades
More work
Maintaining Consequence
Setting event
Antecedent
Problem Behavior
None
Preferred peer
Talking
Alternative Behavior
Peer helper
Gain
Peer attention
Building support plan from competing
behavior pathway
Four Steps:
1. Diagram hypothesis statement & competing
pathway
2. Identify ways to reduce likelihood of
challenging behavior (make irrelevant)
3. Teach EASIER functionally equivalent
replacement (make inefficient)
4. Allow replacement to access function with
added incentive (make ineffective)
1.
Remove/minimize CB’s ability to access reinforcement
11
Step 2: Prevent Likelihood of Challenging
Behavior
COMPETING PATHWAYS
BEHAVIOR SUPPORT PLANNING
Setting Event
Strategies
Antecedent
Strategies
Teaching
Strategies
Consequence
Strategies
12
Setting Event Interventions
Percentage of Time With Problem Behavior
Baseline
Setting Event
&
Antecedent
With
Neutraliz
ing
Routine
39%
3%
Just Setting
Event
5%
0%
Just
Antecedent
6%
0%
Neither Setting
Event or
Antecedent
Percentage of Time With Problem
Behavior
Baseline
With
Neutral
izing
Routine
20%
11%
7%
0%
0%
3%
0%
0%
0%
0%
SEs alter value of consequence
We attempt to alter it back
1.
Eliminate or minimize occurrence of a setting event
•
good nutrition; regular meals; good nights sleep
2.
Neutralize effect of SE - neutralizing routines
•
Anxiety-humor; tired-rest/nap, unfamiliar person-build rapport
3.
Withhold or change triggering cues or events when setting event is present
1.
Add prompts for desired and alternative behaviors when setting events are
present
14
Setting Event & Antecedent Interventions
Dan: 13 years old
Problem behaviors:
tantrum (run through house screaming
obscenities); lying; stealing
Intervene here to reduce
presence of setting event
Setting Events
Earlier “secret”
behavior
Triggering
Antecedents
Question
“Did you take..”
Intervene here
Neutralize setting event
when present
Problem
Behavior
Lying
(Incorrect “yes” or
“no” reply)
Maintaining
Consequences
Avoid
Punishment
15
Setting Event & Antecedent Interventions
Teddy: 7 years old, Asperger’s syndrome
Problem behaviors:
Triggering
Antecedents
Neutralize Routine
Setting Events
Visit from
Mother during
past 24 hrs
severe aggression (destroy property, assault
another by knocking them to the floor and biting)
Negative
Interaction
Problem
Behavior
Maintaining
Consequences
Physical
Assault
Escape
aversive situation
16
Antecedent Interventions
Antecedents trigger behaviors
By changing the form of antecedent in some
way we attempt to keep behavior from being
triggered.
Basic Goals of Antecedent Strategies
Remove, modify or weaken cues/signals for problem
behaviors
• reduce or eliminate specific "triggers"
 (e.g., don't say "no," say ____ ; reduce demands)
• offer choices or present requests as choices
 use self-scheduling or choice of sequence
• embed difficult requests, use task interspersal, or task
variation (e.g., behavioral momentum)
• modify curriculum and instructional procedures
• redesign tasks or activities/routines
 add aids or supports (e.g., tool, visuals, assistive
technology)
18
Basic Goals of Antecedent Strategies
(continued)
Strengthen cues for, and add prompts for, alternative
and desired behaviors
• find instructional prompts that work and use antecedent
(proactive) prompting strategies (e.g., most to least;
errorless learning)
• use precorrection and reminders
• change discriminative characteristics to promote desired
appropriate behavior
 teach in activity context; make it relevant; make it a
game; utilize preferences
 use priming - make materials or activities familiar
• add redundant cues (e.g., picture schedules) to promote
desired behavior or to ensure predictability
19
Setting Event & Antecedent Interventions
Dan: 13 years old
Problem behaviors:
tantrum (run through house screaming
obscenities); lying; stealing
Triggering
Antecedents
Setting Events
Earlier “secret”
behavior
Question
“Did you take..”
Intervene here
Reduce anxiety
Problem
Behavior
Lying
(Incorrect “yes”
or “no” reply)
Intervene here
Weaken Trigger
No questions
Maintaining
Consequences
Avoid
Punishment
20
Step 2: Prevent Likelihood of Challenging
Behavior
COMPETING PATHWAYS
tired
Spelling
task
BEHAVIOR SUPPORT PLANNING
Minimize:
Change bedtime
routine
Neutralize:
Provide nap
before work
Setting Event
Strategies
Change: Specific
splng
activity/words
Strengthen: add extra
verbal prompt for
replacement
Antecedent
Strategies
Teaching
Strategies
Consequence
Strategies
21
Competing Behavior Pathway
• CBP/BSP
tired
Spelling
task
BEHAVIOR SUPPORT PLANNING
Minimize:
Change bedtime
routine
Neutralize:
Provide nap
before work
Setting Event
Strategies
Change: Specific
splng
activity/words
Strengthen: add extra
verbal prompt
replacement
Antecedent
Strategies
Teaching
Strategies
Consequence
Strategies
Big Ideas
• Prevention includes both manipulating and/or
removing triggers (antecedents) as well as
counter acting setting events.
• Prevention greatly decreases the likelihood
the student will need to use the CB (but not
completely).
• Prevention DOES NOT teach the student any
new ways to get his/her needs met so should
never be used alone!
Writing Prevention Section of BSP
• Developed from Competing Behavior Pathway
• Should outline specific adult behaviors that
will address outlined steps from Competing
Behavior Pathway.
• Neutralizing Routine
• Weakening the Trigger
• Prompting for desired alternate
Neutralizing Routines
• If “tired” is identified as a setting event then you need
to be able to identify when it is in place and how it will
be administered/monitored
• In Prevention Section
1. Adults will ask Joey if he is tired.
2. If Joey indicates he is, adults will offer him a choice
between a 10 and 20 minute nap in the quiet area.
3. When the nap is over Joey will be asked if he is ready
to start work or if he needs one more minute, and be
reminded that if he needs the work to stop, to “ask for
a break.”
Weakening the Trigger
• If “Independent seat work” has been identified as
the antecedent then an alternate needs to be
planned for when the setting is in place.
• In Prevention Section
1. When Joey has had a nap, adults will inform Joey
at the beginning of math class that he will be
working on “math magician” when the class
transitions to independent seat work by saying
“Today is a ‘math magician’ day, so when the
other kids start working by themselves, we will
get you started on the computer.”
Competing Behaviors Pathway
Teaching desired alternates:
Desired
response
COMPETING PATHWAYS
Setting Events
Triggering
Antecedents
BEHAVIOR SUPPORT PLANNING
Setting Event
Strategies
Predictor
Strategies
Problem
Behavior
Maintaining
Consequences
Maintaining
Consequences
Acceptable
Alternative
Teaching
Strategies
Consequence
Strategies
Characteristics of Desired Alternate
•
•
•
•
•
Functionally Equivalent
Contextually Fit
A fluent skill
More efficient
More effective
Functional Equivalence is…
• When two or more behaviors serve the same
“function” or purpose
 Both behaviors produce the same outcome or
maintaining consequence
 Ideally the new behaviors should lead to a better
outcome.
 The new behavior needs to communicate the
same thing for the student
29
Components of FCT

Step 2: Teaching a “functionally equivalent”
acceptable alternative behavior
Desired Alternative
Says, “Hello.” Interacts
with peers
Setting Event
Tired
Maintaining
Consequence
Attention from peers
Antecedent
Behavior
Consequence
Approached by
Marge/Allison
Scream / Hit
head
Escape Marge
and Allison
Acceptable Alternative
Signs, “Leave.”
30
Contextual Fit
• A skill the student is fluent in
– If a student has challenges with language then
language should not be the modality.
• Appropriate for setting
– If the setting is large group then the replacement
behavior should have a component that solicits
adult attention.
31
More Efficient and Effective
• Less physical effort
• Shorter duration
• Better schedule, amount, & quality of
reinforcement
• Less delay in obtaining the reinforcer
32
Example
• Antecedent: circle time
• Problem behavior: Joe screams at circle
• Function: moved from circle to library (escape
circle)
33
Example: Planning Intervention
• 2: Identify Acceptable alternative: acceptable request
for leaving (sign, PECS, etc.)
• 3: Teach/Plan: based on his skill Joe will be taught to
point to library corner picture to ask to go there
– Less effort
– More immediate (shorter duration)
– Greater amount of reinforcement
34
Example
• Teach:
– Away from circle, show Joe picture, model/prompt
to point, go immediately to library (repeat several
times)
– Have criterion before moving back to circle
• Ask Joe to come to circle, keep picture visible
• Ignore any screams, prompt pointing to picture
• Fade prompts and cues over time
35
Competing Behavior Pathway

Replace Challenging Behavior with a
“functionally equivalent” acceptable
alternative behavior
Desired Alternative
Stay at circle
Maintaining
Consequence
???????
Setting Event
?????
Antecedent
Behavior
Consequence
Circle time
Scream / Hit
head
Escape circle
Acceptable Alternative
Point at library pic.
36
Shaping Behavior
Shaping behavior is the process of changing the
form of a behavior to the replacement
behavior through a series of “successive
approximations”.
Why shape?
• When the difference between the challenging
behavior and replacement behavior are too
great, intervention will be ineffective
Shaping Behavior
When is shaping needed?
– The replacement behavior is not “in repertoire”
• A new skill or process needs to be learned
• EG: Using cards/symbols for communication
– Features of challenging behavior out weigh others
• Remove a feature, while other challenging aspects are
still present
• EG: Building a verbal “break” request in a student with
violent tantrums
Shaping Behavior
Identifying successive approximations:
1. Identify an appropriate acceptable alternate behavior.
•
PECS verses a verbal response
2. Identify that behaviors component skills.
•
•
•
Attend to card
Touch/grab card
Move card to specific location
3. Identify which of the component skills the student can
fluently perform
•
•
Joey can easily attend to the card and grab it
Joey has difficulty velcroing card to board
Shaping behavior
Allow all approximations to access
reinforcement until a criterion is reached.
Use break
card in PECS
5 minute break
from activity
Hand Break
card to staff
Touch Break
card
Shaping behavior
Allow all approximations to access
reinforcement until a criterion is reached.
Respectfullys
ay “may I
have a break”
Say “May I have a
break”
Say “break”
5 minute break
from activity
Promoting Generalization
• Support variation in the response that fit with
variations of the situation
– Sign “more food” when hungry
– Sign “more drink” when thirsty
• Reinforce other communicative behaviors
– A basic of FCT is getting your child hooked into
communication
– High efficiency communicative behavior will likely
beget more communicative behavior
42
When writing the Teaching Section of
the BSP think
Annual
Goal
and
Objectives
• Requirements: In a Nutshell
– Description of anticipated change
• Who will do
• What behavior
• In which (when) context (be specific)
• By what date
• Measured to a criterion
• Goal/Objective verbage Example:
–
Given a 15 minute free time activity, Polly will keep her hands engaged in appropriate activities
(drawing, playing with toys) or to her sides during 90% of that period for 8 of 10 days by the end of
the month.
• Annual goal should reflect what Bobby will be doing a year from now
(remember this should reflect the stage of learning the behavior will be at)
• Objectives should reflect the process of shaping Bobby’s acceptable
alternate behaviors to the annual goal.
Example
Objective 1:
When Jamie is in class and would like to skip a specific activity, he will request to skip the
activity by saying “skip”, “skip please”, “May I skip this activity?”, or “Can I skip this one
please?” across 4 or 5 consecutive trials in multiple settings, as measured by data
collection, by 04/24/09.
Objective 2:
When Jamie is in class and would like to skip a specific activity, he will request to skip the
activity by saying “skip”, “skip please”, “May I skip this activity?”, or “Can I skip this one
please?” in a normal classroom voice across 4 or 5 consecutive trials in multiple
settings, as measured by data collection, by 04/24/09.
Goal:
When Jamie is in class and would like to skip a specific activity, he will request to skip the
activity by saying “May I skip this activity?” or “Can I skip this one please?” in a normal
classroom voice across 4 or 5 consecutive trials in multiple settings, as measured by
data collection, by 04/24/09.
Remember
• Replacement behavior should be…
– Functionally Equivalent
– Contextually Fit
– A fluent skill
– More efficient
– More effective
Big Ideas
• We need to teach the student a way of
communicating what they need that is appropriate
for our school.
• Replacement behaviors need to be more easier and
more efficient than the challenging behavior
• We may need to help shape the desired behavior
through helping the student use a series of
approximations first.
• Using replacement behaviors should be IEP goal
rather than a reduction of challenging behaivor.
Consequence Strategies
Consequence Strategies lead to the challenging
behavior becoming ineffective Through a
process called “Differential Reinforcement”
Differential Reinforcement:
• Extinguishing (discontinuing access
reinforcement) the challenging behavior
• Reinforcing another behavior
Components of Responding
Desired Behaviors
• Added reinforcement for
basic
Challening Behavior
• Minimize access to function
& Prompting Replacement
• Controlled access to
function for replacement
• Punishment
• Safety Planning
Competing Behaviors Pathway
Consequence Strategies:
Desired
response
COMPETING PATHWAYS
Setting Events
Triggering
Antecedents
BEHAVIOR SUPPORT PLANNING
Setting Event
Strategies
Predictor
Strategies
Problem
Behavior
Maintaining
Consequences
Maintaining
Consequences
Acceptable
Alternative
Teaching
Strategies
Consequence
Strategies
Consequence Strategy
• Functional Equivalence:
– Acceptable Alternate needs to access the function
– To start the replacement behavior needs to access
the function every time it is performed
(continuous reinforcement)
Though the replacement needs to access the
function, the access needs to be controlled.
Example
It appears that little Jimmy’s “tantrum” behaviors are
maintained from an escape from difficult tasks such as
independent math work and independent reading. Mr. D
decided that he needed to teach Jimmy to ask to skip a
task.
• Tantrum = timeout or trip to office
• Skip request = get out of assignment/assignment w/help
Example
• Jeannie “under the table kicked” her table group
during Independent reading in social studies until
they yelled at her, resulting in a talking to from
Mrs. Walters and detention. Mrs. Walters
decided to teach her ask for “1:1 time”.
• Under the table kick = Adult attention and
detention
• 1:1 request = assigned work at teachers desk
Example
• Joseba’s “wrist biting” seemed to happen when
there was a schedule change. It seemed to lead
to Joseba being removed from classroom. It also
seemed to always lead to a 5-10min. Of
discussion about the schedule change. Mr.
Washington decided to teach Joseba to ask for
“talk-time”.
• wrist biting = leaving class room/discussion
• Talk-time request = 5-10min. In discussion spot
w/adult
Controlled Access
• Escape from Independent work : Escape from work
Help request/skip activity
Break
• Escape from multiplication : Escape from table group
skip activity
Move request
• Escape from Independent Reading : Escape from
reading
Help request/skip activity
skip activity
• Access to computer : Access to cartoon network
Request computer based activity
Request cartoon network
• Connect four : Activities with Robby
Request Connect four
Request work/play with Robby
Controlled Access
Considerations
1. Where- Can it be given in regular setting
2. Form- What are the specific behaviors when the
student is accessing function
3. How much- How much time or what amount of the
function the student will get.
Thinning reinforcement
Once the acceptable alternate has been
established and is being used consistently it is
time to considering “thinning” (intermittent
reinforcement) the schedule of reinforcement.
Why thin?
– Thinning actually strengthens established
behaviors
– Thinning builds a “tolerance” for delayed
reinforcement (how we are generally reinforced)
Thinning Reinforcement
Thinning: Slowly changing from reinforcing the
behavior every time it is performed to a level
or reinforcement that works for the student
and the context.
Considerations:
1. Thinning to quickly results in a reoccurrence of
challenging behavior
2. The reduction should match the context
Examples
Break from a math activity: Thin by gradually
requiring more and more work before the
break.
Break from a person or a setting: Thin by
gradually increasing the amount of time
he/she must stay before the break is received.
Requesting access to a preferred activity or toy:
Thin by gradually increasing the amount of
time he/she must wait before getting to do
the activity
Thinning Reinforcement
When necessary, use visual cues to make the
requirement clear
• Increased time: Have a visual timer available
» Watch with alarm set
» Big red clock
» Stopwatch
• Increased work: Have a tally or check off system
» Sticker chart
» An adapted token boards
Reinforcer Overlay
It is sometimes difficult to give enough access to
the function. Then what?
• Up the amount of reinforcement available for
the replacement behavior.
– Tokens:
– Treats:
– Attention (adult and/or peer)
Overlay should be used to reinforce both the
replacement behavior and the ultimate goal.
Jerome’s tantrums lead to escape from work ALL
DAY.
– Break request = 10 minute break
»
Functionally Equivalent, but in far less quantity
– Overlay = 5 min. of work gets Jerome 5 min of
preferred activity
»
Good because it reinforces work (the end goal)
– Overlay = While on break Jerome can play a
game with a peer
»
Less good because it because it doesn’t tie back to work
Safety Routine
• When does teaching stop and crisis
intervention begin?
The MODEL
Behavior Intensity
High
Low
AGITATION

Time
The MODEL
Behavior Intensity
High
ACCELERATION
Low
Time
Safety Routine Components
• Specific behavior that signals to adult to shift
the focus from teaching to crisis intervention
• Specific steps adults will follow
• Specific ways adults will interact w/ student
until they are fully deescalated
When writing the responding section
be sure to include
• Responding to desired behavior
– Acknowledgement
• Responding to challenging behavior
– Prompting Strategy
• Safety Routine
– Crisis intervention plan
Idaho SDE
BIP Form
Coming soon . . .