BIPs and IEPsBIPs and IEPs

An Overview of IEPsAn Overview of IEPs

Written documentDeveloped by a teamDetermines FAPEIndividualizedTool for

Communication Accountability Management Compliance & monitoring Evaluation

WhoWho is the IEP team? is the IEP team? Parent(s) At least 1 special education teacher At least 1 regular education

teacher LEA representative Person knowledgeable of

evaluation procedures and results Others as determined by parents

or school Student, if over 14; younger

if appropriate

Required ComponentsRequired Components

Present levels of performance

Annual goals and short term objectives or benchmarks

Special education and other services

Transition

Participation in regular curriculum and environment

Standardized assessment

Progress reporting Special factors

Cover All BasesCover All Bases

Meaningful parent participationAll the required participantsAll required components

There is no such thing as a There is no such thing as a behavior IEP, a transition behavior IEP, a transition

IEP, an inclusion IEP, a IEP, an inclusion IEP, a speech IEP, an LD IEP…speech IEP, an LD IEP…

An IEP is an IEP!

5 Principles from Legal Rulings 5 Principles from Legal Rulings on IEPson IEPs

Address all unique needs, not just academics Write the IEP based on needs, not availability

of services IEP is a binding commitment of resources IEPs must be individualized All required components of the IEP must be

included

-- Barbara Bateman

Data Collection

– Interviews– Work samples and other permanent

products– Behavior rating scales and checklists– Other standardized instruments– Direct observation– Student self-report

Differs significantly from peers?

Identifying Behavioral NeedsIdentifying Behavioral Needs

Skill vs. Performance DeficitsSkill vs. Performance Deficits

Skill: student doesn’t know how

Performance: student knows how but doesn’t do it

Context of BehaviorContext of Behavior

A B C

Antecedent

Behavior

Consequence

Aspects of Target BehaviorAspects of Target Behavior

Student does not have the knowledge/skill to

display the desired behavior

Student has the knowledge/skill, but does not display the

desired behavior

Inappropriate or antisocial behavior in

place of desired behavior

No inappropriate or antisocial behavior is

displayed

Behavior is ComplexBehavior is Complex

Culture

Needs

and

Desires

Disabilit

y

Habit

Family

Peers

Why do kids misbehave?Why do kids misbehave?

It works!

Copy-catting

Testing limits

Asserting independence

Protection

Feeling badly about self

from Dr. Charles Smith (Kansas State Univ.)

What messages do we send to What messages do we send to kids?kids?

What typically happens when What typically happens when we intervene?we intervene?

It takes time to change behavior

Behavior gets worse before it gets better

Spontaneous recovery Low level behavior can

escalate

Positive Behavioral Positive Behavioral SupportsSupports

1 - 7% of students

20 - 25% of students

70 - 75% of students

(Lewis & Sugai, 1999)

School-wide

Selected

Individual

Remember what you know!Remember what you know!

4 + 4 = ?

When do you need a BIP?When do you need a BIP?

A student with disabilities displays behavior that interferes with his/her learning or that of others (special factor)

A student’s behavior results in a change of placement

Base the BIP on a Functional Base the BIP on a Functional Behavioral AssessmentBehavioral Assessment (FBA)(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

Behaviors Occur for Many Behaviors Occur for Many ReasonsReasons

Knowledge deficits

Communication

Sensory Needs

Behavioral IntentBehavioral 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

Common Functions of Common Functions of BehaviorBehavior

Attention Escape Power/control Tangible reward Peer affiliation Justice/revenge

Effective BIPsEffective BIPs

Clear definitions of behavior

Appropriate consequences

Addresses the environment, including teacher and peer behavior

Evaluation plan

Behavior Intervention Plans...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

Focus on PositivesFocus on Positives

Positive behavioral interventions, strategies and supports

Long-term behavior change only comes from positives

Need to balance the equation

Define observable behaviorDefine observable behavior

Look or sound like? Student says or does? How often? How intense? Danger level? What do you want

instead?

Appropriate ConsequencesAppropriate Consequences

Nature of surface behavior has little to do with selecting an appropriate consequence

The function of behavior should direct the consequences

Disruption of the LessonDisruption of the Lesson

What might be typical responses?

“Math stinks! I’m not going to do this

#@&*!”

Uniform Code of ConductUniform Code of Conduct

Schools should have uniform expectations for student behavior

It is not reasonable to have the same consequences for all students

“Boys, we don’t talk like that in school…”

Principal

Programs to Meet Common Programs to Meet Common Student NeedsStudent Needs

School-wide or classroom-based programs to help meet needs such as– peer affiliation

– academic and social competence

– leadership skills

– self-direction and self-control

Altering the Context Altering the Context

Only addressing student behavior without changing the context is a recipe for failure

Teacher behavior, curriculum, peers, and family play critical roles in supporting behavior change

Systems of teacher supportSystems of teacher support

Staff collaboration Technology Peer Triads Automatic triggers Staff development

Peer ConsequencesPeer Consequences

Be wary of consequences that group students w/ challenging behaviors

Instructional & pro-social consequences

Evaluating the BIPEvaluating the BIP

Systematic review

Data collection

Communication

Criteria for success (long and short term)

2 Components of a BIP2 Components of a BIP

Teaching plan

Crisis plan

Teaching PlanTeaching Plan

Definitions

Prevention

Intervention

Skill building

The best way to address undesirable The best way to address undesirable behavior…behavior…

…is to

prevent it from happening in the first place!

InterventionsInterventions

Stopping the behavior once it starts but before it gets out of control

Timeout, in-school suspensions, response-cost

Skill BuildingSkill Building

Replacement or alternative behaviors

Social skills General skills Problem solving Self management

In an Emergency….In an Emergency….

De-escalate

Protect

Potential PotholesPotential Potholes No plan

No basis for plan

Plan not followed

No data on effectiveness

Incorporating BIPs into IEPsIncorporating BIPs into IEPs

Where in the IEP?Where in the IEP?

Present levels

Special factors

Annual goals

Program summary

Attached page

If Alternative Undesired If Alternative Undesired Behavior is Displayed...Behavior is Displayed...

Reduce undesired behavior

Increase display of desired behavior

Annual GoalsAnnual Goals

Reasonably be accomplished in 12 months

Observable and measurable outcomes to demonstrate progress

Example: Michael will use verbal de-escalation, avoidance tactics, or seek help in conflict situations.

Objectives/BenchmarksObjectives/Benchmarks(Minimum of 2 per goal)(Minimum of 2 per goal)

Observable and measurable behaviors for outcomes

Include:- Conditions

- Specific, measurable, observable target behavior

Outcome- Accuracy (be realistic)

- Time allotted / time frame

Example: Given a social situation with conflict and a list of socially acceptable ways to address conflict, Michael will state at least 2 ways to address the conflict with 100% accuracy for 20 consecutive sessions.

Target Various Aspects of Skill Target Various Aspects of Skill DevelopmentDevelopment

Cognitive– List 2 strategies for...

Affective– Identify the emotion

being displayed...

Behavioral– Increase number of

times…

Sexual harassment?Sexual harassment?

What issues might have to be considered when exploring a behavior such as possible sexual harassment?

Sexual HarassmentSexual Harassment Present level: Samuel displays inappropriate sexual

comments to females an average of 4 times/week. Goal: Samuel will make appropriate comments when

greeting and interacting with females within the school setting.

Objectives– Given a verbal, written or role-play situation, Samuel will be

able to give socially appropriate greetings to females with 90% of opportunities for 3 consecutive weeks.

– Samuel will reduce the number of office referrals for inappropriate sexual comments or gestures to less than 2/month for 4 consecutive months.

A sample goal…A sample goal…

Brenda will work independently and attend to a given task during a 20-minute school activity with only 1 teacher prompt for 7 of 10 class sessions.

And the STOs…And the STOs… Given 2 teacher prompts, Brenda will begin working within 1

minute after instructions are given and will work continuously for 8 minutes by the end of the 1st grading period.

Given 2 teacher prompts, Brenda will begin working within 45 seconds after instructions are given and will work continuously for 12 minutes by the end of the 2nd grading period.

Given 2 teacher prompts, Brenda will begin working within 30 seconds after instructions are given and will work continuously for 16 minutes by the end of the 3rd grading period.

Given 1 teacher prompt, Brenda will begin working within 20 seconds after instructions are given and will work continuously for 20 minutes by the end of the 4th quarter.

Another example…Another example…

Goal: Given 2 classes per day initially and increasing to a full

day (8 periods) of classes, Joe will attend school regularly.

STOs for JoeSTOs for Joe

1. Given 2 classes per day plus morning check-in, Joe will attend 100% of his classes for 5 consecutive days.

2. Given Joe’s input on which subjects to add, he will attend 4 of 4 classes plus morning check-in for 8 of 10 days.

3. Given Joe’s input on which subjects to add, he will attend 5 of 5 classes plus morning check-in and lunch for 8 of 10 days.

4. Given an 8 period day, Joe will attend all of his classes plus morning check-in and lunch for 8 of 10 days.

One more…One more…

Goal: Given social skills training, Mary will participate in structured small group activities by remaining in the group, respecting personal space, and initiating a conversation 100% of opportunities.

Mary, continued…Mary, continued…

1. Given an instructional group of 3-4 children, Mary will remain in the group (on the rug or sitting at the table) for 5 minutes of a 20-minute class by the end of the 1st quarter…

2. Mary will keep her hands and feet to herself and remain at least 1 arm’s length away from other people 50% of opportunities…

3. By the end of the 4th quarter, Mary will ask at least 1 question related to the discussion topic during every small group session and then make at least 1 follow-up comment.

Try some…Try some…

How will you identify a need?

Document current level of functioning?

Develop a measurable goal & at least 2 measurable obj./benchmarks?

• Self- esteem• Lack of organizational skills• Non-compliance• Anger management• Disrespect• Stereotypic behavior• Off-task• Out of seat• Teasing & taunting

Additional ResourcesAdditional Resources

www.dpi.state.wi.us/dpi/dlsea/hmtopics.html

www.pbis.org

www.ttac.odu.edu

www.state.ky.us/agencies/behave/homepage.html

www.cecp.air.org

www.calstat.org/annotated_plan.pdf

More ResourcesMore Resources

www.disciplinehelp.com

www.BehaviorAdvisor.com

www.sopriswest.com

www.hes-inc.com