Overview of Behavior Planning at Tier 3

Chloe.flock EDSP 464 O1 Prof. Stephanie Lachman April 10, 2024 Overview of Behavior Planning at Tier 3 A.1) My notes of the video:  Positive Behavior Support is crucial for children with special needs. It focuses on increasing their quality of life and decreasing problem behavior by teaching new skills and making changes in their environment. This approach recognizes that behaviors are a form of communication and aims to address the underlying needs of the child.  Behavior Intervention Plans (BIPs) are essential components of positive behavior support. They provide a roadmap for addressing problem behaviors by accurately describing the behavior, analyzing the reasons behind it, and identifying pro-social replacement behaviors. BIPs also include strategies for reinforcing the replacement behavior, ignoring or minimizing the old behavior, modifying the environment, and teaching coping skills.  Accurate data collection is crucial for measuring the effectiveness of behavior plans. Simply observing behaviors is not enough; data should be collected at various points to determine the antecedents, behavior, and consequences of the behavior. Data helps track progress, identify patterns, and make informed decisions about interventions.  Behavior spikes are common when implementing behavior plans. It is important to stay the course and not lose confidence in the plan. Behavior spikes occur when the identified reason for the behavior is correct, and they tend to decrease over time with consistent implementation of the behavior plan.  Collaboration and consistency are key in implementing behavior plans. A team approach involving parents, educators, therapists, and other professionals is necessary for successful implementation. It is also important to maintain consistency across different settings (home, school, community) to reinforce the expected behaviors.  Fading prompts and supports is essential in promoting independence. While prompts and supports may initially be necessary, the ultimate goal is for the child to display the replacement behavior independently. Gradually reducing the prompts and supports allows the child to develop self-regulation and self-advocacy skills.  Celebrating partial success and approximating success are important strategies in behavior support. Recognizing and reinforcing progress, even if it is not perfect, helps the child internalize the desired behavior. It is also important to focus on a child's strengths and build upon them in the behavior plan.  Overall, positive behavior support and behavior intervention plans are powerful tools in helping children with special needs develop appropriate behaviors, effectively communicate their needs, and become more independent. With a collaborative and consistent approach, along with accurate data collection and analysis, these plans can lead to positive outcomes for children and their families.  A.2) The required components of a Behavior Intervention Plan (BIP) according to IDEA (Individuals with Disabilities Education Act) and NAC (Nevada Administrative Code) include: Replacement Skills: The BIP must outline specific replacement behaviors that are taught to the student as alternatives to the challenging behavior. Reinforcement Process: It should detail the reinforcement strategies used to encourage the adoption of replacement behaviors, including positive reinforcement techniques. Positive Strategies: The plan should incorporate positive, proactive strategies aimed at preventing or minimizing the occurrence of challenging behaviors. Enhance Independence: It should include strategies to promote the student's independence in managing their behavior and making positive choices. Mandated Inclusion: Students identified with behavior concerns in their Individualized Education Program (IEP) should have a BIP outlined to address these concerns and support their academic and social progress within the least restrictive environment. B. )Five components to look for in a Behavior Intervention Plan (BIP) are: Functional Behavior Assessment (FBA): A thorough analysis of the functions or purposes behind the challenging behavior, including antecedents, triggers, behaviors, and consequences. Replacement Behaviors: Clearly defined alternative behaviors that are taught and reinforced to replace the challenging behavior. Proactive Strategies: Positive, preventative measures designed to address the underlying causes of the challenging behavior and promote positive behavior. Reactive Strategies: Plans for responding to challenging behaviors when they occur, including de-escalation techniques and consequences. Data Collection and Progress Monitoring: Procedures for systematically collecting data on the frequency, duration, and intensity of behaviors, as well as monitoring the effectiveness of interventions over time. C.) Possible functions of behavior include: Attention-seeking: Behaviors intended to gain attention from others, whether positive or negative. Escape or avoidance: Behaviors used to avoid or escape from undesired tasks, situations, or demands. Access to tangible items or activities: Behaviors aimed at obtaining desired objects, activities, or privileges. Automatic reinforcement: Behaviors that are inherently reinforcing or self-stimulating, such as sensory-seeking behaviors. D.) Steps to writing a Behavior Intervention Plan (BIP): Conduct a Functional Behavior Assessment (FBA): Gather data through direct observation, interviews, and other assessments to understand the function or purpose of the challenging behavior. Identify Replacement Behaviors: Based on the FBA, define specific alternative behaviors that serve the same function as the challenging behavior but are more appropriate. Develop Proactive Strategies: Create a plan for preventing the occurrence of challenging behaviors by modifying the environment, teaching skills, and providing supports. Establish Reactive Strategies: Outline procedures for responding to challenging behaviors when they occur, including de-escalation techniques, consequences, and crisis management protocols. Define Data Collection Procedures: Determine how data will be collected to monitor the effectiveness of the BIP, including what behaviors will be tracked, how often data will be collected, and who will be responsible for collecting and analyzing the data. Implementation and Progress Monitoring: Implement the BIP with fidelity and regularly monitor progress toward goals. Adjust interventions as needed based on ongoing data analysis and review. Crisis Plan: Develop a plan for addressing situations where challenging behaviors escalate to crisis levels, ensuring the safety of the student and others involved. Collaboration and Communication: Ensure that all relevant stakeholders, including parents, teachers, and support staff, are informed about the BIP and actively involved in its implementation and monitoring. Review and Revision: Regularly review the effectiveness of the BIP through ongoing data analysis and feedback from stakeholders. Revise the plan as needed to better meet the needs of the student and support their success. Documentation and Reporting: Maintain thorough documentation of the BIP, including all assessments, interventions, progress monitoring data, and communication with stakeholders. Keep records up-to-date and accessible for review and reporting purposes.