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CHAPTER 6: BEHAVIOR
INTERVENTION PLANS (BIP)
LEARNER OUTCOMES
At the conclusion of this chapter, you will be able to: ▶ Identify key components of a Behavior Intervention Plan ▶ Develop a competing pathway based on the results of a Functional Behavior Assessment to...
- Prevent problem behavior
- Teach appropriate behaviors
- Recognize appropriate behavior
- Prevent reinforcement of problem behavior ▶ Develop appropriate observable and measurable behavioral goals ▶ Determine method for efficient data collection to guide decision making throughout the process Unlike more typical single-dimension interventions that focus on reactive, consequence manipulations (e.g., time-out, behavioral contracts), behavior support plans that are based on FBAs consider intervention components that are focused on instruction, prevention and reinforcement. George Sugai, 1999
Introduction
The Functional Behavior Assessment (FBA) is used to guide development of a Behavior Intervention Plan (BIP) to increase pro-social behavior and decrease problem behavior. Tier 3 interventions are the same as Tier 1 schoolwide and classroom effective practices only they are more intensive and individually tailored to the student. It is important to make connections across the tiers. In addition, as Action Teams develop individualized plans for students, understanding the role of human motivation may be helpful.
THE IMPORTANCE OF CONNECTING ACROSS THE TIERS
Using the information from the FBA process to accurately construct a competing behavior pathway, and selecting the appropriate strategies to use form the basis of the Behavior Intervention Plan. These sections will determine what the intervention will be, how it will be measured, who will be participating, and how the fading, generalization, and maintenance plan should be designed. Because long-term replacement behaviors should be connected to your schoolwide expectations, it is prudent to incorporate the language of your matrix and the 8 Effective Classroom Practices in the BIP from the beginning. The ultimate goal of the BIP is to teach the strategies and skills the student needs to be successful in your school environment. Student sucess is more likely when natural routines and supports are incorporated in the plan.
As your team works to develop intensive, individualized interventions, you may encounter staff members, community members, parents, or other educators in the field who argue that providing external rewards or supports will be harmful to student motivation. Fortunately, there is an abundance of research you can share to dispel their concerns. Understanding the Role of Human Motivation in Learning When considering the ABCs of behavior, teachers may assert they do not believe in giving prompts, positive feedback, or tangible rewards for behaviors students should already know and display. Additionally, some teachers fear providing external regulation, in the form of antecedent or consequential supports, will undermine students’ intrinsic motivation. Such statements indicate a lack of understanding regarding the fundamental principles of motivation and the differentiation between motivation and regulation. Beyond infancy and early childhood, the motivation for the majority of human behavior is externally motivated (Ryan & Deci, 2000). Initially, educators provide external regulation for students by establishing common definitions of desired behaviors, providing antecedent supports, and delivering reinforcing or discouraging consequences. Educators use these externally regulated strategies to teach all students the expected behavior and facilitate consistent use of appropriate behavior. Over time, educators assist students in developing self or internal regulation. Students must engage in self-regulation (e.g., demonstrating desired behaviors consistently, without prompting, affirmations or recognition) in order to become successful contributing members of society. Deci and Ryan’s (1985) research in the field of self-determination theory (SDT) illustrates the transition from external regulation to internal regulation. In Figure 6.1, Ryan and Deci (2000) articulate the continuum of human motivation including: amotivation, extrinsic motivation, and intrinsic motivation. Amotivation denotes a complete lack of motivation for or value of the activity or knowledge in consideration, or perceived lack of competence with the activity. Extrinsic motivation means an individual engages in an activity to attain a separable outcome (e.g., to receive an external item or activity of preference, to fit into a group, to master a skill or gain knowledge needed for later). Intrinsic motivation refers to participating in an activity simply for the enjoyment of the activity itself. Many factors influence where an individual falls on the continuum, with regard to a specific behavior. Additionally, an individual’s location on the continuum may be fluid and individuals may move in either direction along the continuum.
While the choice to adopt healthier eating habits may seem internally regulated, or even intrinsically motivated, extrinsic motivation plays a significant role. An inherent enjoyment of fresh fruits and vegetables makes the change easier to adopt. However, you cannot discount the extrinsically motivating factors, such as wanting to comply with recommendations of medical professionals, a desire to fit in with colleagues who make healthy eating choices, setting and reaching a weight loss goal, or recognizing the impact eating habits make on the larger environment. Ryan and Deci (2000) note, “In schools for example, it appears that intrinsic motivation becomes weaker with each advancing grade,” (p. 60). Because most human behavior relies on some form of external motivation, past early childhood, educators face the challenge of teaching students to identify, value, and engage in socially appropriate behaviors with minimal external pressure or regulation. Self-determination theory includes three needs individuals must fulfill to behave with intrinsic motivation:
- Competence: succeeding in what is to be done, belief in one’s ability to succeed, self-efficacy
- Relatedness: connecting with others, belonging
- Autonomy: being in control of ones’ life, self-determination Students may not, initially, find behaviors critical to school success inherently interesting or personally valuable; therefore, educators will need to provide some level of instruction and reinforcement to encourage students to engage in desired behaviors. Over time, students will begin to self-regulate engagement in appropriate behaviors because doing so increases feelings of connectedness and experiences of competency and autonomy. SW-PBS supports the development of self-regulation by: creating environments where all students feel welcome, connected, and valued; directly teaching, monitoring, and reinforcing expectations; and assisting students in the development of self-monitoring and self-regulation. The amount of external regulation or motivation necessary to reach the end goal of students’ consistent display of desired behavior will be dependent on chronological and developmental age of students, students’ prior knowledge of and experience with desired behaviors, the context or setting events and the students’ understanding that the schoolwide behavioral rules and procedural skills desired by adults are universal in nature, and will increase their overall success in the classroom, schoolwide and eventually in life outside of school. Understanding that the majority of human behavior relies on a certain degree of external motivation, and intrinsic motivation relies on the development of competence, relatedness and autonomy. School teams can leverage the science of behavior to plan for and establish systems that create environments which increase the likelihood that teachers and students will demonstrate desired behaviors. Students learning a new skill or behavior may need external regulation (e.g., reward) to gain enough exposure to the naturally occurring positive consequences of the behavior. For example, using more pro-social behaviors such as taking turns; saying “please” or “thank you”; and keeping hands to ones’ self; allow a student struggling to find friends to experience social acceptance from peers. Initial teaching and reinforcement may be necessary to help the student learn and consistently use the skill. Over time the skill becomes self-initiated and self-regulated. Eventually the skill should generalize to multiple social contexts allowing the student increasing access to desired peer groups or activities. However, excessive reliance on authoritarian external regulation leads to individuals losing their sense of autonomy and relinquishing the capacity for self-regulation. Under these conditions, a previously self- regulated behavior becomes a behavior demonstrated only under high external regulation (e.g., athletes who lose the love of the game under pressure to win at all costs). While in most cases people’s general regulatory style becomes more “internal” over time (Chandler & Connell, 1987), in accordance with developmental tendencies towards autonomy (Ryan, 1995), regulation can move in either direction on the continuum.
Introduction to Behavior Intervention Planning Process A Behavior Intervention Plan (BIP) defines how an educational setting will be changed to improve the behavioral success of the student. ▶ The BIP describes how the environment will be changed to prevent occurrences of problem behavior to make the behavior irrelevant. ▶ The BIP describes the teaching that will occur to give the student alternative ways of behaving to make the problem behavior inefficient. ▶ The BIP describes the consequences that will be provided to reinforce appropriate behavior to make the problem behavior ineffective. The flow chart on the next page shows the entire process of developing a BIP from the FBA. Each step will be described in further detail throughout the chapter. The workbook will guide you through the step-by- step process with an example student, Suzy, continued from Chapter 5. With your team: ▶ Discuss how you will design professional learning for your staff regarding the continuum of motivation. ▶ How will you help staff understand the idea of regulation vs. motivation?
Behavior Intervention Plan Components
STEP 1. DEVELOPING A COMPETING
BEHAVIOR PATHWAY
The Competing Behavior Pathway model is used to create a link between the Functional Behavior Assessment and the Behavior Intervention Plan. First, the team builds the competing behavior pathway by copying the FBA summary statement into the behavior pathway diagram--transferring the setting events, triggering antecedents, and maintaining consequences along with the function to the Competing Behavior Pathway. Next, the Action Team defines the desired replacement behavior, as well as any alternative short-term replacement behaviors that might be appropriate steps to the long-term replacement behavior. The reinforcement consequence for when the student displays the desired replacement behavior is planned.
Identifying Long-term Replacement Behaviors
Once the summary statement is transferred to the Competing Behavior Pathway, the next step is for the Action Team to decide on long-term replacement behaviors. These long-term replacement behaviors are found in the classroom rules and schoolwide matrix. It would be helpful for the Action Team to have those resources available for this task. If the desired replacement behavior is taken directly from the schoolwide matrix or classroom rules staff will already be fluent with the language to positive reinforce the desired behavior. There is no special language needed for a Behavior Intervention Plan! The chart below give examples of desired replacement behavior from classroom or schoolwide matrices that address the function of the problem behavior and increase the likelihood the student will receive recognition for use of the desired behavior.
The purpose of the Competing
Behavior Pathway is threefold:
1. Highlight the importance
of building the Behavior
Intervention Plan around the
Summary Statement
2. Identify competing behavioral
alternatives to the problem
behavior.
3. Determine strategies for
making the problem behavior
ineffective, inefficient or
irrelevant through changes to
the routine or environment.
Crone & Horner, 2003 Problem Behavior Function Desired Replacement Behavior Quiet when addressed by peers; Cries; Turns around and walks away Escape peer interaction Listen to the speaker with my eyes and ears, use kind words Rips paper; Leaves work area and walks around the room Escape difficult tasks When given instructions to begin get materials out and begin working within 5 seconds, visit quietly with a neighbor if you need help, all conversation is related to work and raise your hand for help or get permission to leave your seat. Pushes or hits peers Gain peer interaction Be safe: keep body to yourself and use respectful language.
Identifying Short-term Alternative Behavior
The gap may be very wide between the desired behavior and what the student is currently doing; therefore, the Action Team will need to identify a short-term alternative behavior Short-term alternative behaviors are: ▶ An immediate attempt to reduce disruption & potentially dangerous behavior in the classroom ▶ Designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable alternate behavior An appropriate Short-term Alternative Behavior: ▶ Serves the same function as the problem behavior ▶ Is easier to do and more efficient than the problem behavior ▶ Requires less physical effort & provides quicker, more reliable access to desired outcome/response than problem behavior ▶ Is socially acceptable Just like the long-term replacement behavior, the short-term alternative behavior must serve the same function as the problem behavior (see the table below). Problem Behavior Function Short-term Alternative Behavior Desired Replacement Behavior Quiet when addressed by peers; Cries; Turns around and walks away Escape peer interaction Tell friends, “I just want to be alone right now.”, “I want to be by myself now” and other respectful “I” statements Listen to the speaker with my eyes and ears, use kind words Rips paper; Leaves work area and walks around the room Escape difficult tasks Sit quietly, ask for a break (limit to 3 per day) When given instructions to begin get materials out and begin working within 5 seconds, visit quietly with a neighbor if you need help, all conversation is related to work and raise your hand for help or get permission to leave your seat. Pushes or hits peers Gain peer interaction Use words only to get friends’ attention Be safe: keep body to yourself and use respectful language.
Note the information from Suzy’s Summary Statement that has been transferred to her Competing Behavior Pathway. With your team, discuss what information the Action Team added to complete Suzy’s Competing Behavior Pathway. Does the Desired Replacement Behavior look like a behavior on your matrix or class rules? Desired Replacement (Long Term Objective) Work quietly on independent work Reinforcing Consequences for Desired Replacement Suzy will earn time to work with friends Setting Event When specific friends are around Triggering Antecedent Asked to work independently Problem Behavior Talking out, joking, disrupting class Maintaining Consequences Gets peers to laugh and teacher attention Function To get attention Alternative Replacement Behavior (Short-term Replacement) Ask appropriately to work with a partner or obtain peer interaction by completing small parts of independent tasks
SUZY EXAMPLE
Competing Behavior Pathway
STEP 2. IDENTIFY INTERVENTION STRATEGIES
Once the Action Team has completed the Competing Behavior Pathway, they are ready to identify intervention strategies, remembering to always address the function of the problem behavior. These intervention strategies include: 2.1 teaching strategies 2.2 setting event strategies 2.3 antecedent strategies 2.4 consequence strategies to reinforce appropriate behavior We will describe each strategy, sharing how Suzy’s Action Team created her BIP. MO SW-PBS adapted the Menu of Function-Based Options for Behavior Intervention Planning from a tool by Loman & Borgmeier (2010). It is the tool Action Teams should use as they develop the Behavior Intervention Plan. This menu provides options for addressing setting events, antecedents, teaching replacement behavior and consequences for encouraging appropriate behavior as well as discouraging continued use of the problem behavior. The menu is particularly helpful because it gives ideas for attention seeking and escape/avoidance of a task. Selecting one or two options for each strategy from the menu will make developing the BIP more efficient and effective. The team will customize the strategies to meet the specific needs of the child. Strategies are built on the Effective Classroom Practices and are organized by function.
“Once the team has identified
a long-term desired behavior
and an acceptable short-term
alternative to the problem
behavior, they must generate
strategies to facilitate the
student’s performance of those
behaviors.”
Crone & Horner, 2003, p. 56
Seek Attention Avoid Attention Avoid Tasks 2.3 Teaching Strategies
- Teach specific ways to ask for attention: - Differentiate if strategy changes across conditions or settings (large group, small group, independent work, cafeteria, hallway etc.) - Help teach lesson to other students - Participate in social skill instruction - Teach self-management skills: - Observing & recording own behavior - Goal setting - Evaluating behavior - Strategy instruction - Participate in social skill instruction - Teach how to ask for a break. - Teach how to ask for an alternative activity/ assignment - Teach student how to ask for assistance - Teach student how to use resources - Teach specific academic skills - Sight words - Reading fluency - Comprehension - Math facts - Participate in social skill instruction
Consequences to Reinforce Replacement Behavior
- Respond quickly when the student asks for attention appropriately
- Give frequent attention for any appropriate behavior
- Allow student to earn opportunity to pick activity for group or class
- Provide opportunity for peer interaction
- Acknowledge student with nonverbal reinforcements:
- Thumbs up
- Small note
- Provide opportunity to earn time doing self- selected activity
- Provide opportunity to earn breaks after specified number of completed tasks
- Provide opportunity to earn time doing self- selected activity
- Reward student for attempting tasks
- Staying focused on the task Consequence to Make Problem Behavior Ineffective
- Provide consistent and calm response
- Limit verbal interaction for problem behavior.
- Create a signal that prompts student to stop and/or return to desired activity
- Teacher ignore problem
- Prompt peers to ignore problem behavior
- Provide consistent and calm response
- Teacher gives non-verbal cue to participate
- Proximity control
- Provide consistent and calm response
- Offer brief assistance with task or activity
- Offer alternatives methods or materials to complete the task
- Schedule standard times to complete unfinished work Adapted from Loman, S. & Borgmeier, C. (2010)
STEP 2.1. IDENTIFY TEACHING STRATEGIES
Start with teaching the replacement behavior along with any strategies the student will be expected to use. This means systematically and explicitly teaching behaviors/skills that will meet the same function as the student’s target behavior to make the problem behavior less efficient and effective and acceptable behavior easier to perform and more likely to be reinforced. Teaching long-term replacement behavior often requires teaching complex skills that the student is lacking (e.g., academic skills, social/communication skills, organizational skills.) ACADEMIC SKILL DEFICITS (the student does not know how to do the work, often related to Avoiding difficult tasks) ▶ Example: Student avoids reading because he or she is 3 grade levels behind in reading. Addressing this deficit requires intensive reading instruction. SOCIAL SKILL DEFICITS (the student does not know the appropriate skills or methods to relate to others (verbal/nonverbal), often related to seeking interaction or attention) ▶ Example: Student seeks interaction or attention due to isolation from peers and adults resulting from aggressive behavior and limited social skills. Addressing this deficit requires sustained, targeted social skill instruction generalized to natural context COMMUNICATION DEFICIT (the student does not know the appropriate skills or methods (verbal/ nonverbal) to communicate with others) ▶ Example: Student screams and loudly claps hands due to limited communication skills which might result in getting something to eat. Addressing this deficit requires teaching communication skills (PECS, sign language, etc.) ORGANIZATIONAL/SCHOOL SKILL DEFICITS (the student does not know how to effectively use time or resources) ▶ Example: Student doesn’t complete homework due to limited scheduling and organization strategies which might result in task avoidance due to limited background knowledge. Addressing this deficit requires teaching school skills. Teaching Considerations: ▶ Practice the new behavior when the student is calm, relaxed, and at times when problems do not occur. ▶ Provide multiple opportunities for the student to role play and practice using the new behavior. ▶ Teach the student when to use the replacement behavior. ▶ Use role play and practice with feedback in the natural environment.
EXAMPLE EXPECTATIONS LESSON PLAN - Expectation: I am responsible. Classroom Rule(s): When given directions, say OK and begin working right way. Work quietly. Ask for help by raising your hand. Replacement Behavior: Complete independent work quietly. DEFINE THE RULE: “This week we will focus on quietly working independently when the teacher gives directions. It’s important to use class time provided to do assigned work so you can get help if needed, and ask questions. Doing your independent work in class lets your teacher know what you can do, and what things you might need to practice more.” “Whenever the teacher gives directions to begin work, you should say, “Ok,” and begin right away. You work quietly so everyone can concentrate on their work, and if you need help or have a question, you can raise your hand and wait patiently for the teacher to come to you.” MODEL: Example: Brandon is sitting at his desk. The teacher tells the class to begin underlining parts of their papers where there is dialogue. Brandon says, “Ok” quietly to himself, gets out his pencil and begins underlining his story everywhere he sees quotation marks. Example: The teacher directs the students to read the story in the reading book. Josie says “Ok” quietly to herself and begins reading. Josie cannot read the following word, “minestrone.” She looks at the word wall, but does not see any clues to help her, and she is not able to find clues in the text. Josie raises her hand and waits for the teacher to come to her so she can ask about the word. Non-Example: The teacher directs the students to begin working on the math assignment. Jessica cannot work problem #3. She sits and does not work. Example: Cody says “Ok” and starts working on his reading assignment when the teacher gives directions. He comes to a funny sentence and looks up to say something funny to his group about the sentence. He sees other students reading quietly and decides to make a note and tell them after the work time is over. ROLE PLAY: 1) Give the students a book, notebook paper, and a pencil. 2) Tell the students to write the name and author of the book on the paper and write a prediction about the book. 3) Give positive specific feedback when students say, “Ok” and begin right away, work quietly, and ask for help by raising their hand. 4) Give clear corrective feedback, and demonstrate correction for student. Repeat the direction and provide positive specific feedback. AFTER THE LESSON 1) Provide verbal prompts (pre-corrects) prior to work time reminding student of the expectations. 2) Provide student with high rates of positive specific feedback when performing the expected behavior. 3) Follow-up: Use CW-FIT to encourage students to use the expected replacement behavior during times when they will be given independent work.
STEP 2.2. IDENTIFY SETTING EVENT STRATEGIES
▶ Put supports in place in the school environment to mitigate or diminish the effect of events that set the stage for problem behavior. The team cannot usually eliminate setting events, however, supports can be put in place in the school environment to reduce the effects. Remember, Setting Events are conditions or circumstances that alter the probability of a behavior occurring. These are events that happen outside of the immediate routine that commonly make the problem behavior more likely are Setting Events (Loman, Strickland-Cohen, Borgmeier, & Horner, 2013). For the entire class, a substitute, fire drill, or assembly can be a Setting Event. For an individual student or group of students a Setting Event can be lack of sleep or food, missing the bus or a fight on the bus on the way to school, etc. Below are some Setting Events and possible strategies to reduce the impact on behavior: Setting Event Strategies to Mitigate Impact Incomplete work Check in with adult to provide assistance with organization and work completion Physical Need (hungry, tired, cold) Schedule regular routine to meet with the student to address physical needs (e.g. provide snack, exercise, etc.) Argument with peer or family member before school Schedule regular routine to meet with the student to de-escalate, set goals and practice calming strategies
2.2 Setting Event Strategies
SUZY EXAMPLE
After discussing teaching strategies, Suzy’s Action Team discussed her setting event-she increases her disruptive behavior when certain peers are around. Again, they used the Menu and selected one strategy:
- She might be seated in a different group than these peers They recorded this on her BIP form. Setting Event Strategies Antecedent Strategies Teaching Strategies Consequence Strategies to Reinforce
- Move Suzy’s group across the room from her friends
- Teach her what it looks like and sounds like to work independently
- Participate in social skills instruction
STEP 2.4. IDENTIFY CONSEQUENCE STRATEGIES TO
REINFORCE APPROPRIATE BEHAVIOR
▶ A critical part of any intervention plan is determining how long-term desired behavior and short-term alternative behavior will be reinforced. The team must match the reinforcement strategies to the function and reinforce appropriate behavior to make the problem behavior ineffective.
- The team must ensure that the Behavior Intervention Plan includes strategies to provide frequent and immediate recognition when the student appropriately seeks interaction/attention to change attention- maintained behavior.
- The Behavior Intervention Plan must include strategies to respond quickly when the student asks for help or for a break, initiates a task or completes a task to change escape-maintained behavior. ▶ There are four rules for designing Consequence Strategies:
- Match the reinforcement to the function of behavior.
- Use the least amount that is necessary to get the replacement behavior.
- Be consistent and immediate in delivering the reinforcer – establish a routine.
- Teach the student how he/she will get the reinforcement.
“Behaviors persist only when
reinforced.”
Scott, Anderson & Alter, 2012, p. 257
“Behavior is a function of its
consequences. You reward
behaviors, not people.”
O’Neill, et al, 1997, p. 76 Write the letter of the function beside the corresponding reinforcing consequence. (One function will be used twice.) REINFORCING CONSEQUENCE FUNCTION ______1. Successful completion of tasks results in breaks a. Obtain Attention ______2. Increased opportunity to spend time with peers b. Obtain Specific Activity ______3. Attempts to correctly complete the work result in c. Escape Task Demands earning the opportunity to choose alternate tasks ______4. Ten minutes of computer time
2.4 Consequence Strategies to Reinforce Appropriate Behavior
SUZY EXAMPLE
Suzy’s Action Team Leader reminded the Action Team that the short-term replacement behavior Suzy will be working to complete small parts of independent tasks and check in with a peer. Suzy was enthusiastic about being able to work with her friends when she completes some of her independent work. The Action Team Leader confirmed that this reinforcement aligns with the function of her behavior; obtaining peer attention. They wrote this on the 2.4 Consequence Strategies to Reinforce Appropriate Behavior section of Suzy’s BIP. Setting Event Strategies Antecedent Strategies Teaching Strategies Consequence Strategies to Reinforce
- Move Suzy’s group across the room from her friends - Provide a visual schedule of class activities, showing independent and group work time - Teacher will clarify expectations for independent work and provide precorrects - Teach her what it looks like and sounds like to work independently - Participate in social skills instruction - When Suzy completes assigned portions of work independently, she will check in with a peer about the assignment. Work with your team, review the information provided in the Jo Adapted Functional Assessment Checklist for Teachers & Staff and the ABC Observation found on the following pages, then complete the following tasks:
- Identify a Long-Term Desired Replacement Behavior.
- Identify a Short-Term Alternative Behavior.
- Use the Menu of Function-Based Options found earlier in the chapter to develop setting event strategies, antecedent strategies and reinforcing consequences.
- Record all responses on the BIP Template found at the end of Jo’s FBA information. Think about connecting across the tiers and using language from your school’s matrix to develop the replacement behaviors and the strategies.
