Behavior Intervention Plans: Monitoring Student Progress
This collection provides resources for developing and monitoring Behavior Intervention Plans to track student progress and ensure effective implementation. It includes handouts, templates, strategies, and evaluation rubrics.
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Presentation Transcript
Behavior Intervention Plans: Monitoring Student Progress MU Center for SW-PBS College of Education University of Missouri
Handouts Behavior Intervention Plan Template FBA/BIP Evaluation Rubric BIP Implementation Fidelity Review Form BIP Social Validity Survey for Teachers MO SW-PBS
Elements of a BIP Teaching Strategies Setting Event Strategies Antecedent Strategies Consequence Strategies Safety Strategies Implementation Plan Monitoring Strategies Generalization & Maintenance Strategies *Behavior Intervention Plan Template MO SW-PBS
High Quality FBA & BIP How will your team insure that you develop high quality behavior intervention plans with fidelity? FBA/BIP Evaluation Rubric *FBA/BIP Evaluation Rubric *FBA/BIP Evaluation Rubric MO SW-PBS
Monitoring the BIP Student Outcomes Student response to behavior intervention Fidelity of Implementation Determine how effectively each part of the plan was put into place Social Validity Student, family and staff value the outcomes of the plan MO SW-PBS
Monitoring Strategies: Student Outcomes Develop specific, observable and measurable goals for each behavior. Identify how we will monitor each goal Develop a schedule to review and report the student s progress. MO SW-PBS
Developing Observable and Measurable Goals Write the objective using a standard format to . . . 1) Identify the specific behavior being taught. 2) Determine the conditions under which the behavior is desired. 3) Determine the best method to measure the behavior. 4) Measure the student s current level of functioning 5) Determine criteria for terminal performance. Scott, Anderson & Alter, 2012 MO SW-PBS
Developing Observable and Measurable Goals Objective Component Example Given an independent work task Condition Student Name Learner Appropriately seek assistance to initiate or complete work Specific Behavior 80% of tasks presented by the end of the semester. Criteria MO SW-PBS
Activity: Developing Observable and Measurable Goals Use the following Competing Behavior Pathway to create an observable and measurable goal: appropriate appropriate language language Desired Desired Behavior Behavior Use Use Maintaining Maintaining Consequence Consequence Competence Competence with same with same age peers age peers Triggering Triggering Antecedent Antecedent P Peers talk to eers talk to her during her during free time free time Problem Problem Behavior Behavior Jo whistles Jo whistles and looks and looks away away Setting Event Setting Event Peers Peers or family make family make fun of her fun of her that day that day Maintaining Maintaining Consequence Consequence P Peers walk eers walk a away from way from her her Function Function or Avoid peer Avoid peer interaction interaction Alternative Alternative Behavior Behavior Use 1 or 2 Use 1 or 2 phrase phrases s, then walk on walk on , then MO SW-PBS
Activity: Developing Observable and Measurable Goals Use the following Competing Behavior Pathway to create an observable and measurable goal: c complete omplete work work Desired Desired Behavior Behavior S Strategies to trategies to Maintaining Maintaining Consequence Consequence Competence Competence with with math math tasks tasks Triggering Triggering Antecedent Antecedent Directed to Directed to do do math math assignments assignments Problem Problem Behavior Behavior Glen shoves Glen shoves book & rips book & rips paper paper Setting Event Setting Event Failure on Failure on that kind of that kind of work the work the previous day previous day Maintaining Maintaining Consequence Consequence Removal Removal to time time- -out area out area Function Function Avoid Avoid math assignments assignments math to Alternative Alternative Behavior Behavior Use take a Use take a break card break card MO SW-PBS
Teaching Strategies 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. MO SW-PBS
Teaching Strategies Teach the student to recognize the specific situational and internal cues (e.g., a student feels her heart pounding just before it is her turn to read aloud) that naturally happen before the behavior should occur. Minimize the use of teacher-related cues because they foster dependency on the teacher. Anticipate when the student is about to make a mistake (or about to experience difficulty when initially learning a new coping skill) and provide support to ensure success. MO SW-PBS
Monitoring Strategies: Student Outcomes Collect and organize completed work or track assignment scores recorded in each class Daily Progress Report Office Discipline Referrals Track Classroom Minor Behavior Referrals Develop observation schedule Self-Monitoring MO SW-PBS
Activity: Selecting Monitoring Strategies Select an appropriate strategy to monitor the goals you created for Jo and Glen. Collect and organize completed work or track assignment scores recorded in each class Daily Progress Report Office Discipline Referrals Track Classroom Minor Behavior Referrals Develop observation schedule Self-Monitoring MO SW-PBS
Monitoring Strategies: Student Outcomes Graph results daily Review at least weekly Report results on a regular basis to Action Team members Celebrate successes! Adjust plan as needed MO SW-PBS
Monitoring Progress Using Graphs Student Level of Performance Desired Level of Performance Trend Line-Actual Rate of Improvement Time to Goal MO SW-PBS
Monitoring Progress Positive Response Gap between trend line and goal line is closing at an acceptable rate Poor Response Gap between trend line and goal line continues to widen with no change in rate. MO SW-PBS
Positive Response A 100 Percent Total Points 90 80 70 60 50 40 30 20 10 0 2/15/10 2/22/10 3/15/10 3/22/10 3/29/10 2/1/10 2/8/10 3/1/10 3/8/10 Date MO SW-PBS
Decision Rules Positive Response to the Intervention Continue intervention with current goal Continue intervention with goal increased Only if the goal was lower than 80% Fade intervention to determine if the student has acquired functional independence MO SW-PBS
Monitoring Progress Positive Response Gap between trend line and goal line is closing at an acceptable rate Poor Response Gap between trend line and goal line continues to widen with no change in rate. MO SW-PBS
Poor Response to Intervention C Percent Total Points 100 90 80 70 60 50 40 30 20 10 0 2/15/10 2/22/10 3/15/10 3/22/10 3/29/10 2/1/10 2/8/10 3/1/10 3/8/10 Date MO SW-PBS
Monitoring Strategies If your plan is not working, ask the following questions: Is the plan being implemented with fidelity? Did we identify the correct function? Do the interventions match the function? If your plan is not working, what you will do next? Check fidelity of implementation Interview student and teachers to get more information Observe Revise BIP MO SW-PBS
Monitoring Strategies: Fidelity of Implementation Review the implementation plan to assess whether goals and objectives are being accomplished Develop a way to measure whether the plan is being implemented Create a checklist to correspond with each Implementation Plan component. Interviews with teachers Observations in classroom MO SW-PBS
Monitoring Strategies: Fidelity of Implementation Fidelity of implementation is NOT an evaluation of an individual teacher or staff member It is an evaluation of the systems If fidelity is low, it is typically related to a problem with the systems, not the individual staff member MO SW-PBS
Monitoring Strategies: Social Validity Definition Social validity focuses on whether the goals and the achieved outcomes are acceptable, socially relevant, and useful to the individual and to those who care about the individual. (Carr, Austin, Britton, Kellum, & Bailey, 1999) MO SW-PBS
Monitoring Strategies: Social Validity Why assess social validity? It matters very little whether or not the intervention achieves the intended behavior change if those members of society who will maintain the behavior change do not value the change or the way that the change was achieved. (Schwartz & Baer, 1991) MO SW-PBS
Monitoring Strategies: Social Validity Ask the consumer (teacher, family member, student) to what extent did you . . USE the intervention Find the intervention EFFICIENT Find the intervention EFFECTIVE MO SW-PBS
Monitoring the BIP Student Outcomes Student response to behavior intervention Fidelity of Implementation Determine how effectively each part of the plan was put into place Social Validity Student, family and staff value the outcomes of the plan MO SW-PBS
