Behavioral Intervention Plans (Secondary): Developing a Plan to Address Student Behavior

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. A BIP based on the results of an FBA is an important tool for addressing severe or chronic interfering behavior.
   1. Explain the purpose of a BIP and list its components.
   2. Describe at least two benefits of a thoughtfully designed and implemented BIP.
2. Drew exhibits interfering behavior that causes significant disruption in the classroom. During independent work, Drew calls out off-topic questions and requests help with simple tasks he can typically do on his own. His teacher, Mr. Snyder, assumes that Drew is seeking adult attention, so he decides to intervene by ignoring the callouts, verbally praising Drew whenever he works quietly, and setting aside time to check in with Drew individually each morning. However, Mr. Snyder observes that Drew continues to call out and that his behavior further escalates to yelling and ripping up papers when he is ignored. Because of this, the school team conducts an FBA to better understand Drew’s behavior.
   1. Based on the results of the FBA, the hypothesized function of Drew’s behavior is escape. Knowing this, explain why Mr. Snyder’s efforts were unsuccessful.
   2. Imagine you are a part of Drew’s BIP team. Using observable, measurable, and actively stated terms, identify a functionally equivalent replacement behavior the team could incorporate into Drew’s BIP. Justify your choice.
3. Jayda frequently wanders the classroom and engages with her peers during instructional time. When engaging in this interfering behavior, Jayda fidgets and plays with other students’ school supplies without permission, which often results in arguments and screaming matches with her peers. After multiple write-ups and no reduction in the interfering behavior, an FBA is conducted. Based on the results of the FBA, the hypothesized function of Jayda’s behavior is attention. The BIP team identifies the following replacement behavior for Jayda: “Jayda uses a visual ‘talk ticket’ to request and engage in a one-minute task-related conversation with a peer.” Now that a replacement behavior has been identified, the team is ready to select interventions for Jayda’s BIP.
   1. The team has identified a skill deficit in Jayda’s ability to appropriately initiate interactions with her peers. This interferes with her ability to implement the appropriate replacement behavior established by the team. Because Jayda needs extra support, describe a four-step procedure her educators can use to explicitly teach the replacement behavior.
   2. Identify two antecedent-based interventions that might be beneficial to include in Jayda’s BIP. Explain your reasoning.
   3. The team decides to reinforce Jayda’s use of the replacement behavior using a points system. Jayda will earn a point each time she appropriately requests and engages in a one-minute peer interaction. She can exchange a set number of points for a reinforcer of her choice from a menu. Identify three reinforcers that the team could include on this menu and explain how they relate to the target behavior’s function.
4. Now that Jayda’s BIP is developed and all her educators have been trained in its procedures, it is time for implementation.
   1. List at least two things Jayda’s educators should keep in mind when implementing her BIP.
   2. It is important to select a progress monitoring method that is appropriate for the behavior and feasible in the classroom. Which method do you think would work best for Jayda? Justify your answer.
5. To evaluate her progress, Jayda’s BIP team conducts an initial review four weeks after beginning implementation of the BIP. They determine that the target behavior has greatly reduced across most settings but observe that Jayda rarely uses her replacement behavior during art class. Describe one way the team could adjust Jayda’s BIP to increase her generalization of the replacement behavior.