POSITIVE BEHAVIOR SUPPORTS INTERVENTION

Part II: Intervention Planning: Behavior Intervention Plan

Overview Candidates will develop a Behavior Intervention Plan (BIP) using positive behavioral supports and intervention based on the Functional Behavior Assessment completed in Module 1.

Instructions: Candidates will use the template provided that addresses APA formatting (includes a title page, headers, page numbers, and references). This plan must be based on the function of the behavior derived from the Functional Behavior Assessment. The paper should be written as a report and not in first person.

A. Write the Behavioral Objective: Using the student’s current level of functioning, write an objective that includes the learner, the expected positive behavior, condition, and criteria in ONE sentence.

B. Write the Behavioral Operational Definition: Definition of the behavior of concern (BOC).

C. Intervention Plan. Candidates will provide an overview of the intervention plan that includes the following

a. Description of all individuals involved and their roles in the plan. b. A description of the intervention that is supported by evidence based research for selection.

D. Proactive Preventative Strategies. Describe what strategies will be implemented to avoid triggering the BOC. This is not the intervention.

E. Replacement Skills a. Identify the behavior that will replace the target behavior. b. Describe how it will be taught. c. Describe when and how long it will be taught.

F. Consequence strategies a. Criteria for token economy system b. Descrbe a brief crisis intervention plan.

G. Generalization. a. List setting(s) for implementation (i.e. classroom, hallway, cafeteria) b. Identify timeline of implementation (1 week) c. Identify strategies that will be used to maintain positive behavior

skills.

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H. Monitoring.

List how often the team will meet to monitor or revise the Behavior Intervention Plan. Data will be collected for a minimum of 10 days ( 5 days for baseline and 5 days for intervention) using a provided frequency chart.

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Behavior Intervention Plan Rubric - 100 points possible

Task Exemplary

10 points

Acceptable

8 points

Unacceptable

6 points

Writing Behavioral Objectives

The candidate identifies a behavioral objective by including: the learner, behavior, condition and criteria within the objective.

The candidate identifies skill in developing behavioral objectives by including: 3 of the 4 components. Learner, behavior, condition and criteria.

The candidate demonstrates fails to write a behavioral objectives for the behavior. The objective is vague and/or includes less than three components.

Operational Definition Candidate identifies operational definition of the target behavior that is clear and explicitly defined and generalized (repeated, paraphrased by others) that include both examples and non-examples of the behavior observed.

Candidate identifies an operational definition of the targeted behavior that are both measurable and observable to ensure proper data collection. Examples and non-examples of the behavior are not provided.

Candidate does not identify the operational definition of the target behavior in observable and measurable terms or provide examples of the behavior to ensure proper data collection.

Intervention Plan –Overview

Candidate selects and uses research supported methods for academic and nonacademic instruction of individuals with exceptionalities that provides a detailed description of the intervention that is supported by evidence based

Candidate selects and uses research supported methods for academic and nonacademic instruction of individuals with exceptionalities that provides the name and a general description of intervention selected that is supported by

Candidate does not select or use research supported methods for academic and nonacademic instruction of individuals with exceptionalities that is supported by evidence based research.

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research and states a correlation between the intervention and its impact on the target behavior.

evidence based research.

Proactive Preventative Strategies

The candidate develops strategies and supports to prevent the behaviors described in the Behavior Intervention Plan and includes both: strategies which are general, prevention supports such as providing choices, reinforcing alternative acceptable behavior, self- monitoring checklist, and strategies that are based on the function (e.g., if escape work, then reduce work stress); if for social attention from peers, then design opportunities for peer interaction that are based on the function of the behavior.

The candidate develops strategies and supports to prevent the behaviors that are described in the Behavior Intervention Plan but only include general, prevention supports that are not based on the function of the behavior.

The candidate does not develop strategies to prevent the behavior that is described in the Behavior Intervention Plan and/or does not describe how to respond when the behavior occurs (i.e., how to prevent the behavior from becoming worse when it has already occurred).

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Replacement Skills The candidate identify ‘replacement’ behaviors that serve the same function as the problem behavior (i.e. allows the student to communicate the same need in a more acceptable way) and provides details regarding what strategies will be used to teach the replacement behaviors, when it will be taught, frequency, and duration

The candidate identify replacement behavior that is defined but not aligned to the function of the behavior and strategies to teach replacement behaviors.

The candidate does not identify replacement behaviors.

Consequence Strategies The candidate

develops strategies

that describe how

to respond when/if

the student

demonstrates the

replacement

behaviors and

identify what

reinforcers will be

used, the schedule

of reinforcers.

The candidate

develops

strategies that

describe how to

respond when and

if the student

demonstrates the

replacement

behaviors but fail to

clearly

identify what

reinforcers will be

used, the schedule

of reinforcers.

The candidate does

not develop

strategies that

describe how to

respond when/if

the student

demonstrates the

replacement

behaviors are not

identified.

Generalization The candidate

describes how

interventions will

be implemented

across time,

people and

settings; and

identifies the time

line, and

where the

interventions will be

The candidate

describes how

interventions will

be implemented

across time,

people and

settings. Identifies

the time line, and

where

The candidate

does not

describe how

interventions will

be implemented

across time,

people and

settings.

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implemented, and

strategies that will

be used to

maintain

positive behavior

skills.

the interventions

will be

implemented.

Monitoring The candidate

develops a

comprehensive

plan for

monitoring and

evaluating the

fidelity of

implementation

data (who, what,

when, how, and

review dates) as

well as a plan to

assess the social

validity of the

implementation,

positive impact on

the target behavior,

and impact of the

The candidate

develops a plan

for monitoring

and

evaluating the

fidelity of

implementation

data (who, what,

when, how, and

review dates).

The candidate does

not develop a plan

for monitoring or

evaluating student

progress.

plan on the

student’s

academic and

social behaviors.

Format Guidelines Candidate

demonstrates

professional

writing that

adheres to APA

format and is free

of errors in

spelling,

grammar, and

punctuation

Candidate

demonstrates

professional

writing that

adheres to APA

format; however,

there are 5 or less

errors noted in

format, spelling,

grammar, and

punctuation.

Candidate

demonstrates

inadequate

professional

writing skills that

does not

adhere to APA

format AND more

than 5

errors noted in

format, spelling,

grammar, and

punctuation.

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