Part 1:
AN INTRODUCTION TO INDIVIDUAL BEHAVIOR INTERVENTION PLANS

Objective: Identify when an individual behavior intervention plan (BIP) is needed and describe which school-wide features need to be in place to maximize the effectiveness of the plan.

Readings:
Crone, D. A. &  Horner, R. H. (2003). Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment. New York: Guilford Press. P. 1-28

Ryan, A., Halsey, H., Matthews, W. (2003). Using Functional Assessment to Promote Desirable Student Behavior in Schools. TEACHING Exceptional Children, Vol. 35, No. 5, 8-15.

Todd, A., Horner, R.H., Sugai, G., & Colvin, G. (1999). Individualizing school-wide discipline for students with chronic problem behaviors: A team approach. Effective School Practices, 17(4), 72-82.

Activity #1: On the Activity #1 Post your response to the following questions.

In the article on Individualizing School-wide Discipline by Todd et.al., the authors describe the four primary purposes of the Teacher Support Team. These include:

1) Managing teacher request for assistance

2) Ensuring that teachers and students receive supports in a timely and meaningful manner

3) Providing a general forum for discussions and possible solutions for individual student behavior concerns

4) Organizing a collaborative effort to support the teacher (pg. 74).

Using their list of four primary purposes, discuss how the team in your school fulfills each of the functions the authors describe. Be sure to also include the name of your team, roles of members, and any recommendations you have for improving the function of this team given current resources.

In addition, complete the behavior protocol on an FBA/BIP at your school and complete the following: 1) Calculate your total percentage of items that were observed/documented on the protocol, 2) Identify the areas that were not observed/documented on the protocol and 3) Discuss how you will take this information back to your team and use it for training on FBAs/BIPs.

Classroom Discussion:
Participants should read the assigned readings and be prepared to discuss the following questions on the discussion board:

1) Review the Ryan et.al article and list the key criteria for a good operational definition of problem behavior. Provide an example of an operationally defined problem behavior exhibited by one of your students. Be sure to meet all criteria for a good operational definition. For example, an operational definition of “off-task behavior” might be: “Violet is out of her seat, moving around the room and talking to peers.”

2) Now, provide a non-example of an operational definition of the same problem behavior that you defined in #1. In other words, how would your team typically describe the behavior if you did not use the key criteria described in the article?

3) According to Ryan et al., what are the two functions of human behavior? Discuss why it is important for your team to operationally define behaviors and understand the function of a student’s behavior when developing behavior support plans.

Also, prepare at least one question you have about functional behavioral assessment.

Additional Resources:

1) FBA/EBS Survey

FBA__EBS_Survey-2

2) Behavior Protocol

Osborn_BEHAVIOR PROTOCOL_Sept12_v2

3) FBA Process Guide Example

WC_fba guide

4) FBA Form Example

WC_fba-determination

5) BIP Documentation Form Example

WC_Behavior Tier Form