PowerPoint Presentation

Behavior Plan Development (Part I). s SOUTHWEST ISD SPECIAL EDUCATION Empowering Unique Minds, Shaping Bright Futures.

[Audio] "Behavior Plan Development." This instructional module will cover. Disciplinary Actions. General Academic Performance. Trauma-Informed Care. Targeted Behaviors. And the Proposed Functions of Behaviors..

[Audio] A Behavior Intervention Plan (BIP) provides a roadmap for how to reduce problem behaviors. Usually, the BIP contributes to the student's long-term success in an important way..

[Audio] It provides a written plan or instructions for addressing challenging behaviors and teaching skills that help students get what they desire in a more "appropriate" way. Providing a functionally-equivalent replacement behavior..

[Audio] A Behavior Plan is a blueprint for changing behavior. In a formal setting, it guides treatment and ensures that everyone responds to behaviors consistently..

[Audio] It includes interventions selected based on the hypothesized function of the behavior, with the intention of reducing challenging behaviors. What the student is trying to accomplish by engaging in the behavior. All behavior is communication. So, what is the student trying to communicate?.

[Audio] The BIP also ensures that everyone interacting with the student remains on the same page about the agreed to behavior intervention strategies..

[Audio] *No matter how well-written, a piece of paper cannot change the behavior of a student alone..

[Audio] *In fact, a well-written behavior plan actually changes the behavior of the adults who interact with the student as much as, or even more than the student herself..

[Audio] A multidisciplinary team should be formed in order to present data, provide first-hand accounts, and provide suggestions for strategies that might be utilized to address targeted maladaptive behaviors in the educational setting, as well as to establish classroom procedures, structures, and routines to provide support. Administrators. School Counselors. Social Workers. All of the student's teachers. District Specialists..

[Audio] Are you updating an existing plan or developing a new one? The current plan may be very good, but it may not be consistently followed by all of the staff. Also, new persistent behaviors may not be included in the older plan..

[Audio] *Campus staff should seriously consider developing a behavior plan for students who have "persistent misbehavior." Especially if the campus is considering placement at the Disciplinary Alternative Education Program (DAEP)..

[Audio] Data should be provided to the team regarding: Disciplinary Actions. Including. Number of office referrals. Number of days of in-school suspension. Number of days of out-of-school suspension. Number of DAEP referrals..

[Audio] Data should be provided to the team regarding attendance. Students who are persistently absent, may miss out on the opportunity to develop basic skills necessary for behavioral success..

[Audio] Is the student on grade level, near grade level, or far below? Students who are below grade level struggle to do classwork, and may be acting out to avoid work. They often act out until they are removed from the classroom, and thus avoid doing work they can't comprehend..

[Audio] Sociological Data should be provided to the team. Does the team suspect that the student has been traumatized outside of the school environment in the past, or is undergoing any type of ongoing traumatization at home?.

[Audio] If a student is exhibiting maladaptive behaviors at school, related to concerns in the home environment, it is unlikely that district staff can extinguish the behaviors at school without effectively addressing the concerns in the home. The committee should consider actively supporting a referral to district, local, and/or state social services providers..

[Audio] Has the student ever been hospitalized for psychiatric care by a parent/guardian and/or have there been any emergency detentions initiated by school district staff?.

[Audio] Sometimes seemingly typically developing students have been hospitalized for psychiatric care while at home, and district staff have not directly asked the parents/guardian about the student's mental health history when discussing at-school behavior..

[Audio] If the student has been hospitalized, has the campus obtained a signed consent for the release of confidential information from the parents/guardian?.

[Audio] This release is needed in order for the appropriate district staff to review documents such as, discharge summaries, and/or speak directly to the treatment center/hospital's attending clinicians..

[Audio] Is the district currently providing the family Social Service Support? Is the committee recommending any district social services support?.

[Audio] Targeted Behaviors. First, list all of the behaviors from the least disruptive to the most disruptive. The lesser behaviors tend to trigger the more disruptive and aggressive or destructive behaviors..

[Audio] *If the lesser behaviors can be extinguished, the more aggressive behaviors may disappear..

[Audio] Describe the behavior. What does it look like? When does it tend to occur? During academic instruction, breaks from classwork, transitions between classes, meals, specials/electives, recess?.

[Audio] Typical Maladaptive Behaviors. Non-compliance. Verbal Aggression. Sexually Inappropriate Behavior. Self-injurious Behavior. Property Destruction. Physical Aggression. Elopement..

[Audio] Why is the student exhibiting a particular behavior? Escape Demands. – The student is trying to avoid classwork, or participate in a structured activity. Seeking Access to Tangibles. – The student is seeking to continue fun activities after a break from classwork, or when retuning from; specials, recess, or electives..

[Audio] Attention Seeking. – The student wants the teacher's undivided attention, or has developed learned helplessness and cannot work independently. Sensory Stimulation. – the student is bored, and just wants to have fun. Control. – Student is being oppositional and trying to take control of the environment..

[Audio] Why is the student exhibiting a particular behavior? Triggered by a Precursor Behavior. For example, student was unable to get the desired response from Non-compliance and/or Verbal Aggression, so the behaviors, escalate..

[Audio] *It is very important that team (especially all of the student's teachers) come to a consensus about the functions of each of the behaviors..

[Audio] *Some targeted behaviors may have nothing to do with other targeted behaviors..

[Audio] Based on the available behavior data (base-line), on average, how often does these behavior occur in a weeks time?.

[Audio] Contributors. Samantha Baker, Social Emotional Learning Specialist Ruth Veeagas Graduate Student.

[Audio] End of. Behavior Plan Development. End of Behavior Plan Development.