BIP

Fri, Mar 24, 2023 3:18PM 18:02 SUMMARY KEYWORDS behavior, behavior intervention plan, student, special education, learner, parent, plan, triggers, iep, occur, required, understand, challenging behavior, interventions, learning, support, replacement, essentials, bip, reduce

00:02 The world of special education has a lot of acronyms. And today we're adding a new one. We're talking about a BIP let me take it back is it up most kids and during their school age life andmaybe beyond get in trouble now and again at school, but when they act out over and overagain, it can be really hard, not only for them, but their classmates the teacher it can impedelearning and also safety of others and their selves. So to help students behave at school, aschool may put into place a behavior intervention plan or a bid. Sometimes it may be called a positive behavior intervention plan. So a BIP is a form of written plan that teaches and rewardspositive behavior to the purpose is to prevent or stop interfering behaviors. Hello, special education strategist. I am your host Wendy Taylor. I am a mom of three and I have sat on both sides of that IEP table as a parent and a professional. The world of special education can beoverwhelming and scary even for me as a parent and I had the extensive special educationtraining but I got you and my solo episodes of the special education strategist. I am here to break down the IEP process, help reduce the stress and empower you and your child. At the IEP table I have learned to improve outcomes. Be informed, be prepared and become a partner with the IEP team. If you're new to special education feel like your child should be evaluated forspecial education or just a curious learner. Join me as we dive in and strategize and take your special education worries, two wins. So a behavior intervention plan or a bid, again sometimescan be referred to as a behavior plan or a positive behavior support plan. The ideas that provides a roadmap for how to reduce problem behavior. Usually the BIP is part of a largeroverall treatment plan or IEP, contributing to the learners long term success. And in an important way, it provides a written plan of instruction for addressing challenging behaviorsand teaching skills that helps a learner get what they need, and a more appropriate way. It's a functionally equivalent to a replacement behavior. So what is a behavior intervention plan? It is a blueprint for changing behavior. In a formal setting, it guides treatment and ensures thateveryone responds to behaviors consistently, and includes interventions selected based on thehypothesized or demonstrated function of the behavior with the intention of reducingchallenging behaviors. Ie what the learner gets by engaging in these behaviors less formally, itcan be used by parents and caregivers to ensure that everyone interacting with the learnerremains on the same page about a behavior strategy. Although a written document feels like afinal product, please note that a behavior intervention plan is fluid even dynamic part of treatment. Same thing with an IEP it is a fluid document, it doesn't get looked at once a year itis a fluid document. So the professionals adjust the plan based on the progress or lack ofprogress of the learner. The written plan may include criteria for gradually shaping behaviors,but it typically requires multiple revisions over time. We're gonna dive in a little bit deeper, and let's talk about how we understand the behavior, prevent it, replace it and monitor it. So first, when we're talking about a behavior intervention plan we want to understand but observationand assessment we call this a functional behavioral assessment. And that may includeinterviews, questionnaires, observations, data analysis, trying to figure out what are somecommon triggers and typical consequences. As an additional step to this process ofunderstanding the student and their behavior? The functional behavioral assessment the FDAshould work together that team I should say so the functional behavioral behavior interventionteam should work with stakeholders and and outside of the school context to learn about anypast or present trauma experienced by the student, because that background can then helpformulate your next steps and better understand On the students needs, consider the variousevents or environmental factors and a child's past or present life experience that could impacttheir behavior. Think about how these experiences shape our interaction with that specific student. So as we talk about this, I'm going to go into seven steps of how do we understand thisbehavior. Very first thing off the bat before we collect any data on a student, you need toobtain parental consent. Exactly an FBA is an individualized assessment. So a personal paternal consent is needed. Just like if you were going to do an evaluation for that student, same thing,parent consent is required. The next thing you're going to do is define the challenging behaviorbe very specific and identifying observable and measurable actions. Ross green, Dr. Ross green calls this lagging skills are unsolved problems. So we really want to define what is going on with this student. Once we do that, we're gonna collect data for a minimum of three days. Reason being we want to see the frequency or duration on the challenging behavior, so that we canreally document the behavior is a problem, what does it look like? We know that behavior iscommunication. So what is the student trying to tell us? The FBA process allows us to focus onthe reason for the behavior, rather than simply the behavior itself. Once we understand the y,that's going to give us more information to better support the student that we have either inour home or in our classroom. Think of it as the acronyms eats everybody. So the four common functions of behavior are escape, attention, tangible, or sensory. So they're trying to escape something, they want to seek attention. They're trying to get something that's tangible,tangible, or it's sensory, they either need the input or the relay. What triggers we also want totalk about what triggers tend to result in the behavior, when does the behavior usually occur?Who tends to see the behavior most often, when and where does the behavior tend to not occur? And where does the behavior occur most often, so when we're thinking about collectingthis data for those three days, thinking about frequency and duration, we're really trying to getunder the hood and figure out the reason for the behavior, that function that eats and what aresome triggers, so that we can start building our supports on our plan around this. The next thing we want to identify the student behaviors to target what specific behavior is the mostproblematic? Is the behavior interfering with students, peers, safety, and or learning? And is thebehavior frequent and or intense enough to warrant an intervention? Oftentimes, parents willsay to me, or educators, there's a lot going on, and they list a ton of behaviors, let's again,prioritize what is the most interfering? What is the most impact on learning and safety, wecannot target everything at once. So let's prioritize and really come up with a strategic plan.The next thing we want to do is talk about the ABCs referring to the antecedent, which is theevents, actions or circumstances that occur before that behavior, the behavior itself, what does that look like? And the consequence, the action or response that follows that behavior? So wereally are observing and collecting data of what happens before what the behavior is, and whatis it after? And thinking about is this escape attention, tangible sensory, and you're going tocollect that data on that event? Let me back that up. You're going to collect the data for approximately five to 10 days. So you really can start to see a pattern for that student. That way as you're making decisions on how to best support a student, that as a team, remember,this is a team coming together to discuss the student what is happening and how do wesupport that student. You want to make sure that you have all of the data in front of you so that you can better understand what is happening. So as a team, you're then going to complete a hypothesis statement. and connect that to our functional behavioral assessment. A hypothesis statement is going the hypothesis hypothesis.

10:13 The hypothesis statement provides a concise, objective summary of common triggers andresponses commonly surrounding instances of targeted behavior. It provides a solid conclusion of that function of behavior. We then want to collect frequency and duration to monitor theeffectiveness of the intervention that we ended up coming up with, as described in ourbehavior intervention plan. So that was our first part, understand understanding the behaviorhow to collect the data, what could cause the behavior, and we want to try to prevent it byidentifying ways to minimize behaviors as the first component of the Behavior InterventionPlan, or bip. What can we do to help prevent the student's behavior from occurring? What typesof modifications can we put in place before the behavior occurs? And then we want to ask howcan we teach the student new, more appropriate communication skills? What is ourreplacement behavior? We can only answer these questions and select the proper interventionsafter we've concluded the function of the behavior. The antecedent modification, meaning howare we going to modify what takes place before the behavior that occurs? How can a teamprovide access to student need for desired outcome upfront so that they don't have a need touse challenging behavior? What could staff do to either eliminate the triggers or reduce thefrequency that occurs? And how can the staff prepare the student for the triggers when they dooccur? And how can we modify the way that the trigger occurs so that this specific situationisn't as difficult for the student when it inevitably does occur? So we talked about understandper event, and now we want to try to replace this behavior. So we want to teach a new skill or an alternative behavior as the second component of the the bet. So there's three steps, wewant to choose the replacement behavior to teach detailed procedures for how the behaviorwill be taught, we want to talk about when, where and by whom is going to be teaching thisreplacement behavior. And last develop a plan describing how the team will reinforce moreappropriate replacement behavior. And in the end, we want to make sure that we progressmonitor as a part of our goals and objectives, we want to measure both the rate of challengingbehavior acquisition and the mastery of replacement skills. 13:15 So to sum it up, effective steps require some practice to write. So remember the purpose behind your plan. Typically, you're going to create that behavior, interim plan, invention planfor someone else to implement. So we want to make sure that the person understands exactly what needs to take place. The plan needs to be as specific as possible using clear jargon free language. And many different factors impact the usability of a bit from the overall structure andframework of the bid to the smallest detail detail. So it's worth taking time to consider each component as you go along. If you're a parent setting up that table can be very overwhelming.But I want you to make sure that you understand the language that it's written that you wouldbe able to implement it yourself or even a substitute teacher. So you want to make sure that asa parent or a professional, that that behavior intervention plan to be effective, has a clearframework that it has the antecedent structure, it requires the interventions. It includes some redundancy when the same interventions are used it hold on back all that up.

14:55 As a parent and a professional you really want to make sure or that the goals of the behaviorintervention plan can be understood by all? And why is this behavior inter vention plannecessary? What benefits do you hope to see for the child make sure all of that is in there thatit is very clear as to why the student needs it, who is responsible for implementing this trainingneeds to take place for the staff that is implementing that behavior intervention plan, who isrequired to receive a copy of the behavior intervention plan that is all that is involvedinstructional staff, parents, administrators, anybody that can be involved in supporting thatstudent? 16:07 sum all of this up, we want to identify key components of a behavior intervention plan, we wantto develop a competing pathway based on the results of that functional behavioral assessmentto ensure that we prevent problem behaviors we teach appropriate behaviors, recognizeappropriate behaviors and prevent reinforcement of those problem behaviors we want todevelop appropriate observable and measurable behavioral goals. And finally, we want todetermine the method for effective data collection to guide decision making throughout the process. Again, I am your host Wendy Taylor and I am obsessed with helping families andprofessionals bridge learning gaps, access special education services and build killer kick buttIPs. Thank you again for strategizing with us and spending your precious time listening. If you've loved what you've heard, please please please share this with a friend give us a likegive us a follow head on over to at learning essentials on social give us a follow and some loveover there as well. If you need more special education support, visit learning essentials wherewe provide individualized and systematic approach to supporting students with various learningneeds and differences through academic coaching, educational therapy and brain camp, whichis our executive function 17:31 model. Not sure where to start. You know your kid best if you're wondering if they're strugglingif they're thriving, how to support them 17:42 if you're not sure what steps to take learning essentials edu.com has a free quiz. After answering some simple questions about your child I will guide you towards the first step andhelping your child be the best they can be. Hope this helps make it a great day. Bye for now.