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Behavioral Strategies

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107 views

Behavioral Strategies

Uploaded by

hbandstra
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Behavioral Abby Bornman

Strategies Miranda Acre

Here starts the Alexa Prusa


lesson!
Objectives
1. The student will be able to know the steps needed to take to start
writing an FBA and BIP.
2. Students will be able to practice applying FBA steps through
determining the function of a behavior.
FBA BIP
Functional Behavioral
Behavioral Intervention
Assessment Plan
FBA BIP
What do you know about the What specific behaviors do I
student’s behavior? wish to change?

Why does this behavior occur What specific techniques and


repeatedly? strategies will I use to change
the behavior?

How can this behavior be How will I monitor the plan’s


changed? effectiveness?
Under IDEA it states that an
How do you know if a intervention plan is needed when
student needs a a child’s behavior hinders the
students learning or others
behavioral learning.
intervention?
Conducting an
FBA
1. Define the Behavior
2. Gather information
3. Create a hypothesis about
the function of the
behavior
1. Define the
Behavior Bad Example:
“He pesters other students.”

Describe the behaviour so clearly


that anyone could recognize the
behaviour.

Good Example:
“During center time, the student hits
classmates.”
2. What does the student’s
behavior look like?

GATHER INFORMATION!
1. Review Records
2. Conduct Interviews t, the
studen
3. Create a Baseline Get to
r
k no
cu m
w
s
th e
around
tances the
ci or, and
4. Identify Patterns behavi f the behavio
nm e n t o
r.

enviro
3. Make a
Hypothesis
Attention

Escape
There is AL
WAYS
a reason
(function
) for
specific beh
aviour.
Tangible

Sensory
Formal BIP must contain

Clear, observable, What mastery criteria


How the Behavior will
measurable definition have been set for the
be measured.
of behaviour. behavior.

What specific strategies will be


used to teach and reinforce
What reinforcers will be behavior, how they will be used,
used to motivate student to who will use them, and when
learn the new behavior. they will be used.
Consequences
Can be positive, negative, or neutral.
What the student thinks of the
consequence is what determines whether
it is reinforcement or punishment.
Determining effective
reinforcements

Use a reinforcement Ask the student Observe student


inventory
Helpful Questions to Change
Behavior
Does the student have Is the student getting
the skill to do what something they like
you want them to do? by doing the
misbehavior?

1 3

2 4
Does the student know Is the student aware that
what you want them to they are doing the current
do? behavior you targeted?
Implementing
the BIP
Teach the student how the plan will
work prior to implementing the plan.

Explain plan to all staff members


who work with student.

Main concern is that everyone


understand the plan and agrees to use
it consistently.
Reminders

● Be prepared for behavior to ● Review documentation staff members


worsen when beginning. have taken to confirm data is recorded
● Set a start date and contact staff correctly.
members to determine if anyone ● Examine data weekly as it will say if
is confused or hesitant to use the behavior is increasing or decreasing in
plan. frequency.
● Meet with staff several days ● After two weeks, fine-tune plan as
following implementation date needed.
to ensure everyone is properly ● Stay in contact with parents about
following plan. changes in behavior at school.
As a class
make Be prepared
three to share your
answers to
groups
the class!
Group 1

Michael 4th Grade Group 3


Michael has been disruptive in my class. Every day during centers,
Michael will push his classmates, rip up papers, and sometimes scream. This Sally 6th Grade
behavior has been going on for one week. I have noticed Michael does not eat Sally is very bright and gets
much at lunch time. After lunch, students go straight to the gym. We begin good grades. However, she is
centers after students return from gym class. The entire class is having constantly talking to other students
problems during centers due to Michaels current behavior. Michael does not and distracting herself and others
have an IEP. I need him to see the special education department to get his from class. You have already tried
behavior in order. moving Sally’s seating arrangement
but this behavior still occurs no
matter how many times you remind
Group 2 her of the expectations.

Peter 5th Grade

Peter is a fifth grade student has a hard time sitting in


his chair during class. He constantly gets up during
instructional time and this then causes students to lose focus
on me and focus on him more. He is not getting the proper
education because he will not focus and doesn't sit long
enough to do his homework. It is almost week 3 of school
and this has not gotten any better.
References

Rohrer, M., & Samson, N. (2014). Critical components for success in the special education classroom.
Corwin.

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