Description and Selection of Possible Positive Supports/Interventions
Development of BIP (PBS) Interventions and Strategies-
Once the targeted behaviors have been operationally defined and goals/objectives established, the IEP or school-based intervention team develops a plan to reach these goals. The goals should specify the challenging behavior to be reduced, or eliminated, as well as the pro social and incompatible replacement behavior to be increased. This plan should specify who does what, how they do it, where they do it, when the plan will be implemented, and how its effectiveness will be measured, utilizing effective research-based strategies. This ensures the plan is meaningfully and directly related to student performance goals decided by teachers, parents, administrators, the student if appropriate, and other school-based support staff, if they participate in the process. There is a wide range of activities that school-based staff can use to assist the child in accomplishing the IEP or school-based intervention goals, such as counseling, conflict resolution activities, curricular modifications, family interventions, remedial assistance, social reinforcement, etc. A form like the following can assist in this process:
| Student's Name: |
| Goal (s) - List in observable & measurable terms | Specific interventions, strategies, &/or accommodations to reach targeted behavioral goal | Responsible person to implement each intervention | When | Where |
|
Signatures of Responsible People:
|
By reaching these goals and objectives, the student will demonstrate a decrease in the targeted problematic behavior and an increase in pro-social behavior (s). On some level, the behavioral intervention goals are a test, which will be used to assess the success of the intervention.
Prior Interventions Should be Reviewed and Analyzed as Part of the Process
Prior interventions can provide examples of what works and doesn't work, as well as possible reasons for these outcomes to be considered in the development & implementation of the BIP (PBS):
1. "School-based administration has suspended student four times for 8 days because of fighting this school year and classroom teacher has spoken to parent 15 times about inappropriate behaviors. The student's fighting and other inappropriate behaviors have not decreased."
2. "The teacher has also given student failing grades in Math and English because of minimal homework, classroom participation and poor test grades. As a result, the student has repeatedly skipped class and refuses to even take class tests."
3. "When his/her parent makes a demand the child avoids compliance with a variety of techniques, such as ignoring the demand or arguing with the parent. The parent then makes more harsh demands that lead to escalating arguments, whining, and threats. If the parent fails to enforce the demand, the child "wins" because he/she didn't comply or the parent stops bothering him/her. On the other hand, the parent can respond to the child's continued noncompliance with increased verbal and physical aggression until the child eventually complies. In either case, coercive behavior is reinforced, and thus is likely to be repeated. As aggression becomes effective in controlling others and reducing or eliminating events perceived to be aversive, coercion skills are repeatedly practiced, often at the expense of learning and practicing pro-social adaptive behaviors." Research reveals that these types of parent-child interactions are noted with aggressive and defiant children, which have significant implications for the development and implementation of BIPs (PBS).
The above examples highlight a limitation of many behavioral interventions - they frequently apply consequences instead of changing antecedent factors that cause the challenging behavior (s).
Research-Based Positive Behavioral Interventions:
The following hyperlinked research-based strategies provide guidance and resources for the selection, development, and implementation of BIPs (PBS), which can be mixed and matched, based on a student's needs:
Research-Based Positive Behavioral Interventions to Address Aggressive & Defiant Behavior
Aggressive and defiant behaviors are among the most disturbing to teachers, administrators, parents, and other students. Consequently, we offer stakeholders the following, research-based positive behavioral supports, which have been effective in decreasing aggressive and defiant student behavior and can be included in the BIP (PBS), based on a student's needs:
2. Parent Counseling and Training
Forms & Models to Guide the Selection and Development
The Center for Effective Collaboration and Practice has provided a number of forms, models, and corresponding examples, which can be utilized by school-based intervention and IEP teams in developing the BIP (PBS):
1. Positive Behavioral Intervention Plan Planning Form
a. Case Study 1
b. Case Study 2
2. Problem Behavior Pathway Form
a. Case Study
3. Competing Behavior Pathway Form
a. Case Study 1
b. Case Study 2
4. Crisis Emergency Planning Form
a. Case Study
Crises/emergency steps are appropriate to address a severe or dangerous situation, only when less intrusive or restrictive interventions have been unsuccessful and the crises require immediate, intrusive, and/or restrictive interventions to:
In addition,
* Cautionary Note - The plan should include the supports the student needs to achieve the goal, as well as the supports stakeholders need to implement the plan.