Conditions Under which BIP (PBS) will be Implemented, Revised, or Discontinued
The best-developed plan is worthless if it’s not being implemented and/or if it is not effective in achieving goals. Therefore, the plan should include the initiation date and review dates, methods to determine the success of the plan in meeting its listed goals, and how the intervention plan will be monitored. It should clearly state when, where and how different staff will provide positive supports.
IEP and school-based intervention teams must continuously collect meaningful data to document student progress toward established goals and, thus, to document the program's efficacy. They need to continuously monitor the plan to ensure it's being implemented as designed, the problem behavior (s) are decreasing, and replacement behavior (s) are increasing. If any of the above is not occurring, the IEP or school-based intervention team need to make adjustments to the intervention.
A form like the following, which can be revised to address individual needs, can assist in this endeavor. It also provides feedback for stakeholders, including teacher (s), student, and parent (s) that agreed upon interventions are being implemented and targeted behavior is improving. This progress report can be reinforcing on its own, for all who are involved in implementing the intervention, including the student. It can also be used to provide contingent reinforcement to the student. Research demonstrates that involving stakeholders in monitoring and feedback improves implementation and effectiveness of the intervention. The best-developed plan is worthless if it’s not implemented and/or effective in improving student behavior
| Intervention Monitoring & Feedback Form for (Student's Name) during (time frame) |
| Intervention - Include Specific activities, frequency, & goals to achieve | Responsible Party | Did Intervention Occur | Activities &/or resources that facilitated or impeded implementation of intervention | Feedback - Progress towards achieving goals | Considerations for other intervention participants |
Conditions under which the supports & interventions will be terminated
The BIP (PBS) needs to include formal mechanisms to evaluate its effectiveness in increasing the student's pro social replacement behavior (e.g., on task behavior and work completion), while decreasing the student's challenging behavior (e.g., off task behavior), which interfere with teaching & learning. Once implemented, the school-based intervention or IEP team needs to carefully consider the success at both following through with the plan, and how successful BIP (PBS) has been in preventing or changing the identified challenging behavior (s). Has the written plan been followed?
___For preventing?
___For teaching? ___For reacting?
___Do you still feel that your theory about the purpose of the behavior was correct?
___What positive changes have you seen?
___What areas of the plan do you need to continue to work on using as planned?
___What areas of the plan need to be changed?
The following form can be utilized to evaluate the success of the intervention plan in meeting goals and objectives and to determine subsequent actions:
| Student's Name | Date |
| Goals - List in observable & measurable behaviors | Specific interventions, strategies, &/or accommodations for goal | Responsible people to implement each intervention | Was intervention Implemented? - yes, no, or partial | Results of interventions - Were the goals achieved? | Rationale for the results |
|
Recommendations for subsequent actions:
|
Discontinue interventions | Continue interventions | Revise interventions | Refer to outside agency | Refer to counselor | Other |
The decision on whether to continue, revise, discontinue interventions, or develop additional ones should be based on observable data (e.g., increasing pro social replacement behavior and decreasing targeted challenging behavior), which should continuously collected, analyzed, and shared with the stakeholders.