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] In order to develop a comprehensive behavior plan, a number of possible contributing factors need to be examined. By not taking all relevant factors into consideration, the behavior plan may not result in any positive growth for the struggling student..

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

[Audio] It provides a written plan, or instructions for addressing challenging behaviors, and teaching skills that help the students get what they desire, by providing functionally-equivalent replacement behaviors..

[Audio] A Behavior Plan is a blueprint for changing behavior. And it guides treatment, and it seeks to ensure that "everyone" responds to behaviors consistently..

[Audio] It includes interventions selected that are based on the hypothesized function of the behavior, with the intention of reducing challenging behaviors. What is the student 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..

[Audio] Also, to establish classroom procedures, structures, and routines to provide support. Team Members should include. Administrators. School Counselors. Social Workers. All of the student's teachers. And District Specialists..

[Audio] Is the team 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. And the 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] Trauma-informed Care. Sociological Information 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 she 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 environment..

[Audio] 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 or guardian? 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 or 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 or 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 or hospital's attending clinicians..

[Audio] Is the district currently providing the family any Social Services Support? Is the team recommending any in-district social services support?.

[Audio] Targeted Behaviors. When determining which behaviors to address, always list the behaviors from the least disruptive to the most disruptive. The lesser behaviors tend to trigger the more disruptive, aggressive or destructive behaviors..

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

[Audio] The Proposed functions of behaviors. Typical Maladaptive Behaviors. Non-compliance. Verbal Aggression. Sexually Inappropriate Behavior. Self-injurious Behavior. Property Destruction. Physical Aggression. And elopement..

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

[Audio] Why is the student exhibiting a particular behavior? To Escape Demands. – The student is trying to avoid classwork, or trying to get out of participating in group activities? Seeking Access to Tangibles. – The student is wanting to continue fun activities after breaks from classwork. or when returning 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 anymore. Sensory Stimulation. – the student is bored. And just wants to have fun! Control. – The student is being oppositional and trying to take control of the environment..

[Audio] A certain behavior may be triggered by a previous behavior. When the student is unable to get the desired response from staff after Non-compliance and/or Verbal Aggression. The intensity escalates into more aggressive and destructive behaviors. Also, elopement from the classroom may occur during these escalations. ..

[Audio] *It is very important that the team. Especially all of the student's teachers. Come to a consensus about the functions of each of the behaviors. In order for a plan to have the best chances of being effective, their has to be "buy-in" from "all" of the student's teachers..

[Audio] Also. Some targeted behaviors may be completely unrelated to other behaviors. Different situations can trigger different behaviors..

[Audio] Lastly. *The team should determine how often each targeted behavior occurs in a weeks time? The team should utilize all available anecdotal and statistical data. This data will serve as "baseline data" to measure progress made by the plan..

[Audio] Contributors. Steffanie Sparrow, Licensed Specialist in School Psychology Beyah Moray, Educational Diagnostician Samantha Baker, Social Emotional Learning Specialist Ruth Veagas. Graduate Student.

[Audio] End of. Behavior Plan Development Part 1.