Behavior Intervention Plan-Part Three

Student at workThis is the last week of school for me until Aug 21st.  I always look forward to summer, but I always miss my students.  I get teary-eyed when I say good-bye to them on the last day of school. There is much to reflect upon in this school year and to be proud of what has been accomplished.  I’m proud of Otis for maintaining the highest level on the 5-Tiered No Bull System© for 140 days.  I have never had anyone maintain this level for this long in all the years I have taught (I’ll write about him and his Behavior Intervention Plan next school year).  I’m proud of Cloie for being able to maintain appropriate language some of the time each day.  I am excited for Ginger, who, by learning and applying new skills of anger management, will be leaving special education entirely as she goes onto high school.  And, I am thrilled for Henry with all his accomplishments this year.  I can’t wait to see what is in store for him this next year.  I predict we will see amazing things from this young man.

Speaking of Henry, let’s finish up his Behavior Intervention Plan (BIP).  Last week, in Behavior Intervention Plan-Part Two, I finished with Proactive Strategies (Individualized Positive Behavior Change).  Proactive strategies are what the adults who are involved with the student do daily to help the student be successful.  It’s sort of like what preventative medicine does for our health.

Let’s move onto the Positive Strategies to Modify the Environment part of the BIP.  These strategies are used as Henry needs them.

Step 5: Positive Strategies to Modify the Environment: 1. All teachers will be aware of the replacement behaviors and encourage Henry when he displays those behaviors. 2. Henry will be given increased verbal praise when he is acting appropriately and it will be clearly stated to him what the appropriate behavior was that he demonstrated. 3. When in a stressful situation, Henry will appropriately communicate that he needs to engage in his strategies that clam him down to avoid conflict. 4. Henry may request to leave an area and go to another location (i.e. his Teacher of Record-TOR) for a ‘cool down’. 5. Henry will be provided with an alternative for working with others when he cannot handle the interaction with other students or teachers appropriately.

The next step is Reactive Strategies (where we include crisis management strategies, if needed).  This is what these strategies look like for Henry.

Step 6: Reactive Strategies: 1. Redirect Henry with verbal and/or visual cues when behaviors are inappropriate (may include points lost on point sheet). 2. Discuss expected behavioral consequences. 3. Praise and give points on point sheet when he follows the expectations of the teacher. 4. Allow Henry to have time out of the room in order to regroup, allowing him the opportunity to share his frustration or anger with a neutral party. 5. Henry will be provided the opportunity to work farther away from other students when he is unable to focus or is agitated, frustrated or angry, or when he exhibits “in other people’s business” behaviors.

 De-escalating steps: 1. Teacher will calmly speak to Henry about what he needs to do differently to change his behavior. 2. Teacher will give/take points from point sheet reminding Henry of target behavior(s) 3. Henry may need to be removed from the room and reminded of appropriate ways to behave and interact with others (eg; the hallway, the SEIF office, TOR’s room). 4. Role-play will be used to help Henry differentiate appropriate vs. inappropriate situations. 5. Henry will alert teacher if he needs an alternative area of the room to do his work.

For the Progress Monitoring section, I used to write one sentence and think that was good enough.  However, we really need to be much more specific if we wish to truly help students learn to modify their behaviors.

Step 7: Progress Monitoring Data Collected that Determines Effectiveness: 1. Daily point sheets from the 5-Tiered No Bull Level System© indicating academic and socially appropriate behavior toward others will be sent home every day for parent signature. 2. Analyze data weekly. 3. Henry will be promoted up the level system when he has earned it by exhibiting appropriate behaviors. He will be demoted down the level system when he has earned it by exhibiting inappropriate behaviors. 4. TOR will maintain data and notify Henry, parents, his other teachers, and any school administration when necessary.

And finally, the last step, Intervention Outcome Process.  This section needs to have the beginning date and how long the BIP is expected to be enforced.  It can be less time than one year; however, it cannot be more than a year.

Step 8: Intervention Outcome Process: This BIP will begin on March 10, 2013, and continue throughout Henry’s annual IEP; being reviewed at the next annual IEP. This BIP will be reviewed sooner if Henry’s behavior warrants it.

 So, that’s it, a behavior intervention plan with a lot of specifics in it.  The key is collecting the initial data.  Once you have done that, it is much easier to write a behavior plan that will be specific to the needs of the student which, in the end, will be much more likely to yield positive behavioral changes.

I’m “off” for the summer and have a workbook to work on.  I’ll post again on July 3rd.  NOTE: Several teachers use their school email address to receive my blog posts, so if you are leaving your district (and even if you are not), you may want to consider switching your school email address to your personal email address so you can continue to receive my posts.  Thanks to everyone for your support.  I appreciate you.

Be kinder than necessary, be grateful, and have a peace-filled summer,

Ms. Brown

 

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