Behavior Intervention Plan-Part Two

BIP-Part TwoAlthough I am not very technically savvy (which is why I wasn’t able to figure out my computer issue last week), Henry has become very savvy in figuring out how to make positive life changes in so many ways in the past eighteen months, in spite of a series of losses in his life, including a parent‘s death.  He has been a very difficult child, with many behavior and emotional issues that he has needed to work through.  However, he now often thinks of others first instead of himself and he helps others to be better people.  He praises his peers and tries to do the right thing to make his dad proud of him.  He has made significant changes in his behavior.  I am so proud of him.  I’d like to think that two of the reasons are because he has been on the 5-Tiered No Bull System© and has had a Behavior Intervention Plan (BIP) that has been specifically tailored to his needs.

In last week’s post, Behavior Intervention Plan-Part One, I started to discuss BIPs and how I write them to work in my classroom.  I specifically discussed parts of Henry’s BIP.  This week I want to finish it up so you have ideas of what you can add to the BIPs that you write.

Let’s take a look at what Henry’s replacement behaviors are going to be.

Step Three: Replacement Behaviors and Services (Task Analysis):  1. Henry will follow given instructions from an adult in the classroom, or on campus, respond appropriately to the instruction or feedback, without argument. 2. Henry will be taught appropriate ways to react to anger and frustration. 3. Calming techniques and positive self-talk will be used. 4. Henry will raise his hand, wait to be acknowledged and given permission, prior to speaking.

 As replacement behaviors are accomplished, Henry will be positively reinforced through his daily point sheet, praise, and the built-in reinforcement used in the 5-Tiered No Bull System©.

 As you can see, I have included behaviors in Henry’s BIP that the IEP team has deemed most important to focus on in order for Henry to succeed.

To me, the real meat of the BIP is in the next step: the place where the proactive steps are outlined exactly.  In Henry’s BIP, it outlines what he has to do in order to get the reward of computer time (his reward of choice).

Step 4: Proactive Strategies (Individualized Positive Behavior Change): 1. Henry will have a daily point sheet (Time Card) that he takes to each class. His personal daily goal will be stated at the top of the page and behavior and social skills will be monitored and marked according to his achievement each day. 2. He will earn points for every class period throughout the day for exhibiting these behaviors. 3. Teachers will use verbal and non-verbal cues to re-direct Henry when he is off-task or acting inappropriately. 4. Teachers will communicate the daily expectations to Henry; this may be oral discussion, an assignment, independent work, etc. 5. Henry will receive positive verbal feedback for following adult directions, engaging appropriately with peers and adults, and not engaging in tantrums. 6. At the end of the day, the point sheet will be taken home for parent signature and returned the next day. 7. A good behavior note will be written at the end of the day on Henry’s point sheet if he has earned it. 8. Henry will be redirected to use calming techniques when feeling upset which may include: counting, asking if he can read for a few minutes, requesting to leave the area and go to another location (i.e. his TOR) for a ‘cool down,’ go for a walk around campus with an escort, rip up paper, etc. 9. Henry will be left alone (with adult supervision) while he calms down. 10. Henry will earn privileges as he shows appropriate behaviors. Many of these are built into the level system used in the ED program. Henry may earn computer time at the end of the day in the following ways: Level 1- Henry can earn up to 7 minutes each day on the computer. For every 5 talk-outs per period Henry will lose 1 minute of computer time at the end of the day.  Level 2- Henry can earn up to 9 minutes each day on the computer. For every 4 talk-outs per period Henry will lose 1.5 minutes of computer time at the end of the day. Level 3- Henry can earn up to 10 minutes each day on the computer. For every 3 talk-outs per period Henry will lose 2 minutes of computer time at the end of the day. Level 4- Henry can earn up to 12.5 minutes each day on the computer. For every 2 talk-outs per period Henry will lose 2.5 minutes of computer time at the end of the day. Level 5- Henry can earn up to 14 minutes each day on the computer. For every 1 talk-out per period Henry will lose 3.5 minute of computer time at the end of the day. 11. A timer will be used to help Henry keep track of time and understand there are time limits to all consequences. 12. Henry may choose to be touched lightly on his back to calm him down. 13. When earned, Henry will receive positive phone calls or emails home.  

 As stated above, this is very specific in how it is outlined.  Henry keeps the data chart on his desk and marks down his positive and negative talk-out behaviors.  There are times he really dislikes this program, but, overall he is able to see that his behavior has improved.  There have been other benefits too. His peers don’t find him as annoying and have been more willing to accept his friendship.  And, finally, I am able to teach more concepts since I’m not dealing with his continual talking-out.

Behavior Intervention Plans can be tricky to write.  I have found the more specific I am in Step One (see last week’s post), the easier is it to write the rest of the plan.   Having a system in place, like the 5-Tiered No Bull System©, also helps to write a specific intervention to a specific student.

The end of the year is approaching.  See you next week for the final steps of this BIP.

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

Ms. Brown

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