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Measurable Effect: 3-4 documented disregard for others on his schoolwide behavioral system The baseline data shall be used as a per day. standard to establish performance criteria and against which to evaluate
GC2010-BIP Summary Sample Patil, Lohrmann, & Martin (2007) (For the full regulatory sections visit
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intervention effectiveness
Intervention Strategies
200.22 (b) (4) (ii) The intervention strategies to be used to alter antecedent events to prevent the occurrence of the behavior
How will you modify antecedent triggers to prevent behavior from occurring? Consider: - How will you change/modify each trigger identified in the hypothesis statement so it does not cause problem behavior? - What prompts or scaffolds can you add to the environment to help the student overcome or
GC2010-BIP Summary Sample Patil, Lohrmann, & Martin (2007)
Prevention
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staff or others shall initially use a verbal redirection. G. If the verbal redirection fails, the Teacher will initiate a one to one conference outside the room in an attempt to have EE regroup or change the behavior. H. Following this, if the behavioral conference fails, EE will be sent to Social worker for counseling and future a discussion with the classroom teacher about conduct in class/school.
200.22 (b) (4) (ii) Teach individual alternative and adaptive behaviors to the student Alternative and Adaptive Skill Instruction
What skills will you teach to replace behavior? Attach an instruction plan for each skill. Consider: What functionally equivalent skills to teach the student (i.e., skills that serve the same function as the problem behavior e.g., asking for help when presented with a difficult task, instead of leaving the room when frustrated)? What functionally relevant skills to teach the student (i.e., skills that will help the student in the situation e.g.,
Teaching Strategies for new behavior instruction:, validation of feelings and offering alternative replacement behaviors in the form of 1-2 choices, consistency of social skills development with social stories, consistent encouragement to use words, use clear, simple directions, ignore inappropriate behavior whenever possible By: teacher, aides, parents Environmental structure and supports, time/space/materials/interactions: consistency in routine, designate a safe place to calm down, using favorite toys, books or activities engage him in a desired activity, avoid confrontation through calmness, negotiation, choices, diversion of attention, do not use physical force except for immediate safety concerns, anticipate predictors of behavior and avoid or prepare for intervention
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teaching the student anger management strategies for when he/she is frustrated with a task)?
Intervention Strategies
200.22 (b) (4) (ii) Provide consequences for the targeted inappropriate behavior(s) and alternative acceptable behavior(s) Strengthen Appropriate Behavior
How will you provide the student with reinforcement for appropriate behavior? Consider: - How often and what will people say to provide social praise throughout the day? - Using a system that provides incentives beyond just social praise. Decide: How often should the student receive reinforcement (e.g., after each occurrence, daily, etc)? What is the criteria a student needs to meet to earn the reinforcement (i.e. what specifically does the student have to do)?
200.22 (b) (4) (ii) Provide consequences for the targeted inappropriate behavior(s) and alternative acceptable behavior(s)
Monitoring results and Communication: options: daily, weekly reports, by phone: leave =message, write in Communication Book to be sent home on Fridays, IEP Team should meet 4-6 weeks after implementation to discuss results of plan and make any necessary changes
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Crisis Plan
(Clear steps for ALL staff to use when student is escalated into a crisis)
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High School. If [School Counselor] is not available [outside contracted Counselor] will be utilized. 6. Following the implementation of the above plan, should EE fail to correct the behavior or if there should be any serious un-cooperativeness then a parent conference will be called. The counselor and the nearest member of the IEP Team to the class situation will also be included to discuss corrective actions.
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Statement of Baseline Performance: Staff responsible for tracking plan: Plan Review Date: Continue plan? Modify plan? Why? Why?
Attach data sheets including frequency charts, ABC, MAS, Interview Forms, etc. Date of Conference: Conference Participants: Print Name Title Signature
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