A behavioral intervention plan (BIP) is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student 's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior. Effective support plans consist of multiple interventions or support strategies and are not punishment. Positive behavioral intervention plans increase the acquisition and use of new alternative skills, decrease the problem behavior and facilitate general improvements in the quality of life of the individual, his or her family, and …show more content…
At times it may be possible to modify the environment of the student by implementing preventive strategies. Some examples of these are teachers stating clear expectations, modifying seating arrangements, adapting the pace of instruction, avoiding exposing the student to long delays, providing a choice of activities, and allowing the student to take breaks. There are three types of alternative skill instruction. Replacement skills or behaviors must serve the exact same function as the problem behavior. More general skills alter the problem situations and help prevent the need for the problem behavior. These skills may include academic instruction if academic deficits are the main reason the student has behavioral issues. Coping and tolerance skills such as anger management are things the student learns to do when he or she is faced with difficult situations. Replacement Behaviors must serve the same function and have meaning for the student. It is important that the behavior be something the student is capable of doing and be socially acceptable in the context. The behavior must be immediately effective and tolerable to the …show more content…
It takes a while to change any behavior. Part of the plan should be effective consequence strategies. Planned consequences reinforce the acquisition and use of alternative skills and reduce the effectiveness of problem behavior should it continue to occur. Having planned consequences should help teach the student that his/her use of alternative skills is a better way to bring about the desired result. Because it does take a while for a behavior intervention plan to change a student 's behavior, it is important that the IEP team decide what will happen when the problem behavior still occurs. If it is a manageable behavior, it is important to come up with responses that discourage the problem behavior and do not provide the function or desired result of the behavior. In some cases the behavior may be extreme. The IEP team should develop a crisis plan to address those situations. First the group needs to define what is a crisis. Then they should describe the intervention procedures to be put into place including who will be involved. They must identify the resources needed to implement the plan and agree on the procedures for documenting the use of the crisis
For my field experience, I went to Magoffin Middle school and spend time in the Behavioral Intervention classroom (BIC). A behavioral Intervention classroom is a class where mostly Emotionally Disturbed (ED) students attend. Though ED is not the only special need student that could be in the BIC classroom setting. Other classifications could be Autism (AU), Learning disabled (LD), other health impairments (OHI) to include ADD and ADHD. In regards to the Least Restrictive Environment (LRE), it is towards the bottom or point of the triangle, meaning it is more restrictive than a general setting classroom would be. The BIC classroom is a last result and not where the school wants to place a student. Let me say what I imagine how the classroom would be before I went to the class was chaos. Due to the time working at the school, I have seen my share of student meltdowns. Many occasions I have seen students outright disrespect authority figures at the school. Passing through the hallway one student was observed outside of the classroom arguing with the campus officer telling him “You’re too fat to catch me!” This was a surprise to me as I continued on my way. Another student in particular, we will call him “Kenny”, had a meltdown in the hallway where he was sitting on the floor hugging his knees and was crying profusely. There were at least three adults including a campus patrol employee, special education teacher and the assistant principal trying to calm Kenny down. Going into this classroom I prepared myself for students being disrespectful and quite possibly violent.
Psychology consists of countless different components that help describe various aspects of individuals both mentally and physically. Though Psychology is used for multiple different areas, one of the most common areas to observe in this field is behaviors. Behaviors range from person to person and can be altered by different situations and variables. The point when behaviors can become of interest is when an individual’s actions and behavior are extreme or they are inconsistent with the appropriate behavior in certain circumstances. These abnormal behaviors are often consistent and can be related to psychological disorders. Though some psychological disorders may be manageable to live
The teaching technique used in intervention is behavior modification, it is known that people learn because they are rewarded by others or their environment Albert Bandura (1977). People’s actions are shaped by input from others, including feedback and reinforcement. Behavior modification takes place through three step process, antecedent (task explanation, model, cue) is provided, response is then elicited and a consequence (feedback, reinforcement) occurs immediately.
Also I also used individualized intensive interventions handout but I used it in the classroom rather then at home. The individualed intensive intevention handout was very helpful because it broke down the action that was unwanted into four stages. The stages are what happened before the behavior, What happened after the bahavior, What was the purpose of the behavior, and setting events/lifestyle influences. Which really helped to isolate what the problems were.
Imagine you are married with children; your child has been acting different lately, so you take them to the doctor. Once there you find out that they have a mental illness. What do you do? Over the years, it has been estimated that around twenty percent of children worldwide are suffering from a form of mental illness such as Bipolar Disorder, Depression, Schizophrenia, and Anxiety Disorders. Ultimately, parents of these children end up struggling with their own psychological, emotional, social, and economic challenges while providing for their child with the mental illness. Raising a child with mental illness can be a challenge, but through increased knowledge and adjusted attitudes parents can be more prepared.
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
What do you think of when you hear the word “Behavioral Education”? Unfortunately, the children in these classes are usually stereotyped as the “future criminals of America”. Fortunately, due to the dedication of behavioral self-contained teachers, these children are striving to become functioning members of society everyday. With just a little patience, consistency, and a strict class setting- these kids are transforming and are constantly beating the odds. With the right understanding types of behavioral education settings, reasons behind behaviors, classroom management, and behavior management it becomes easy to understand how these “problem children” are so easily converted of their ways after only a year or two within these programs.
John, a 15 year old male, is an 8th grade student attending a local middle school. John is a transfer student from another state and he been placed into an inclusion classroom because he has been identified as a student with a disability and requires an IEP. Lately, John has been verbally and physically disruptive during math class. Some of the disruptive behaviors John often exhibit in the classroom include making loud noises and jokes during instruction, calling his peers names, physically touching his peers, and grabbing group materials. John’s teacher collected data and learned that his verbal disruptive behavior occurs 4-8 times during each sixty minute class meeting, and his physical group disruptions occur 75% of the time he works with a group. After meeting with John’s other teachers, his math teacher learned that his disruptive behavior is only present during math class. According to John’s math test scores on his IEP, his math instructor also learned that math is a challenging subject for John and he is significantly below grade level. Both John’s math teacher and his IEP team reached an agreement that they would like to decrease the number of times John disrupts instruction and eventually eliminate the disruptive behavior. The replacement behavior for John is to remain focused and on task during math instruction and assigned activities without triggering any disruptions (i.e., distracting loud noises or jokes causing the class to go into a laughing uproar, physical contact with peers, name calling, or grabbing his peers’ materials). Instead of John being punished for his disruptive behavior, the replacement behavior would allow him to remain in math class, and he will also be able to receive posit...
A student will respond differently depending upon the actions and reactions of the individuals around him. Behaviors that occur repeatedly are often serving a useful function for the student. Positive behavioral support strategies make problem behavior irrelevant by redesigning the environment. Positive behavioral support strategies teach students new skills that are meant to replace the problem behavior with a socially-acceptable alternative. Addressing the larger social context surrounding a student can reduce the amount of time spent implementing intensive positive behavioral support plans. Functional assessment gathers information regarding the events that both immediately precede problem behavior and the situations where a student is successful.
My practicum classroom was a 1st grade class and it was a secular school. I would definably use a behavioral chart at this grade/age as I have used one for this grade/age and I have had great success using them. For the ED student (this is hypothetical- the only ED student in this class is also classified as LD). he does not listen to the teacher; does not sit in his seat; cannot keep his hands to himself; and cannot follow directions when told the first time. To me, since he cannot follow the classroom rules, I do feel as if he needs a behavioral management plan, especially since he cannot keep his hands to himself.
A Positive Behavior Support System (PBSS) is a school-wide approach to help establish the social culture and behavioral supports that are needed for all of the children in a school to ensure the achievement of both social and academic success. Because school principals play a pivotal role in the success of the school community it is, without a doubt, important that the principal play an important role in developing and implementing a PBSS in their school.
Mather and Goldstein (2015) stated that behaviors can retained or changed with appropriate outcome. Teachers can use the procedure defined by them to accomplish students’ behvaiour using the following outcomes. The very first step is to describe the problem. The second step is to adjust the behavior by emerging a behavior management strategy. The third step is to recognize an effective reinforce and the latest step is to use the reinforce on a regualr basis in order to change the
Behavior Modification and it Application to a Variety of Behaviors Within in an Educational Setting
When everyone is pursuing a common goal, dealing with behavior problems eventually become self-regulating. Win-Win Discipline enables people to work together to find mutual solutions to behavior problems. The ultimate goal is not to stop or end disruptive behavior, but to teach responsibility and self-control. The foundations of this model are their three pillars of win-win discipline: preventive measures; the ABCD of disruptive behaviors (aggression, breaking rules, confrontation, or disengagement); student positions; class rules; moment of disruption structures; follow up structures; and life skills. The three pillars are the foundation of the behavioral model which are: everyone is on the same side; everyone collaborates on solutions; and everyone learns proactive responsibility from each situation regardless of their
One of the ultimate trials that educators face currently is giving students with behavioral disorders and inappropriate behaviors, tools that will help them function self-sufficiently in a suitable manner. Teachers are facing classrooms where students parade various academic and behavioral characteristics; therefore, teacher are constantly looking for effective instructional strategies and classroom management skills. Classroom teachers tend to be more appealed to flexible, tranquil to implement and inexpensive teaching strategies and techniques that keep students energetically involved.