Functional Behavior Assessment Behavior Intervention Plan Purpose and Description

Transcription

1 Functional Behavior Assessment Behavior Intervention Plan Purpose and Description Most students will respond to typical classroom management procedures. However, when faced with a student who does not respond and the behaviors are impeding the learning of the student or others; it is time for a Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP). A Functional Behavior Assessment is a process of gathering information in order to determine why and when a student behaves in a certain manner. Once that is determined, strategies can be developed to address the why and the when. These strategies will include altering the setting and circumstances to make the behaviors unnecessary as well as teaching the students how to gain what they want in an acceptable way. These strategies are the Behavior Intervention Plan. Functional Behavior Assessment Process When Tier 1 and Tier II have been unsuccessful, a Student Support Team or IEP meeting should take place. First Meeting Forms Needed for this Meeting JC-444 or JC-074 FBA Parent Interview Form (The Interview Guide for Functional Assessment may be completed by the parent instead of this form if desired) Event Frequency Data Sheets for each teacher who will be keeping data Motivational Assessment Scales or Problem Behavior Questionnaire for at least two teachers Interview Guide for Functional Assessment for one teacher Functional Assessment Interview: Student Version Discipline Report from Focus Request for Assistance forms that have been done 1. At this meeting, permission from the parent will be obtained. If the student is a general education student, a JC-444 will be used. If the 1

2 student is an ESE student, a JC-074 will be used. (If the parent does not attend, attempts should be made to gain permission. An FBA may be conducted without parent permission if several attempts are made and documented.) 2. Determine what the problem behavior is in a descriptive manner (see Functional Behavior Assessment Instructions.) Write the problem behavior at the top of each form listed above (except the permission form). 3. Make a date for when the team will return to review this information. The next meeting should take place two weeks from the first meeting. 4. The forms will then be distributed to those responsible for each. Instructions for the Event Frequency Data Sheets (EFDS) When the problem behavior occurs, a tally should be put in the box for that half-hour. Only one tally per box no matter how many times the behavior occurs within that half-hour. For middle/high school students, a tally would be put in the box for that class period. Second Meeting At this meeting, the team would complete the FBA form. In order to save time, someone may do this in advance and present it to the group to review, make additions, and/or revisions. The BIP will also be completed at this meeting. A draft BIP may be presented to the group, but will be revised after group discussion. After the Second Meeting Teachers and other staff will be presented with a copy of the BIP. All staff who works with the student must sign the original. 2

3 Everyone who works with the student will implement the BIP for a reasonable amount of time. (If the behavior is extreme and the BIP is not working, the teacher should begin taking data on the EFDS and request a meeting.) An SST or IEP meeting will be scheduled, but prior to that meeting, the Event Frequency Data sheet should be completed for two weeks. Third Meeting If the interventions are working, then this should be documented on SST form (JC-259) or on a JC-404 for an ESE student. If they are not working, the BIP needs to be revised. (The FBA hypothesis statement should also be reviewed to determine if perhaps the conclusions made about the setting, trigger or function are incorrect remember, this was a hypothesis. These changes may be done on the same form, but in order to make significant changes, it may be easier to do a new form. After the Third Meeting The new interventions should be tried for a reasonable amount of time. Again, the teacher should collect another two weeks of data on the EFDS to determine if the degree of progress. The data must be graphed to determine a trend line. The team needs to discuss whether the interventions have been done with fidelity and have documentation of such. For General Education Students and ESE students who are Speech or Language only : If no progress has been made according to the data on the EFDS sheets, than the team may decide to try another intervention, or may make a referral for an evaluation. In addition, if data shows that there is some progress being made, but the interventions are such that they cannot be continued to the degree needed in a general education setting, the team may make a referral for an evaluation. (The data from the EFDS must be graphed in order to note a trend line and to submit for referral to the psychologist for review.) Decisions at this meeting must be noted on the JC-259 for gen. ed. students. JC-404 for ESE students. 3

4 For ESE Students other than speech/language: If the BIP is not working, than the team needs to determine the reason why. 1. Are the interventions being implemented with fidelity, and if not, this needs to be done? 2. Are the interventions somewhat successful, but need to be carried out in a more structured setting so that a change of placement needs to occur? 3. Does the hypothesis statement on the FBA need to be adjusted. Perhaps the team came up with the wrong conclusion for the function, setting or trigger? Document information on a JC-404. Functional Behavior Assessment Instructions Box 1. Problem Behavior Describe what it looks like in non-judgmental observable, measurable terms. Examples of Behavior(s) that may interfere with learning: If the team describes a category or label for the behavior, follow that with a description of exactly what the student is doing. The following shows examples, but is not exhaustive. The description needs to describe exactly what is seen. If Category or Label given is: Off task Disrupts others learning Aggression Add Measurable Description Crawls on the floor, plays with objects in desk, attempts to play with others. Tapping neighbors on shoulders; grabbing their materials, argumentative verbal interactions during group work, throwing objects, loud noises Initiates physical fights and/or swearing and verbally challenging peers and adults, assaulting peers, assaulting adults, 4

5 Outbursts/rage/explosive reactions/ tantrums Verbal threats to harm peers Profanity Upset with changes to the routine Self-stimulatory behaviors Inappropriate sexual behaviors Student throws materials, crawls under desk, screams with high volume, Threatens peers with physical harm Using any type of profanity Moans, throws things, goes to previous anticipated activity and refuses to leave Twirling string, repeatedly rocking back and forth in chair, flicking fingers in front of eye, Hands in pants, masturbating, touching others on breasts, buttock, genitals, Box 2. Record Review Go through the cumulative folder, social history, and discipline information from focus, and determine if there are any medical issues, psychiatric issues, family issues, retentions, disciplinary measures that have been done. Look on the Focus report for where the student is written up the most and by whom. Box 3. Frequency (If the student is in RTI (MTSS) than the preferred collection instrument is the Event Frequency Data Sheet.) Some ESE teachers keep point sheets in which data is taken from teacher logs; these may be used for data collection. Total the data sheets vertically; this will show if there are specific days that the behavior is most likely to occur and how often. Frequency: How often the behavior happens 10 times per day Every half hour Three times per week Periodically during the month with an average of 2 x per month Box 4. Intensity of the behavior. Intensity: A description of the heightened impact of the behavior, e.g. the depth, force, strength, vigor or extreme level of the behavior 5

6 Screams loud enough to be heard in adjacent rooms Hits with retracted fist hard enough to leave bruises on persons skin Bites hard enough to leave marks but skin not broken Box 5. Duration How long the behavior lasts After lunch 5 th and 6 th periods Entire period without stopping Continuously for 20 minutes Box 6. Setting Using the Event Frequency Data sheet, or other data sheet that displays when and where the behavior occurs, write the setting in which the behavior is most likely to occur. Total the data sheets horizontally. The totals across will show in which location the behavior is most prevalent. Box 7 Other Environmental Factors A Behavior Intervention Plan will not be effective unless it addresses the environmental factors which are contributing to the problem. Behaviors always occur within an environmental context and conditions within the environment may contribute, predict, or trigger problem behaviors. Any of the following factors may act as possible triggers. This analysis is crucial because these are the variables to alter later in your plan to remove or reduce the student s use of the problem behavior. Environmental Variables Physical Setting Examples of Environmental Variables Sensory under or over stimulation; noise, crowding, temperature, missing or present materials, work space organization, classroom setting, lunch room, gym, 6

7 Social Setting Instructional strategies, curriculum, activities Scheduling factors Degree of independence Degree of Participation Degree of Choice Interaction taking place in or around student, specific peers present or absent, substitute teacher, specific teachers present or absent Work is difficult for the student and above his level of understanding, accommodations are not being implemented, - The team may determine that an accommodation plan is needed to increase student success. Specific times in the schedule, lack of a visual schedule, unanticipated changes to schedule, transitional times Consider functional communication availability, communication systems, Picture Exchange Communication (PEC) Student is not able to function independently without prompting, reinforcement or communication systems. Group size, location, frequency or participation The amount of choice making and negotiation options present in the environment. Inability to make any choice or having to make too many choices. Box 8. Possible function based on the Motivation Assessment Scale or Problem Behavior Questionnaire completed by a general education teacher. Total the scores on the rater and write in the function with the highest score. If there are two the same, write in both of them. If there is another one with a score that is close to the highest, write in both functions with the total number beside 7

8 each. You may also need to read specific questions that have almost always or always to break down the information even further. Box 9. Possible function based on the Motivation Assessment Scale or Problem Behavior Questionnaire completed by the PE teacher, Elective teacher, ESE teacher, or other transitional teacher who works with the student. Follow the same directions as Line 9. Box 10. According to the Interview Guide for Functional Assessment completed by a teacher, what the function of the problem behavior and when is it most likely to occur? Analyze all the answers in write in any pertinent information. Box 11. According the Functional Behavior Assessment Parent Interview what is the function of the behavior, when is it most likely to occur. Analyze the form and write in any information that may help with determining the function, when the behavior is most likely to occur as well as any other pertinent information that may help with developing behavioral interventions. Box 12. According to the Functional Assessment Interview: Student Version, what is the setting/circumstance and the function that the student believes to be true. Analyze the form looking for patterns. Examine where the student has checked not at all and the ones where he has checked always. Write in the possible function and possible setting/circumstance leading to the problem behavior according to the student. Box 13. According to all the reports, when does the problem behavior never occur? This answer could consist of: Time of day Day of week Courses 8

9 Times with specific teachers Times with specific peers Areas of the school When student is involved in a sport Other Box 14. Summing up all the above boxes, what is most likely the trigger/antecedent to the problem behavior? Analyze information gathered from all the reports and listed above, notice any pattern to lead you to finding the trigger/antecedent. Box 15. Summing up all the boxes above, the problem behavior is most likely to occur during what setting, event or activity? Analyze the information gathered from all the reports and notice any pattern showing where/when the problem behavior typically occurs. Box 16. Summing up all the boxes above, what is the most likely function of the behavior? Analyze the information gathered from each report. What pattern appears that would lead to a determination of the function (what the student is trying to get or avoid) of the behavior? Specify the function of the behavior in terms of getting or rejecting (protest, escape, or avoid) something that will guide development of a replacement behavior. Do not use: revenge, vengeance, control or power because a replacement behavior will be developed to that that function in a socially acceptable way e.g. vengeance in another way is not acceptable. Examples of Functions Getting examples: To gain adult attention To gain sustained peer attention and positive comments (use this instead of power To gain a desired item or activity 9

10 To get a choice in the pacing of activities (use instead of control. To gain social status To access a sensory situation Avoiding examples: To escape or avoid a task a student states is (a) too hard or (b) too long, or (c) not meaningful to the student or (d) to escape peer comments that the task is too easy To avoid or protest a demand or request or reprimand To escape an environment in which the student state negative comments from peers frequently occur To protest past actions of peers (use instead of vengeance or revenge ) To escape or avoid specific people or activities To avoid a sensory situation that is aversive Functional Hypothesis Box Look at lines 14/15/16 and use these lines to fill in the blanks. The problem behavior is what you listed in line 1. Remember, this box is the reason you have gone to all this work. This is the statement you will use to develop a behavior plan that will be based on the function as well as the trigger and the setting/circumstance. A Behavior Intervention Plan will be unlikely to work if all of these are not addressed. 10

11 Behavior Intervention Plan Instructions Box 1 Description of Problem Behavior Copy from the FBA Examples: Mario makes serious threats to peers: I m going to have my friends kill you! (He does have friends that have been involved in serious battery incidences off campus)physical fighting, teasing peers, You sure are fat. The behaviors have occurred over the last two years. This year, he has made three serious threats, had three fights, and has had 20 office referrals for teasing others. Sean refuses to do work, especially written work. This escalates into defiance. He has said to the teacher, No, you can t make me! He uses profanity toward the teacher and calls her names. Why do I have to do this dumb work, hug, HUH?! He fails to start/complete work daily. He escalates to the point of being removed from class approximately 3 times per week. Karl displays aggression to peers and staff by forcefully pushing with two hands, hitting with an open hand and/or a fist and kicking. This happens up to 10 aggressive behaviors per day. Sometimes they cause pain that resides momentarily, but there are times when bruises and scratches are left. (Karl is autistic). Box 2 Hypothesized Function of the Problem Behavior Copy from the FBA Examples: When Mario is in unstructured times of the day such as transitioning to classes or at PE and when he is in the presence of the peers he is trying to impress, he has made threats, fought, and teased others in order to gain attention and social status from the peers. When Sean is given work he believes will take a long time to complete or when the assignment looks difficult, he uses profanity at the teacher, calls her 11

12 names and disrespectfully questions her in order to escape and protest the work that is hard or that he doesn t understand. When there is an absence of calmness, when an adult does not use nonthreatening quiet cadenced voice, or there is an over-stimulating environment with high noise levels, Karl become physically aggressive to avoid the overstimulation, gain a calm activity and communicate a protest. He also tries to initiate play using aggression. Box 3 Desired Replacement Behavior This is different from the desired behavior. Ultimately, we want the student to not use the problem behavior. However, when a problem behavior achieves a specific outcome (the function), it is necessary to accept a different, more socially acceptable way of getting or rejecting something while we continue to alter the environments and teach and reinforce those desired positive behaviors. In other words, what do you want the student to do to get what they want, but in an appropriate manner? The following is a short list of possible replacement behaviors: Remember, all of these must be taught to the student. Protest instead of profanity, use simple acceptable protest language taught by the teacher to express a displeasure or disagreement (you would then attach to the BIP the list of language that is provided by the teacher). Avoid Instead of kicking a para to avoid working with him, the student would be taught, by the teacher, to use a new method such as time away. See the time-away section Getting attention instead of poking peers with a pencil, gently tap on arm as taught by the teacher. Requesting access to preferred activity instead of grabbing desired materials, teach student to hand picture of desired activity (nonverbal student). Avoid doing assignment due to inability and not wanting peers to know When an assignment is difficult, he will put it in his Not ready to do yet folder. He will use appropriate language, I need to 12

13 talk with you Ms. Johns or This work is really long which is a signal system to express concerns. Avoiding independent seat work Student will request peer assistance. Peer attention Student will gain peer attention by sharing an interest or making positive comments. Escape Instead of running away from class, student will go to a time away/break center. Escape from over-stimulating activities Student will use a visual symbol or a visual representation that he wants to request a calming activity. Examples: Mario will demonstrate ways from the Skill Streaming Instruction to receive attention from an alternative peer group who will award points to each other with staff supervision. Sean will protest/escape/avoid when an assignment is difficult by putting it into his NOT READY TO DO YET folder. He will use appropriate language, I need to talk with you Mrs. Johns or This work is really long! He will also learn a signal system to express his needs and concerns (does not understand, too hard, too long etc.) Karl will use visual symbols to request calming activities. He will verbalize, Play please and also be given a card with play please printed on it to initiate peer interaction. Box 4 Who will teach the replacement behavior and when will it be taught? In this section, there should be a description of how the student will be taught the replacement behavior which is described above. It may also describe how the desired behavior will be taught. Remember, the replacement behavior is what you want the student to do to get what he wants but in an acceptable manner. The desired behavior is what you want the student to do in general (what the other students are doing). 13

14 Examples Replacement behavior instruction: Mario will be taught the Skill Streaming curriculum and Be Cool videos. Skillstreaming will be taught in the social personal class. After watching the video, Mario will meet with the guidance counselor one day per week to discuss the video and practice in role play. The teacher and Sean will identify signals they can use to communicate with each other (Okay? Not ready. Too hard. I don t understand ) they will make a cheat sheet of signals to refer to until they are learned. The teacher will provide a folder and explain how to use it when not yet ready/able to do the assignment. They also will discuss alternate language to use to express him instead of profanity. Role play will be used at first to ensure that Sean knows what to do. Karl will be taught how to select a visual symbol and will practice doing so. He will be taught what each symbol means by allowing him to connect the visual to the calming activity. Desired behavior instruction: Mario will learn conflict resolution in a group setting during social skills instruction. He will be taught using the Helping Kids Handle Conflict curriculum. Training sessions should be conducted in settings that closely resemble the application setting. Role play is recommended and works best when the student chooses to participate and has a commitment to the activity. In this section, the following need to be included: List of the materials which will be used Strategy for teaching described List of the skill steps (task analysis) 14

15 Box 5 What environmental adjustments and interventions will be made to address the function of the behavior? Examples of environmental changes needed: Time changes: Give more/less time on tasks. Provide a break every minutes of work. Allow completion of tasks in parts. Give student time to finish assignments at home. Give the student signals to warn when a transition is forthcoming. Give student clear expectations about what is required and the amount of time given to do it. Be sure there is never any down time. Student should always have something to do when he has completed an assignment or needs to take a break. Space changes: Sit student in a specific place in the room depending on the results of the fba. Seat student near a support buddy. Allow the student to have two desks in two areas of the room. Use study carrels to avoid distractions. If student is sensitive to touch, teach others about personal space. Place the student in another teacher s class. Interaction changes: Prepare student for change (describe how). Cue student to use previously taught coping strategies for changes to routine. Model positive self-talk and a calming count down. Verbally praise student for using time away and give walking away praise and points. Provide a seatwork peer buddy. Student will go to alternate class when a substitute teacher is present. Provide reassurance before lesson, Remember to tell me if you want help. 15

16 Use a calming tone of voice which is non-threatening. Teach all staff working with student how to do this. Provide student with a visual choice to use during unstructured time. Supervise student during all transitional times of the day. There are many interventions listed by function in this manual. In addition, several recommended procedures are listed below. All of the instructions for their use can be found in Intervention section of this manual. For Attention Use Check in/check Out procedure. For Work Escape/Off Task, but may also be good for attention seeking- Good Behavior Game or other listed class wide system. This helps specific students, but also is a class-wide procedure For Escape Time-Away Procedure. For Sensory Issues/Autism Bean Bag Therapy For Off Task/ADHD Self-monitoring Examples: Mario will be supervised by an adult in close proximity during all passing times. The Pit Crew method will be instituted for Mario Sean will have tasks broken down and the assignment steps explicitly sequenced in a to-do list, check sheet format that Sean will do himself after initial instruction is given. He will be provided a folder to put work in that he is not yet ready to do. He will be taught a respectful, non-disruptive system that gives him the option to escape or protest work that is hard, this will eliminate discussion and peers reactions) e.g. nonverbal signals. 16

17 Staff working with Karl will be trained to communicate through the use of a calm quiet non-threatening voice with minimal words. He will have a structured visual schedule that includes scheduled opportunities to access his calming object/activity. He will be given clear expectations that he can understand. Staff will be aware when Karl may be overstimulated and provide him with visual calming choices (beanbag, blanket, time away, walk). His calming object will never be taken from him. Box 6 Describe the reinforcement procedures that will be used to establish the replacement behavior and/or desired behavior. Describe the method that will be used to determine if the student will receive the reward. The following need to be included in the description of the reinforcement: 1. Specify exactly what the student will earn. 2. Reinforcers must be contingent on the behavior and only given when the desired behavior occurs. 3. There must be evidence that the student wants the reinforcer. 4. The frequency of earning the reinforcer or a token toward the reinforcer must match the student s ability to delay gratification. Approximately every 10 minutes? 2 x per week? After every third correct response? It may be that in the beginning, a reinforce needs to occur extremely often, while gradually the reinforcer is faded. For young children, this may need to be several times an hour. 5. The reinforcer or token toward the reinforcer must be delivered IMMEDIATELY after each desired behavior. This is especially true for very young children. 6. Offer more than one reinforcer and allow the student to preselect what s/he will strive to earn or allow student to select after the behavior, or both. Both the teacher and the student need to know what the student will do to get the reinforcer, how often it will be given, and to what degree. There 17

18 should be no doubt to the student that - WHEN I DO THIS, I WILL GET THAT. The student should fully understand what the THIS is and what the THAT is. Reinforcement for shaping behavior might include: Physical: High-five/low five, pat on the back or hand shake coupled with adult smiling at the student, delivered immediately following each completed task. Verbal: Use specific praise, e.g. I bet you are proud of this work! You made a good choice! Praise should occur in front of peers, unless it would not be what the student would want. Notes on desks can be used in that case. You also can use a peer-recognition system where peers praise progress See Pit Crews in yellow pages. Activity Access: Desired activities contingently available following completion of less desired activities, e.g. time on the computer, free time, listening to music, sitting at teacher s desk, first to leave at break time, headphones for five minutes.. A Now/Then Picture Schedule may be used for this showing a picture of what the student needs to do, with a picture of what he will get to do when he completes the task. Scherry Bradford can help you with this by making ones that have Velcro pictures that can be changed out. Tangibles: Phone calls or notes home, certificates sent home, toys, food. Tokens or Points: Use tokens or points that can be used to exchange for other reinforcers. Each time the desired behavior is accomplished, the teacher/ Para could put a token on the student s desk, or a check on a card at the student s desk, or sticker etc. Privileges: Passes to exempt an assignment get an extra point on a quiz, permission to sit anywhere you want for one period. The yellow pages in this book have lists of free/ inexpensive reinforcements as well as a forced choice inventory students can take to help you determine what would be reinforcing for a specific student. Examples of what the information in this box should look like: Every half hour, Mario will receive 5 points for each category of safe, respectful, responsible. He will receive peer praise at each privilege awarding 18

19 classroom meeting and will select from a menu created by he and the class. His family wishes to award him with time playing basketball with dad in any week in which he has earned 80% of this points. This is communicated to the parent in a daily point sheet. Sean will receive one point per assignment for using signals or appropriate language to express himself when he finds an assignment to be difficult and/or for using his folder. He will receive an additional point for absence of the targeted behavior which is profanity and defiance toward the teacher. He will earn an additional 3 points each time he turns a completed assignment in on time. Any evidence of progress will be praised. Each point will mean 1 minute of time on an IPAD. The IPAD time will be calculated and given before lunch and at the end of the day. Every 15 minutes that Karl displays nice hands and nice feet he will receive a sticker to put on his chart. When he has 4 stickers, he will be given his chosen reward of a cheese cracker. A visual timer will be used. Box 7 What will be the consequences for exhibiting the problem behavior? These should be with the function in mind. In other words, if the student wants attention, he should be ignored. Examples: Planned ignoring Redirect in a verbally supportive manner, show picture cards, now/then cards, etc. Encourage student to use the replacement behavior with a reminder to stop and think (if this strategy has already been taught and practiced in role play), a non-verbal signal Use firm/gentle stop/no command presenting a structured choice Remove the audience (classmates) Allow time for student to cool down Remind student he can choose to go to a time away area. Restitution require student to pay back or make amends Natural Consequences If the student messes up the bathroom, the student cleans up his mess. 19

20 Over-correction Have student walk at an appropriate pace three times to and from the lunchroom in response to running Silent lunch, lunch away from peers Break detention Last one to leave class Time Out THINGS TO CONSIDER Ensure that procedure does not violate ethical standards Ensure that correction is individualized. Respectfully implement procedure. Select intervention that is developmentally appropriate. Ensure student is given time to respond. Consider what has worked and has not worked in the past. Would you be comfortable if the intervention was filmed and shown on nationwide television? Examples: Mario For time periods where problem behavior is occurring, there are not points being earned, so no reinforcers. For dangerous behavior, school rules and disciplinary consequences occur as needed. Sean If he begins refusal, remind him of alternative strategy in a nonemotional manner. Prompt him to use his folder with a signal if he looks frustrated or begins to destroy papers. Remind him he has a choice, You can make a good choice or a bad choice. If he is removed from class, have him complete the Thinking about My Behavior worksheet. The assistant principal or guidance counselor will discuss this with him. Karl Prompt Karl to communicate by using his pictures. Box 8 Crisis Intervention Plan This is the procedure to use if the student is escalating to the point of harming himself or others. What verbal interventions will be used? If physical interventions will be used, describe the method. 20

21 If a student is in danger of very seriously harming himself or others, determine if the student might need to be Baker Acted and contact the SRO. CPI is the method used for most schools. Handle with Care is the method used at HOPE and JAS. Any time a restraint of any kind is used that impedes the ability of the student to move, this is a restraint and needs to be reported on the website. Call the EBD Program Specialist immediately if it happens in a school other than Hope or JAS. Examples: Mario If Mario begins to threaten others, he should be removed from the situation and away from all peers. Staff will remain non-emotional and attempt to give him choices of walking to the office with someone or going to the guidance office accompanied. If there is imminent danger of someone being harmed, CPI will be used the office will be called to get help. If someone is harmed, the school resource officer will be called and charges will be filed. Sean If Sean escalates to the point of total disruption of the class, he will immediately be removed. CPI verbal interventions will be used. Karl Guide Karl to a time away area. Staff will do so by getting in close proximity and guiding him. If needed, staff will gently guide him using the Handle with Care escort position. A calm non-emotional voice will be used and the phrase, Karl, calm down will be repeated. Once Karl is in the time away area and is seated, a timer will be set for 2 minutes. Staff will remain quiet and still. No-one will speak to him during this time. Box 9 Who will be responsible for ensuring the plan is implemented as written? Do not put the name of the person, but put the title of that person. This person will check with everyone involved in working with the student to ensure they have a copy of the BIP and have signed the original. They will also check with each staff member who works with the student and ask them what is being done in specific situation. 21

22 Documentation should be kept on the use of specific interventions. If the student is getting training on his replacement behavior, that needs to be documented with dates and times as well as who did the instruction. (If this is a child that is a general education student and may be referred for evaluation, he/she cannot be placed without this documentation. However, this documentation is also needed for ESE students. ) Box 9 done? Who will keep the data on the behavioral progress? How will this be Write in the title of the person who will keep track of the behavioral progress. If the student has an IEP, this should be one of the goals and the teacher would keep documentation on the progress. Describe what will be used to keep track. Will it be an Event Frequency Sheet, a daily teacher log/point sheet..? 22

23 TIME AWAY A Procedure To Keep Task-Avoiding Students Under Instructional Control By Diana Browning Wright Ms. Wright states that some students may, at times, be unwilling or unable to perform assigned tasks. When this occurs, the student may act out in order to be removed from the class, or engage in behaviors that disrupt the class. A Time Away procedure may be used as a Behavior Intervention Plan intervention. Time Away is different from Time Out. Time out is typically a disciplinary measure used for a specified amount of time. The teacher tells the student when to leave and when to come back. Time Away, as defined by Diana Browning Wright, gives the student the option to leave a learning task which has become aversive. The student moves to a designated location and remains there until he/she is ready to cope with the demands of the learning environment. The student then returns to the assigned learning location. A teacher may encourage a student to leave an activity for a cooling off period. The student s choice to do this is not a punishment for misbehavior. Ms. Wright describes a sample dialogue: Steven, I am really pleased that you have come to class today and have all your materials with you. However, you seem very upset and unable to get started despite you and I doing the first few together. Steven, you know that in my classroom, you have the option of moving to the cooling off spot any time you aren t ready to cope with the demands of the school work. Why don t you think about this carefully and make a choice to begin your work, or just cool off for a while. I ll wait to hear your decision. I need to help Michael for a few moments while you think this over. Notice the critical characteristics of this dialogue: 1. Student was called by name and the teacher identified desired behaviors he has exhibitied. 2. The teacher pointed out the undesired behaviors and reminded him that she had attempted to help him begin the work before this point was reached. 3. The teacher invited him to make a choice between tow acceptable options. 23

24 4. The teacher did not force an immediate choice. Nor did she wait at his desk for an answer. Below are three examples of the use of Time Away: Australia One form of a time away is called Australia. A high school ESE teacher used it in the following way. The students were read the children s book, Alexander and the Terrible, Horrible, No Good, Very Bad Day, by Judith Viorst. (If you haven t read it, it is worth the time for any age adult or child). An area of the classroom was set up with a map of Australia and books about the topic. Students could choose to go there to recoup and cope with feelings or frustrations. Before entering, they must go through customs where they declare any baggage. They do this by writing the reason for their entering, the time they enter and the time they leave. Some examples include: 1. Fight with someone important in my life, is still on my mind. After a time to think, I ll be better able to cope. 2. Can t concentrate because of extreme fatigue. After a break, I will be better able to cope. 3. Work looks too long or too complicated for me right now. After a break Dinosaur Time Another system is Dinosaur Walking Time. This was used with a young student with a running problem. Instead of running after him and forcing him to return, they allowed him to pick up the dinosaur and walk calmly around the room when he felt the need to run. When done, he would return the dinosaur and go back to his seat. This was used for a student with autism, but would be appropriate for any young child. 24

25 Effective Use of the Strategy The classroom environment must be such that all students feel positive unconditional regard from the teacher. It would not work in an out-ofcontrol class. Students must be provided appropriate accommodations and assistance. If this is not given, the students will see this as the only way to escape seatwork activities. The initial explanation should be given to the whole class with an explanation of what might be a reason to choose this option, and what might not be a good reason. Learning to cope with the demands of school should be emphasized. Students need to know that first they should try to gain the teacher s assistance, ask the teacher to break up the assignments into smaller units, gain help from classmates or from a paraprofessional. These would be better choices than time away. When a student returns from Time Away, the teacher should talk with him privately and acknowledge his use of the procedure. Ms. Brown addresses the question of what to do if the student won t come back. She states that the teacher may examine the tasks the student is continuing to avoid. Is it too difficult, completion criteria not explicit, task is meaningless? The teacher should discuss the situation with the student and attempt to collaborate with him as to what may be the issue and how the teacher and student can work together to solve it. 25

26 Check in/check out Intervention The program consists of students daily checking in with an adult at the start of school to retrieve a goal sheet and encouragement, teachers provide feedback on the sheet throughout the day, students check out at the end of the day with an adult, and the student takes the sheet home to be signed, returning it the following morning at check in 26