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Behav

Behavior intervention plan (BIP) should be technically sound; it should make the undesired behavior 1) irrelevant, 2) inefficient, 3) ineffective. Elaboration: 1) Student struggles with seating because classwork difficult. Modify approach to work or type of work so seating is irrelevant to the work. 2) Functional Behavioral Analaysis (FBA) (1) what purpose does the behavior serve the student, (2) what environmental variables influence the behavior, (3) what components will an effective BIP have in this case. FBA is a derivative of the well-established ABA paradigm (viz below) Applied Behavioral Analysis (ABA) Looks at behavior as A (antecedent) B (behavior) C (consequence). I.e. what factors influence and lead to the behavior (B the behavior has to be observable and in factual objective terms to be meaningful to analysis), and what occurs (what the student, teacher, others do or what happens in the environment) as a result of the behavior. It aims to (1) determine relationship btwn the behavior and environment (stimuli and factors), (2) understanding the reasons for the behavior (e.g. function), (3) helping behavior change, and (4) arranging meaningful consequences to promote desirable alternative skills that are observable and measurable (to be able to evaluate improvement and comment on effectiveness of BIP). As a teacher, you must make your ABA diagnosis as such: When A(antecedent) occurs, the student B(behavior), in order to C(consequence/function). Function of behavior Attention seeking Possible interventions Planned ignoring Time-out Teach appropriate (effective) attention seeking Increase schedule of social reinforcement for appropriate behaviors Social skills training Teach to request assistance Teach to request a break Alter or reduce demands & gradually introduce demands Social skills training Compliance training Choice making Response cost Reward alternative behaviors Social skills training Functional communication training Reduce reinforcement for problem behavior Teach appropriate request behaviors Time out from reinforcers for problem behaviors Schedule time with reinforcers Use time with tangible reinforcers to increase appropriate behaviors Social skills training

Escape/avoidance

Control/power

Communication

Access to tangible reinforcers

Acceptance /affiliation Justice/Revenge Expression of Self Tangible Rewards/ gratification Methods of Data Collection Teachers often think of data collection as a summary evaluation of what has already been learned, but it can also serve as a way to gather evidence to help improve student behavior. Teachers should choose a data collection system that provides the most accurate picture of student performance in the classroom to help develop teaching techniques to increase student learning. When selecting a data collection, system teachers may refer to the following fowchart:

Regardless of the data collection system implemented, students sometimes behave differently if they know they are being watched or when a new person is in the classroom. Some ways to reduce this reactivity are to observe other students as well so that the target student does not feel like he or she is being singled out, practice observing a few times so that the student gets used to you before offcial data collection begins, and try to be discrete to reduce the likelihood that the student will notice you are observing him or her. (IRIS Center Star Sheet Overview) Although various methods exist, (viz interval recording, latency recording, duration recording, scatter plot, narrative, etc.) only a few are practical to the secondary teacher due to large student sample. 1) Frequency or Event-recording gnerally the most accurate, and especially suitable when behavior is well-defined (easily measurable) and discrete (clear start and stop); evidenced by a clear student record chart with code/tallies of each event that occurs 2) Time-sampling observations done at random intervals of arbitrary lengths, which allows doing other things during observation (most teachers already do this) Defining Target Behaviors: Hints & Tips on What to Tally Desribe only what you SEE & HEAR, and what the student SAYS &DOES Be precise and use only action verbs. Observe/Record objectively! Avoid describing emotions/ values (unmeasurable), or labels/ adjectives (generalizations) like disruptive or a bully. Use only action verbs (observe objectively)! Are you on the right track? o Stranger test: Would a stranger describe or record the situation comparably (objectively)? o So what? test - Is this behavior change truly in the students best interest? o Fair-pair test Is the maladaptive behavior replaceable with a better one? o Dead-man test Is the alternative behavior actionable, or could dead man do it? E.g. a dead man can not hit others but cannot ask instead of hitting. Evaluating BIP effectiveness:

Also consider : 1) Antecedent and setting-event modifications (triggers of the behavior) 2) Teaching alternative skills based on the (underlying) function of the behavior 3) Consequence intervention 4) Lifestyle intervention Teacher Evaluation Observation

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