WHAT ARE BEHAVIOR INTERVENTION PLANS? (BIP)
A BIP IS COMPOSED OF 5 DISTINCT PARTS:
(1) RESTATE OPERATIONALLY DEFINED TARGET BEHAVIOR
(2) SUMMARIZE DATA COLLECTION FROM THE FBA
(3) RESTATE HYPOTHESIS OF FUNCTION OF TARGET BEHAVIOR
(4) (i) MODIFICATIONS TO ALTER SETTING EVENTS
(ii) MODIFICATIONS TO ALTER ANTECEDENTS
(iii) TEACH ALTERNATIVE BEHAVIOR
(iv) PROVISION OF CONSEQUENCES
(5) COLLECT DATA USING ON-GOING PROGRESS MONITORING
A BIP IS A SPECIFIC PLAN OF ACTION THAT DESIGNS EFFECTIVE POSITIVE BEHAVIOR INTERVENTIONS TO TEACH THE STUDENT MORE ACCEPTABLE BEHAVIOR(S) TO REPLACE THE INAPPROPRIATE BEHAVIOR. THE PURPOSE IS TO TEACH THE STUDENT MORE APPROPRIATE BEHAVIORS THAT MEET THE SAME FUNCTION, OR PURPOSE, AS THE INAPPROPRIATE BEHAVIORS PREVIOUSLY EXHIBITED. WHEN A BIP IS IMPLEMENTED, PROGRESS MONITORING (DATA COLLECTION) OCCURS TO DETERMINE IF THERE ARE REDUCTIONS IN THE INAPPROPRIATE BEHAVIOR AND INCREASES IN THE APPROPRIATE BEHAVIOR(S). IN ORDER TO DEVELOP A MORE EFFECTIVE AND EFFICIENT BEHAVIOR INTERVENTION PLAN, WE MUST USE THE INFORMATION FROM THE FBA THAT DESCRIBES WHEN, WHERE, AND WHY PROBLEM BEHAVIOR OCCURS. INTERVENTION PLANS BASED ON AN UNDERSTANDING OF “WHY” A STUDENT ENGAGES IN PROBLEM BEHAVIOR ARE EXTREMELY USEFUL IN ADDRESSING A WIDE RANGE OF PROBLEM BEHAVIORS*
(1) RESTATE OPERATIONALLY DEFINED TARGET BEHAVIOR
(2) SUMMARIZE DATA COLLECTION FROM THE FBA
(3) RESTATE HYPOTHESIS OF FUNCTION OF TARGET BEHAVIOR
(4) (i) MODIFICATIONS TO ALTER SETTING EVENTS
(ii) MODIFICATIONS TO ALTER ANTECEDENTS
(iii) TEACH ALTERNATIVE BEHAVIOR
(iv) PROVISION OF CONSEQUENCES
(5) COLLECT DATA USING ON-GOING PROGRESS MONITORING
A BIP IS A SPECIFIC PLAN OF ACTION THAT DESIGNS EFFECTIVE POSITIVE BEHAVIOR INTERVENTIONS TO TEACH THE STUDENT MORE ACCEPTABLE BEHAVIOR(S) TO REPLACE THE INAPPROPRIATE BEHAVIOR. THE PURPOSE IS TO TEACH THE STUDENT MORE APPROPRIATE BEHAVIORS THAT MEET THE SAME FUNCTION, OR PURPOSE, AS THE INAPPROPRIATE BEHAVIORS PREVIOUSLY EXHIBITED. WHEN A BIP IS IMPLEMENTED, PROGRESS MONITORING (DATA COLLECTION) OCCURS TO DETERMINE IF THERE ARE REDUCTIONS IN THE INAPPROPRIATE BEHAVIOR AND INCREASES IN THE APPROPRIATE BEHAVIOR(S). IN ORDER TO DEVELOP A MORE EFFECTIVE AND EFFICIENT BEHAVIOR INTERVENTION PLAN, WE MUST USE THE INFORMATION FROM THE FBA THAT DESCRIBES WHEN, WHERE, AND WHY PROBLEM BEHAVIOR OCCURS. INTERVENTION PLANS BASED ON AN UNDERSTANDING OF “WHY” A STUDENT ENGAGES IN PROBLEM BEHAVIOR ARE EXTREMELY USEFUL IN ADDRESSING A WIDE RANGE OF PROBLEM BEHAVIORS*