Re: Behavior Intervention Plan - Tina

[Guest guest]

Tina,

The below information is in regard to the states, but I am sure there is

something comparable to this in Canada. I have put an explanation of FBA's and

BIP's. The person who wrote this is very respected in the industry for her

evals and recommendations. I asked her to write an explanation of the process

for a list I moderate so other parents could make use of this often unpursued

area of their child's rights. The FBA is the assessment/observation portion.

The BIP is the document which encompasses the recomendations and strategies to

be made a part of the IEP document.

" Brigett,

A BIP is tremendously helpful for many students with disabilities. In order to

get to that point of positive interventions for a student, it is absolutely

necessary to understand the nature of the behavior, the function it serves and

the conditions surrounding the behavior.

The same behavior in several different children may result from many , varied

reasons.

Having said that, the approach I both advocate and use includes examining the

behavior, its antecedent and consequence, but is more of an ecological approach.

I look at the school day---over several days. I examine not just the behavior

in isolation, looking for what preceded it and what followed it, but the

atmosphere in the class, the expectations,

communication, the task demands, teacher(s) input, parent input, directions,

noise, engagement, level of support, and more. So many kids with disabilities

are either blamed for things that are a function of their disability or they are

ignored and considered to be " rude, unengaged, disrespectful, etc " . If we

don't understand the NATURE of the disability, we cannot be successful helping

to shape positive, successful behavior. That is where we

must begin.

After that, we put the pieces together of the classroom matched with the

nature of the disability and begin a plan that will need to be consistently

implemented, with data collection in order to continually adjust as necessary.

Some people think that once the BIP is in place, everything should be fixed.

Nothing could be farther from the truth. It is the tweaking and adjusting that

helps us learn from the student's responses whether we are on the right track or

not.

The other huge piece is the implementation. In defense of classroom teachers,

if they neither understand the nature of the student's disability and its effect

on learning and behavior, and then do not understand the why's of the behavior

intervention plan, the whole process will be flawed and doomed to failure. We

MUST do a better job of helping

classroom teachers with these things. More often than not, I see classroom

teachers, when provided adequate understanding and support, use many of the

positive behavioral supports in their classroom with all students, not just

students with disabilities. That's when you know someone " got it " .

Functional behavioral assessments have been required under IDEA. An examination

of behavior when it is inconsistent with school expectations has always been

good practice and continues to be such. When parents see a pattern of a

student's behavior that is resulting in lack of academic or social progress,

they should request that a functional behavioral assessment be conducted if

standard / other intervention procedures to intervene have not been successful.

This request can be to the special education teacher or more formally in writing

to the special education director, with or without an IEP meeting. If you are

dissatisfied with the school's evaluation, you can request an independent

evaluation As

much as it is unpleasant to admit, an outside, objective source can often

observe things that school personnel may not see of feel comfortable reporting.

As a parent, you may also ask to observe in the classroom and if things don't

appear to be conducted as they should, after conference with the teacher, that

can also give more credence to your request. Just remember, getting a thorough

and detailed evaluation is just the beginning. It's the

plan and its implementation that will make the difference---if the premise

behind it is on the right track.

I hope this helps. Thanks for the opportunity to give input. "

[Guest guest]

Thank you so much, this is so very helpful to me. I know my son has 2

behavior issues - due to language impairment

1- loud

2- can get too active

I would love to know what to do with these behaviors .

he isn't at all aggressive or mean... he's kindhearted to a fault

Thanks for the information, I will look into it in the New Year. I

will go for outside evals only though , to obtain unbiased opinions.

Tina

>

> Tina,

>

> The below information is in regard to the states, but I am sure

there is something comparable to this in Canada. I have put an

explanation of FBA's and BIP's. The person who wrote this is very

respected in the industry for her evals and recommendations. I asked

her to write an explanation of the process for a list I moderate so

other parents could make use of this often unpursued area of their

child's rights. The FBA is the assessment/observation portion. The

BIP is the document which encompasses the recomendations and

strategies to be made a part of the IEP document.

>

> " Brigett,

> A BIP is tremendously helpful for many students with disabilities.

In order to get to that point of positive interventions for a

student, it is absolutely necessary to understand the nature of the

behavior, the function it serves and the conditions surrounding the

behavior.

>

> The same behavior in several different children may result from

many , varied reasons.

> Having said that, the approach I both advocate and use includes

examining the behavior, its antecedent and consequence, but is more

of an ecological approach. I look at the school day---over several

days. I examine not just the behavior in isolation, looking for what

preceded it and what followed it, but the atmosphere in the class,

the expectations,

> communication, the task demands, teacher(s) input, parent input,

directions, noise, engagement, level of support, and more. So many

kids with disabilities are either blamed for things that are a

function of their disability or they are ignored and considered to

be " rude, unengaged, disrespectful, etc " . If we don't understand

the NATURE of the disability, we cannot be successful helping to

shape positive, successful behavior. That is where we

> must begin.

>

> After that, we put the pieces together of the classroom matched

with the nature of the disability and begin a plan that will need to

be consistently implemented, with data collection in order to

continually adjust as necessary. Some people think that once the BIP

is in place, everything should be fixed. Nothing could be farther

from the truth. It is the tweaking and adjusting that helps us learn

from the student's responses whether we are on the right track or not.

>

> The other huge piece is the implementation. In defense of

classroom teachers, if they neither understand the nature of the

student's disability and its effect on learning and behavior, and

then do not understand the why's of the behavior intervention plan,

the whole process will be flawed and doomed to failure. We MUST do a

better job of helping

> classroom teachers with these things. More often than not, I see

classroom

> teachers, when provided adequate understanding and support, use

many of the

> positive behavioral supports in their classroom with all students,

not just

> students with disabilities. That's when you know someone " got it " .

>

> Functional behavioral assessments have been required under IDEA.

An examination of behavior when it is inconsistent with school

expectations has always been good practice and continues to be such.

When parents see a pattern of a student's behavior that is resulting

in lack of academic or social progress, they should request that a

functional behavioral assessment be conducted if standard / other

intervention procedures to intervene have not been successful. This

request can be to the special education teacher or more formally in

writing to the special education director, with or without an IEP

meeting. If you are dissatisfied with the school's evaluation, you

can request an independent evaluation As

> much as it is unpleasant to admit, an outside, objective source can

often observe things that school personnel may not see of feel

comfortable reporting. As a parent, you may also ask to observe in

the classroom and if things don't appear to be conducted as they

should, after conference with the teacher, that can also give more

credence to your request. Just remember, getting a thorough and

detailed evaluation is just the beginning. It's the

> plan and its implementation that will make the difference---if the

premise behind it is on the right track.

>

> I hope this helps. Thanks for the opportunity to give input. "

>

[Guest guest]

Tina,

The below information is in regard to the states, but I am sure there is

something comparable to this in Canada. I have put an explanation of FBA's and

BIP's. The person who wrote this is very respected in the industry for her

evals and recommendations. I asked her to write an explanation of the process

for a list I moderate so other parents could make use of this often unpursued

area of their child's rights. The FBA is the assessment/observation portion.

The BIP is the document which encompasses the recomendations and strategies to

be made a part of the IEP document.

" Brigett,

A BIP is tremendously helpful for many students with disabilities. In order to

get to that point of positive interventions for a student, it is absolutely

necessary to understand the nature of the behavior, the function it serves and

the conditions surrounding the behavior.

The same behavior in several different children may result from many , varied

reasons.

Having said that, the approach I both advocate and use includes examining the

behavior, its antecedent and consequence, but is more of an ecological approach.

I look at the school day---over several days. I examine not just the behavior

in isolation, looking for what preceded it and what followed it, but the

atmosphere in the class, the expectations,

communication, the task demands, teacher(s) input, parent input, directions,

noise, engagement, level of support, and more. So many kids with disabilities

are either blamed for things that are a function of their disability or they are

ignored and considered to be " rude, unengaged, disrespectful, etc " . If we

don't understand the NATURE of the disability, we cannot be successful helping

to shape positive, successful behavior. That is where we

must begin.

After that, we put the pieces together of the classroom matched with the

nature of the disability and begin a plan that will need to be consistently

implemented, with data collection in order to continually adjust as necessary.

Some people think that once the BIP is in place, everything should be fixed.

Nothing could be farther from the truth. It is the tweaking and adjusting that

helps us learn from the student's responses whether we are on the right track or

not.

The other huge piece is the implementation. In defense of classroom teachers,

if they neither understand the nature of the student's disability and its effect

on learning and behavior, and then do not understand the why's of the behavior

intervention plan, the whole process will be flawed and doomed to failure. We

MUST do a better job of helping

classroom teachers with these things. More often than not, I see classroom

teachers, when provided adequate understanding and support, use many of the

positive behavioral supports in their classroom with all students, not just

students with disabilities. That's when you know someone " got it " .

Functional behavioral assessments have been required under IDEA. An examination

of behavior when it is inconsistent with school expectations has always been

good practice and continues to be such. When parents see a pattern of a

student's behavior that is resulting in lack of academic or social progress,

they should request that a functional behavioral assessment be conducted if

standard / other intervention procedures to intervene have not been successful.

This request can be to the special education teacher or more formally in writing

to the special education director, with or without an IEP meeting. If you are

dissatisfied with the school's evaluation, you can request an independent

evaluation As

much as it is unpleasant to admit, an outside, objective source can often

observe things that school personnel may not see of feel comfortable reporting.

As a parent, you may also ask to observe in the classroom and if things don't

appear to be conducted as they should, after conference with the teacher, that

can also give more credence to your request. Just remember, getting a thorough

and detailed evaluation is just the beginning. It's the

plan and its implementation that will make the difference---if the premise

behind it is on the right track.

I hope this helps. Thanks for the opportunity to give input. "

[Guest guest]

Thank you so much, this is so very helpful to me. I know my son has 2

behavior issues - due to language impairment

1- loud

2- can get too active

I would love to know what to do with these behaviors .

he isn't at all aggressive or mean... he's kindhearted to a fault

Thanks for the information, I will look into it in the New Year. I

will go for outside evals only though , to obtain unbiased opinions.

Tina

>

> Tina,

>

> The below information is in regard to the states, but I am sure

there is something comparable to this in Canada. I have put an

explanation of FBA's and BIP's. The person who wrote this is very

respected in the industry for her evals and recommendations. I asked

her to write an explanation of the process for a list I moderate so

other parents could make use of this often unpursued area of their

child's rights. The FBA is the assessment/observation portion. The

BIP is the document which encompasses the recomendations and

strategies to be made a part of the IEP document.

>

> " Brigett,

> A BIP is tremendously helpful for many students with disabilities.

In order to get to that point of positive interventions for a

student, it is absolutely necessary to understand the nature of the

behavior, the function it serves and the conditions surrounding the

behavior.

>

> The same behavior in several different children may result from

many , varied reasons.

> Having said that, the approach I both advocate and use includes

examining the behavior, its antecedent and consequence, but is more

of an ecological approach. I look at the school day---over several

days. I examine not just the behavior in isolation, looking for what

preceded it and what followed it, but the atmosphere in the class,

the expectations,

> communication, the task demands, teacher(s) input, parent input,

directions, noise, engagement, level of support, and more. So many

kids with disabilities are either blamed for things that are a

function of their disability or they are ignored and considered to

be " rude, unengaged, disrespectful, etc " . If we don't understand

the NATURE of the disability, we cannot be successful helping to

shape positive, successful behavior. That is where we

> must begin.

>

> After that, we put the pieces together of the classroom matched

with the nature of the disability and begin a plan that will need to

be consistently implemented, with data collection in order to

continually adjust as necessary. Some people think that once the BIP

is in place, everything should be fixed. Nothing could be farther

from the truth. It is the tweaking and adjusting that helps us learn

from the student's responses whether we are on the right track or not.

>

> The other huge piece is the implementation. In defense of

classroom teachers, if they neither understand the nature of the

student's disability and its effect on learning and behavior, and

then do not understand the why's of the behavior intervention plan,

the whole process will be flawed and doomed to failure. We MUST do a

better job of helping

> classroom teachers with these things. More often than not, I see

classroom

> teachers, when provided adequate understanding and support, use

many of the

> positive behavioral supports in their classroom with all students,

not just

> students with disabilities. That's when you know someone " got it " .

>

> Functional behavioral assessments have been required under IDEA.

An examination of behavior when it is inconsistent with school

expectations has always been good practice and continues to be such.

When parents see a pattern of a student's behavior that is resulting

in lack of academic or social progress, they should request that a

functional behavioral assessment be conducted if standard / other

intervention procedures to intervene have not been successful. This

request can be to the special education teacher or more formally in

writing to the special education director, with or without an IEP

meeting. If you are dissatisfied with the school's evaluation, you

can request an independent evaluation As

> much as it is unpleasant to admit, an outside, objective source can

often observe things that school personnel may not see of feel

comfortable reporting. As a parent, you may also ask to observe in

the classroom and if things don't appear to be conducted as they

should, after conference with the teacher, that can also give more

credence to your request. Just remember, getting a thorough and

detailed evaluation is just the beginning. It's the

> plan and its implementation that will make the difference---if the

premise behind it is on the right track.

>

> I hope this helps. Thanks for the opportunity to give input. "

>

[Guest guest]

Tina,

What do you do at home when he does this? For our son sensory breaks and

daily gross motor activity keep his overactivity and " exuberance " in check.

Karyn

<<<<<Thank you so much, this is so very helpful to me. I know my son has 2

behavior issues - due to language impairment

1- loud

2- can get too active

I would love to know what to do with these behaviors .

he isn't at all aggressive or mean... he's kindhearted to a fault

Thanks for the information, I will look into it in the New Year. I

will go for outside evals only though , to obtain unbiased opinions.

Tina >>>>>

[Guest guest]

Tina,

What do you do at home when he does this? For our son sensory breaks and

daily gross motor activity keep his overactivity and " exuberance " in check.

Karyn

<<<<<Thank you so much, this is so very helpful to me. I know my son has 2

behavior issues - due to language impairment

1- loud

2- can get too active

I would love to know what to do with these behaviors .

he isn't at all aggressive or mean... he's kindhearted to a fault

Thanks for the information, I will look into it in the New Year. I

will go for outside evals only though , to obtain unbiased opinions.

Tina >>>>>