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Behavior Analysis and Behavior Intervention Plan
2
Behavior Analysis and Behavior Intervention Plan
By: Chelsea Wain
SPED/538: Special Education Early Childhood
Professor: Barbara Averill
November 23, 2021
Behavior Analysis
Behavior Analysis
According to School Psychologist Files (2021) behavior analysis are
"intended to be a problem solving process used to define the
misbehavior and determine the function of a student’s behavior" (Para.
2). A BIP cannot be created until after the behavior analysis is
completed and the origin of the behavior is identified.
Steps for Developing A Behavior Analysis
- Define the challenging behavior
- Gather and analyze information (Data collection of specific behavior done in form of observation card) Observation cards provide information on the behavior that occurred, when it occurred, social context, severity, and time frame of behavior, and what happened before and after behavior occurred.
- Determine possible cause/reason for behavior
- Make a plan to develop Behavior Intervention Plan
Developing a Behavior Analysis for Jacob
Development Case Study
What we know about Jacob:
- Five years old
- Lives with mom and older brother.
- Doctor suspects autism but is not yet diagnosed.
- Normal birth
- Not fully potty trained consistently has accidents at school.
- Will tantrum with change.
- Engages in repetitive rocking behaviors.
- Prefers to play independently.
- Will engage in refusals.
- Difficulty communicating both receptive and expressive language.
- Limited eye-contact
- Throw self on floor and bang head with fists.
Jacob currently attends half day kindergarten and has recently began services within their special education program.
Jacob Behavior Analysis
Jacob Behavior Analysis
Defined Behavior: Jacob participates in tantrums that exhibit behaviors of flopping to floor, self harm through hitting head, stimming behavior in rocking motion, and active refusal.
Analyzing Collected Data: Data was collected through observation cards collected completed by Jacob's teacher. Observation cards were completed in for of A-B-C.
A=Antecedent: what happened before the behavior.
B=Behavior: What was the Behavior?
C=Consequence: What occurred after the behavior?
Reason for Behavior: After analyzing data it was determined that Jacob often displays behaviors most frequently during transition times at the end of an activity or when their is a unknown change to his daily routine.
Behavior Intervention Plan
Behavior Intervention Plan
Behavior intervention plans (BIP) are sometimes also
referred to as positive behavior support plans. Morin
(2020) "aims to prevent behavior that gets in the way of
learning. A BIP is a formal, written plan that teaches and
rewards good behavior" (para. 1). A BIP can be developed
after completing a behavior analysis. Components of a
Behavior Intervention Plan are:
- A detailed description of the behavior.
- Summary of the behaviors function.
- Statement of Desired Behavior
- Preventive Strategies
- Reinforcement Methods
- How data will be tracked to monitor plans progress
Behavior Intervention Plan for Jacob
BIP for Jacob
Description of Behavior: Jacob participates in tantrums that exhibit behaviors of flopping to floor, self harm through hitting head with own fists, stimming behavior in a consistent rocking motion, and active refusal.
Function of Behavior: The function of Jacobs behaviors is change and/or transition times at the end of an activity.
Statement of Desired Behavior: With teacher support and pre-teaching Jacob will respond positively during transitions and times of change in his routine.
Preventive Strategies:
- Initiate pre-teaching of changes to daily routine. Teacher will inform Jacob of changes to daily routine before they occur.
- Timer- Teacher will give Jacob a 10, 5, and 1 minute warning with the use of visual timers as transitions approach.
Reinforcement: After successful three transitions Jacobs positive behavior will be reinforced through offering 10-minutes of an activity of his choosing.
Data Collection: Data will be tracked through monitoring the amount of successful transitions on a daily basis.
Classroom Supports for Jacob
Classroom Supports
Within his BIP Jacob already has some classroom
management techniques in place to improve his behavior
within the classroom such as use of timers, and pre-
teaching. Not included in his BIP are classroom
management strategies to support his cognitive and social
development directly. Some strategies to support these
areas in Jacobs development are below:
Classroom Strategies:
- Use of emotions visuals
- Daily peer greeting activity
- Turn taking activities implemented that are of high interest.
- Access to quiet space in classroom for a break.
- Social stories around emotions and friendships
Pyramid Model
Pyramid Model
Pyramid Model is a framework for supporting students social and emotional needs and managing challenging behaviors specifically for young children within the classroom. Their four level of the pyramid model beginning at the bottom with Effective Workforce, Nurturing Relationships & Supportive Quality Environments, Targeted Social-Emotional Supports, and ending with Intensive Interventions.
- Effective Workforce: Highly trained and supportive caregivers.
- Nurturing Relationships & Supportive Quality Environments: Cook et al. (2019) "involves universal promotion practices, such as supporting children’s play; responding to children’s conversations; supporting communication of children with special needs; providing positive feedback and encouraging appropriate behavior; and building relationships with children" (p.438). Supportive environments include consistent scheduled routine, structure, and clear directions.
- Social-Emotional Supports: Teaching young children how to effectively both identify and express emotions.
- Intensive Interventions: It is at this point within the pyramid that teachers have exhausted all other strategies and implemented with fidelity the previous triers of the pyramid and student is still displaying difficulty. It it at this point where team would to develop plans and next step ideas for student to be successful within the classroom.
Reference
Cook, R. E., Klein, M. D., & Chen, D. (2019). <i>Adapting early
childhood curricula for children with special needs, 10/e</i>
(10th ed.). Pearson Education.
Morin, Amanda. (2020). What is a behavior intervention plan?
https://www.understood.org/articles/en/behavior-
intervention-plans-what-you-need-to-know
School Psychologist Files. (2021). FBA-BIP. https://
schoolpsychologistfiles.com/fba_bip/