The results of the assessment team or the IEP committee identifies behavior problems that are interfering with the student's ability to learn.
Student exhibits “unacceptable behavior” either in the school or home environment.
The need for an intervention plan occurs when a student's unacceptable behavior results in repeated removals from class which may deny the student an equal opportunity to learn in the classroom. (Violation of Section 504 and IDEA regulations)
How should one develop an intervention plan?
Define the problem:
Does the problem exist or does the behavior merely annoy you?
Conduct a function assessment
Select target behaviors
Begin monitoring the occurrence of target behaviors
Decide on the goal of the intervention
Plan and implement the intervention
Continue to monitor target behaviors
Alter or refine the interventions when necessary
What?
Present levels of performance, such as education strengths and needs should be identified. These behavioral competencies should include educational performance areas.
Limit descriptive statements to targeted behaviors that will be addressed in IEP's.
Specific goals and objectives are designed to enable the student with strategies to progress in behavioral and social skills areas.
Meaningful consequences for prosocial behaviors should be precisely outlined. Non-punitive consequences for inappropriate behavior should be explained clearly.
Methods of evaluation should be specific so that measurement of observable behaviors be completed.
Revisit the behavioral intervention from time to time in order to determine effectiveness.
Tools to Determine the Effectiveness of Intervention Plans
Classroom observation and data collection
Completion of a behavioral contract
Reports from teachers, parents, and student
Self-concept scale
Behavior rating scales
Informally developed checklists
Number of discipline referrals to the office
If the behavior intervention plan is not working:
Request an IEP meeting to change the plan. Parents, the student, teachers, administrators, counselors, and other school personnel can request an IEP meeting.
Check on the consistency and completeness of adhering to the plan.
Request extended classroom observations to determine effective revisions for the intervention plan.
Consider the need for updated assessment information and goals.
Consider an increase in related services such as counseling or depending on the behavior, Occupational Therapist, Physical Therapist, etc.
Possible Common Mistakes
School rules are substituted for behavior intervention program
Repeated removal of a student from the classroom and failure to address the student's behavior with a Behavior Intervention Plan (BIP)
Failure of school staff to adhere to the student's IEP before imposing discipline
Failure to determine if there is a connection between the behavior and the disability
Developing a behavior intervention plan without completing all steps
Letting discipline referrals accumulate without attempting to review the student's current program
Inappropriate use of restraints without sufficient training
Failure to follow all steps in the BIP before removing student from the classroom
Expelling a student with disabilities without ensuring provision of educational services
Failure to offer a recess or mediation when parents and school personnel have disagreements
