Componets of a BIP
BIP
Behavior Intervention Plan
Setting Events
Prior events/conditions, internal/external to the individual that influence the probability and form of target behavior presented by the individual
Proactive Strategies / are used on an ongoing basis
tools to prevent/avoid target behavior or dysregulation. These are things you do BEFORE the behavior has the chance to occur in attempt to PREVENT the behavior from actually occurring
Response Interruption & Redirection/Blocking
1) prevents or interrupt the behavior, 2) redirect the learner to engage in a more appropriate behavior
When item/activity/edible/person is unavailable we should ___
Offer two alternatives
"I want to help you, you can have_________ or ________."
Target Behavior
the behavior of interest to increase or decrease
Antecedent
The “trigger” for the target behavior, or what happens in the environment immediately prior to the behavior
Environmental Arrangement
Involves purposefully planning the placement and organization of classroom materials, furniture, and activities to promote appropriate behaviors and decrease the likelihood of the target behavior
Least Intrusive Prompt
the least invasive prompt that allows the student to demonstrate the most independence
Only remove students if there is an immediate serious threat of harm use ____
response redirection/interruption/blocking first
Operational Definition
Describes the target behavior so that it is specific, observable, and measurable, repeatable
Maintaining Consequences
What occurs directly after the target behavior that increases/maintains/decreases that behavior
Capture and Contrive
natural and created
Instruction and information should be
Neutral, matter of fact
Use _____ prompts first
least to most prompting Note. Unless otherwise stated in their BIP
Onset
The beginning of the target behavior
Function The reason/purpose a target behavior continue. What are the 4 functions
Attention, Tangible, Escape, and Automatic
Reactive Strategies
Actions, responses and planned interventions in response to the occurrence of the target behavior these are things you will do AFTER the behavior has already occurred in attempt to decrease the current levels of target behavior occurring
Planned Ignoring during target behavior
Redirect without talking or making eye contact
Skills to teach
increasing an appropriate, alternative, replacement behavior
Offset
When the target behavior has ended
F=AR:
“functionally Equivalent Alternative Response", replacement behavior, an alternative response that allows the student to obtain the same outcome that the target behavior provided
Intervention
A specific and intensive plan designed to increase/decrease target behaviors
Set or re-set the deal when removing an item/activity/ edible use Premack Principle
first______ ,then________.