Are you looking for fresh intervention ideas? This flipbook is packed full of easy to implement positive behavior supports and interventions. You will find a brief overview of the ABC's (antecedent - behavior - consequence), how to determine the function of behavior, and specific interventions to address each function (sensory, escape, attention, and tangible/obtain) of behavior. There are 2 versions of the flipbook. Version 1 is a half page version that provides quick access to intervention ideas. It is perfect for paraeducators and support staff to keep on hand. Version 2 is full sized and contains an extra tab for data collection. You will also find two versions of behavior tracking data collection sheets included in the download. The easy checkbox format makes it a breeze to track and analyze student behavior. Are you interested in seeing more? Download the preview for a peek at the US version of the flip books or check out the preview video. Have you used this resource in your classroom? If so, let me know! I love to hear about how teachers are using my resources. You can send me an email at [email protected] or tag me on Instagram.
Positive behaviour support not only reduces stress in the classroom, but also equips students with life skills beyond the curriculum.
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special education, behavior, behavior plans, BIPs, writing a behavior plan
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Behavior specific praise is an important aspect of positive reinforcement. Children are constantly looking for attention from the adults in their life.
This Behavior Intervention Plan (BIP) template, which is designed for educators and caregivers to systematically address and manage challenging behaviors in educational settings. Document Overview: This comprehensive document serves as a structured framework to assist educators and support staff in developing tailored intervention strategies that address specific behavioral issues in students. The plan is vital for promoting positive behavioral changes, ensuring consistent responses to behaviors, and engaging parents or guardians in the process. Sections and Their Functions: 1. Student Name & Start Date: Allows for personalization of the intervention plan with the student's name and the date when the intervention is set to begin. 2. Behavior: Describes the specific behaviors that need intervention, giving a clear definition and examples of the behavior in the classroom context. 3. Function: Identifies the function or purpose of the behavior from the student's perspective, which is crucial for determining the appropriate intervention strategies. 4. Desired Behavior: Specifies the positive behaviors that the intervention aims to promote, serving as the target outcomes for the student. 5. Proactive Plan: Outlines proactive strategies and supports that will be put in place to encourage the desired behavior before negative behaviors occur. 6. Reactive Plan: Details the steps that will be taken in response to the undesired behaviors, ensuring that all staff respond consistently and appropriately. 7. Reinforcers: Lists the incentives or rewards that will be used to motivate the student towards displaying positive behavior. 8. Data Collection: Specifies the methods and tools that will be used to track the frequency, duration, and intensity of both desired and undesired behaviors. 9. Notes: Provides space for additional observations, considerations, and adjustments to the plan based on ongoing evaluation. 10. Goals & Review: - Short-Term Goals: Immediate behavioral targets set to measure progress. - Long-Term Goals: Broader objectives aimed at sustained behavioral improvement. - Review Dates: Scheduled dates to assess the effectiveness of the intervention plan and make necessary adjustments. 11. Parent/Guardian Support: Engages parents or guardians in the intervention process, outlining their role and the support they can provide at home. 12. Team Involvement: Details the roles and responsibilities of each team member involved in the intervention, promoting a coordinated approach. * Usage: This template is intended to be used by school behavioral teams, including teachers, behavioral specialists, and support staff, to create a cohesive and personalized approach to managing challenging behaviors. It helps ensure that all stakeholders are informed and engaged in the process, facilitating better outcomes for the student. This document is not only a tool for intervention but also a record that can be reviewed and revised as the student progresses, ensuring it remains aligned with their evolving needs.
I think it is time to wrap up the 5 Steps to Meaningful Behavioral Support series by talking about the 5th step--implementing and monitoring the support plan. It's really easy to feel like once you have put together your behavior support plan that you are done and can you relax (oh, and concentrate on one of the thousand things that need attention). Unfortunately, you don't yet know if the plan you put together is actually going to work. So, let me share some tips and thoughts about what the next steps are for this phase of the cycle.
This month we’re focusing on visual supports and strategies to support positive behavior. We’ve talked about transition supports and environmental arrangements. Another way to help ther…
In continuing the series 5 Steps to Meaningful Behavioral Support, we are on Step 4 of creating the behavior plan and choosing interventions. Remembering that our interventions must match our hypotheses, one of the first
Resources, tips, and materials to help you, help children with autism
Looking for ways to include kids & teens with different learning styles in your yoga groups? Want to use positive ways to support participation and reduce problematic behaviors? Then you might …
To see the other posts in this series click HERE.
Resources, tips, and materials to help you, help children with autism
-Personally made RTI/PBIS pyramid for reference of the tiers of intervention -Response to Intervention -Positive Behavioral Intervention Support -Enjoy!
We all get stuck into the habit of saying NO, DON’T, STOP IT, HURRY UP!
"How can I teach my daughter (high functioning) to relate better to her classmates and not be so offensive. She's having difficulty gaining acceptance from her peers." “Socially different” describes children who may not use appropriate eye contact, may not know how to open or close a conversation, may be isolated from their classmates for a variety of reasons, may have trouble with self-control, don’t seem to fit in with others in the classroom (which is easily identifiable by the other classmates), or are unable to maintain social acceptance. Such social skills deficits often characterize children on the autism spectrum. An important method for overcoming these deficits involves the use of Social Scripts. Social Scripts are a social narrative that provides direct instruction of social situations for young people with Asperger’s (AS) and High-Functioning Autism (HFA). The scripts are written by the youngster’s parent or teacher (sometimes with the help of the youngster), providing a visual cue and desired social responses. The content of the script should match the youngster’s needs and take his or her perspective into consideration. Social Scripts can reduce the stress associated with social interactions and assist the AS or HFA youngster with understanding the perspective of others. Slang or child-specific terms in the script can help the conversational exchange appear more natural. Scripts can be used to help a youngster deal with uncertainty, introduce change in routine, teach various routines, or address a wide variety of impeding behaviors (e.g., aggression, fear, obsessions, etc.). Other examples of ideas for scripts include: Being assertive without being pushy Compromising and negotiating Conversation starters Dealing with failure or being left out Dealing with peer pressure Disagreeing with others Giving and responding to criticism Learning to participate appropriately in groups Respecting someone’s personal space Responses and ideas to connect conversations or change the topic Settling conflicts Taking charge of one’s feelings Thinking about one’s behavior before, during, and after speaking Using appropriate eye contact, voice, tone, expression, and posture ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's Here is an example of a Social Script written for Michael, a sixth-grader with Asperger’s, for purchasing a fountain Coke at the corner gas station (which he was allowed to do several times a week): When I go to the gas station for some pop, I will stand in line at the pop machine until the people in front of me are done getting their drinks. Then I will get my drink and go to the cashier. The cashier will say something like, “Hi, is that all for today?” I will say, “Yes.” If she asks me if I want anything else, I will say “No.” I will then hand her $2.00 and will be given some change. Then I will say, “Thank you.” Daily observations and reports from others who interact with the AS or HFA child can help determine the skills that need to be practiced. Basic social skills are a good place to start. For example, respecting personal space, greeting someone, making eye contact, using active listening, and starting/ending a conversation should be part of every scripting lesson. Skills should be applicable to the child’s needs, daily experiences, and interests in order to help maintain his motivation. Blending humor into the scripts or using silly names for the characters can help maintain motivation as well. In addition, scripts need to match the child’s life experiences at home, at school, and in his community. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Social Scripts can be used in groups as well (e.g., special education class). Once the “special needs” children are comfortable with practicing the scripts, short field trips can provide opportunities to practice and enhance newly learned skills. Peer-assistance is often helpful to the social skills class or target group. Due to the fact that socially challenged kids tend to associate with other socially challenged kids, peer-assistance is highly beneficial because the assistant can model social situations appropriately and help children with social skills deficits acquaint themselves with people outside their usual circle of peers/friends. Social Scripts may not be appropriate in all situations, because there is a risk of making the AS or HFA child sound too “rehearsed” or “scripted” in her response. Since children on the autism spectrum struggle with generalization of skills, they may try to use one particular script at the wrong time. For example, Michael learned how to purchase his fountain Coke at the gas station through scripted communication. However, when he ordered a Coke at a fast food restaurant, he became agitated when asked additional questions about the order, such as “Do you want a meal with that?” and “Do you want a regular Coke – or diet?” When parents and teachers utilize Social Scripts, these prompts should be systematically faded out fairly quickly. Otherwise, the AS or HFA child may continue to spontaneously communicate with friends and classmates using scripted phrases. Visual prompts (click on the picture at the top of this article for an example) have the potential to be more effective than verbal prompts given by a parent or teacher because they are much easier to fade out. Using Social Scripts as a prompting procedure to teach kids on the spectrum to engage in more complex play, initiate and maintain conversations with others, and participate in a variety of community activities can be effective in the short and long term. The key to using scripts is to fade them out so the child does not become dependent on the prompt. Resources for parents of children and teens on the autism spectrum: ==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder ==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder ==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder ==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook ==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book ==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism ==> Videos for Parents of Children and Teens with ASD
I was trying to think of a clever title for this entry…some alliterative phrase that captures the essence of my theme. I quickly decided to stick with the matter-of-fact title, “Visual…
In continuing the series 5 Steps to Meaningful Behavioral Support, we are on Step 4 of creating the behavior plan and choosing interventions. Remembering that our interventions must match our hypotheses, one of the first
You’ve worked through the questions in our infographic “ What Lies Beneath Behavior? ” and instead of judging or punishing you’ve figured out the child is just trying to do the best they can to communicate whatever pain or distress lives inside of them… “So now what do I do?” you ask. As promised, we have produced a second infographic to provide you with a step-by-step guide to a trauma-informed response. The bad news is that there is no manualized program, no one-size fits all solution, no...
Once we established our positive behavior expectations, our PBIS team’s next big goal was to create a sitewide behavior intervention flowchart. In this flowchart, the goal was to: Clearly def…
Welcome to Teacher Tip Tuesday, where classroom management tips come from those in the classroom! If you've missed the last two classroom management tips you can read about (and snag a free printable) using raffle tickets here or ADHD testing accommodations here. Today Shelley, from The Perks of Teaching Primary, shares the resources she uses to set up a supportive classroom community. Welcome! Please tell us a little bit about yourself: I am Shelley Rolston. I have two beautiful teenage daughters at home and three dogs, Rascal (Havanese), Lilly (Chihuahua) and Kailey (Australian Kelpie). The special man in my life is
What is behavioral momentum? Do you ever have one of those days where you think to yourself; "If I could just get the ball rolling, I would be able to...
The power of the mind refers to the incredible potential and capabilities that our minds possess.
Hello! I’m Chris Reeve. Welcome to our special educator community. My passion is bring special educators together to help them serve their students. Join our FREE Resource Library ! ! ! Subscribe I Agree to
Pathological demand avoidance is part of the autism spectrum.Parents must learn the right strategies for reducing avoidance behaviors and anxiety in PDA ...
