I have been meaning to write a post-IEP-mortem. We and his school team agreed to meet again in December; I’ll have more then.
Right now, the most important thing to report is his new Behavior Intervention Plan. I’m happy with this; my only question is why didn’t we have this before? I think one answer is that we DID have it before, at least informally. But the formal is good, because it means they’re taking his tantrums more seriously. I consider that pivot a win/win: either they get him to tantrum less, which would be great, or they gather data showing that they can’t, which might help in the BUSD signing on to send him to another school (which may save us a lot of $).
I think of you reading this as its own win/win: you either relate, so you feel less alone, or you think WOW, as bad as my kid is, I’m not going through THAT MESS. We’re all winners here!
I’m also including his new daily plan at the bottom, or at least Monday and Tuesday. They’ve never committed to his schedule in such detail before. This helps us keep track of compliance and non-compliance, because I feel Dar spends way too much time screaming, being removed from class, and then walking around the school not working toward his goals.
From the school, then:
BIP
The behavior impeding learning is
Target behavior is tantrums. Instances of tantrums include crying, screaming, dropping to the ground, hitting, kicking, biting, and throwing items at people. On two occasions, pulling hair occurred along with the above behaviors.
Frequency
3.25 times per week Duration
Intensity
Intensity ranges from crying for a few minutes to engaging in all the above behaviors and requiring him to be removed from his class.
What are the antecedents for the behavior?
– Given a task
– Given a direction to sit at desk for longer than a few min. – Given a direction to sit on rug for longer than a few min. – Given a new task
What environmental structure and supports are needed to reduce the problem behavior? – Intersperse new tasks with firm/familiar tasks
– Follow established schedule (e.g., 2 min of work, then break)
– Prompt/model appropriate communication (e.g., “Looks like you don’t want this task. You can say, ‘No thanks’”)
Team believes the behavior occurs because: Avoid/escape tasks
What team believes the student should do INSTEAD of the problem behavior? Communicate his needs and wants
What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn replacement behavior/s)
To teach and reinforce the use of replacement behavior,
1. Prompt and reinforce appropriate communication (e.g., give tangible payoffs, grant his request)
2. Every time Dar communicates appropriately when prompted, begin fading prompts and occasionally deny his requests
3. Begin to thin reinforcement
List reinforcement procedures needed for 1) establishing, 2) maintaining, and 3) generalizing the replacement behavior(s)
Consequences to increase the replacement behavior will include verbal praise as well as edibles. Dar will receive these payoffs immediately after he engages in the behavior when prompted by teacher and when he initiates the behavior. Payoffs will be gradually thinned until they are only available when he initiates the behavior.
1. Reinforcement (e.g., praise, edibles) will be given every time Dar communicates appropriately independently or when prompted.
2. Only verbal praise will be given every time he engages in the behavior either independently or when prompted
3. Verbal praise will be given every time he engages in the behavior independently, but only periodically when prompted
4. Verbal praise will be given periodically when he engages in the behavior independently
Selection of reinforcer based on : observation
See escalation cycle management plan for below:
Escalation Cycle Management Plan (part of BIP)
|
Antecedents (Events other than student’s behavior that regularly precede escalation) |
Antecedent Management Strategies (Changes that staff can make that will either eliminate these events or make them less effective as antecedents for escalation) |
|
– Given a task |
– Intersperse new tasks with firm/familiar tasks |
|
Student Behavior |
Staff Behavior |
|
Early escalation behaviors: |
What can the staff do to reduce further escalation |
|
Subsequent escalation behaviors: – Screams |
What can the staff do to reduce further escalation -Use sympathetic tone a phrases (“I want to help you”, “I’m here to help”, “Tell me what you need”) |
|
Severe problem behavior behaviors: – Hits with open hand – Kicks |
Once severe problem behaviors are about to occur, what can the staff do other than emergency interventions to reduce their likelihood or intensity – Monitor for safety If severe problem behaviors actually occur and physical intervention is essential for safety, implement nonviolent physical crisis intervention |
|
De-escalation behaviors: |
What can the staff do to promote continued de-escalation -Acknowledge he calmed down (“Looks like you’re calm now”) and modulate your tone. |
|
Post-incident behaviors: |
What can the staff do to return the student to instruction as soon as possible – Resume instruction |
|
Dar |
MONDAY |
|
|
8-830 |
1. Breakfast 2. Math |
1. Greet Teacher, Sort Breakfast items, Sort Breakfast in Rm. 14, Eat his breakfast, take a sensory break for 5 minutes (bubbles, look out window, or rice) |
|
830-915 |
3. Math |
3. Leaf Blower Job (10-15 minutes), Clothespin number activity, Number Tile activity (1-5), Reward (walk, water play outside with a tub of water, or video) |
|
915-9:40 |
4. Brain Gym 5. Circle |
4. Bathroom (5-7 minutes), Participate for 5 minutes in Brain Gym, Reward (walk, water play outside with a tub of water, or video)! |
|
9:40-10 |
RECESS |
Eat snack inside with a peer…vacuum the carpet with a peer. Use talker to say “My turn…your turn” |
|
10-1040 |
6. ELD |
6. Sit on Carpet for 5 minutes, Folder Activity, Reward 7. Spell his name folder activity, reward Sensory activity |
|
10:40-11:15 |
8. Writing Wksp |
8. Garden Job (fill up water can, walk to plants, water plants) 9. Mail Delivery Job, Back to class and wash hands |
|
11:15-11:35 |
LUNCH |
Go to cafeteria, get food |
|
11:35-12:05 |
RECESS |
Play outside, Darwin’s choice |
|
12:05-12:35 |
9. Reading Wksp |
9. Match words to books, Sensory Break Match words to books, Reward |
|
1235-1 |
10. Reading Wksp |
10. Match words to books, Sensory Break Match words to books, Reward! |
|
1-120 |
PE |
Participate for 5-10 minutes, Reward! |
|
120-205 |
PE |
Participate for 5-10 minutes, Reward! |
|
205-210 |
Dismissal |
|
Dar |
TUESDAY |
|
|
8-830 |
Breakfast 8:15-8:45 Library, Rm 12 |
1. Greet Teacher, Sort Breakfast items, Sort Breakfast in Rm. 14, Eat his breakfast, take a sensory break |
|
830-915 |
Math |
3. Sit on carpet for 5 minutes, Folder Activity, Sensory break, Classroom Library Job, Reward! |
|
915-9:40 |
Circle |
4. Participate for 5 minutes, Reward! |
|
9:40-10 |
RECESS |
Eat snack inside with a peer…vacuum the carpet with a peer. Use talker to say “My turn…your turn” |
|
10-1040 |
ELD Spelling/Grammar |
6. Sit on Carpet for 5 minutes, Folder Activity, Reward |
|
10:40-11:15 |
Writing Wksp |
8. Mail Delivery Job, Spell his name folder activity, spell functional word folder, Reward! |
|
11:15-11:35 |
LUNCH |
|
|
11:35-12:05 |
RECESS |
|
|
12:05-12:35 |
Reading Wksp |
9. Match words to books, Sensory Break Match words to books, Reward |
|
1235-1 |
Reading Wksp |
10. Match words to books, Sensory Break Match words to books, Reward! |
|
1-120 |
Reading Wksp |
Participate for 5-10 minutes, Reward! |
|
120-205 |
Garden |
Participate for 5-10 minutes, Reward! |
|
205-210 |
Dismissal |
