A behavior intervention plan (BIP) should match the function of the interfering behavior.
The BIP should also be clearly written so that all members of the team are knowledgeable about their roles and responsibilities. Consider ways that the BIP can address the interfering behaviors in other settings, if appropriate.
The BIP should include strategies for
(1) preventing the occurrence of interfering behaviors,
(2) teaching or increasing the replacement behavior, and
(3) increasing learning opportunities and social engagement.
Interventions that focus on skill development will be more successful than those that focus entirely on behavior management because they provide a means for toddlers with ASD to express themselves in more appropriate ways.
Example objectives for a BIP:
John will clean up his toys by putting them back in the toy bins three or more times per week during activity transition times.
John will clean up his toys without kicking or screaming three or more times per week during activity transition time.
If John needs help completing his task, he asks for help by signing, requesting, or using a visual cue card three or more times per week during activity transition time.
As John becomes more successful at completing his tasks, the amount of times he is expected to complete this task in a week can be increased.
Caregivers and service providers identify appropriate evidence-based practices that address the function of a toddler’s interfering behavior.
The following table includes specific functions of interfering behaviors and the appropriate evidence-based practices that might be used to reduce these behaviors.
|
Function of Interfering Behavior |
Other Potential Behavioral Procedures |
|---|---|
|
Attention |
|
|
Escape/avoid |
|
|
Sensory/autonomic (behavior is reinforced because it feels good or because learner can escape discomfort) |
|
|
Tangible (e.g., to gain items, toys) |
|
After the appropriate evidence-based practices are identified, the FBA coordinator and other team members agree upon and develop a behavior intervention plan (BIP).
The FBA team includes the following in the BIP:
Definition of the interfering behavior. The definition of the interfering behavior is usually included in the hypothesis statement.
Evidence-based practices (EBP) used to decrease the interfering behavior.
Objectives that can be used to indicate progress. The objectives can be drawn from the IFSP or drafted when writing the BIP. Objectives should be observable and measurable so that the effectiveness of the intervention strategies can be monitored accurately.
Additional materials that may be needed. These include all materials that will be needed to implement the intervention successfully. Materials may include data collection sheets, visual cue card to request for help, and intervention checklist the caregiver or service provider might need to support the implementation of the BIP.
Environmental accomodations. Accommodations to the environment include anything that will decrease the probability of a behavior occurring. For example, the mom could turn down the music or dim the lights in the room if it is too loud or bright for a toddler with ASD.
Response(s) from caregiver and others to the interfering behavior. In many instances, the caregiver and service providers will ignore the interfering behavior when it occurs so that toddler with ASD is no longer reinforced for engaging in the behavior. In some cases, other responses may be necessary (e.g., delivering consequences).
Strategies for improving skill deficit areas. Appropriate evidence-based practices should be chosen to teach toddlers with ASD skills needed to participate appropriately in settings and activities where the interfering behavior occurs. For example, if a toddler with ASD is hitting her older sibling during transition times, then peer-mediated instruction and intervention could be used to teach the toddler with ASD and the older sibling how to interact with one another.
Strategies for enhancing toddler motivation. These strategies might include offering choices during activities and across the day, incorporating preferred materials into activities, or allowing toddlers with ASD to engage in a preferred activity when completing a task without engaging in the interfering behavior
The data collection plan. Team members use the data collection system developed earlier to monitor progress. The system outlines when, where, by whom, and how data are collected.