BICM Certification Training

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BICM Certification Training

• Part 3
• February 26, 2003

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Welcome

• Who we Are
• Todays agenda
• What we will accomplish

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The role of the BICM at the Point of the BIP

• The BICM and the BIP

• Develop a BIP meeting all criteria

• Facilitate implementation of the BIP

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Replacement Behavior orAdaptive Behavior

• Teach the child alternative behaviors that
  produce the same consequence (or serve the same
  function) as the inappropriate behaviors
• or
• Teach the child behaviors.
• Adaptive behaviors (e.g. self-management or
  relaxation techniques) that reduce negative
  states that promote the display of inappropriate
  behaviors

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Considerations and Caveats

• Do not select an alternative response that is
  non-behavior. (aka Dead-man principle)
• Communication Hypothesis-
• Consider the students current level of
  receptive and impressive communication, and
  how to facilitate better communication skills.

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Considerations and Caveats

• Compatible versus Incompatible Responses- e.g.
  singing versus walking down street with hands
  in pocket as a replacement for self-hitting
• The 100 Rule
• Look at the amount of time and number of
  opportunities. If rule cannot be met, consider
  multiple alternative response

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Considerations and Caveats

• Task analysis of the desired behavior
• Determine realistic expectations
• Shaping and chaining behaviors

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Intervention/Environmental Modifications

• Modify the items you can control
• Provide a no fail plan that includes creative
  ideas
• Time, space, materials, instructions

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Time

• Schedule time ( i.e. Reduced on-task), different
  recess, lunch
• Reduced day
• Using a timer
• Change the routine

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Space

• Physical setting of classroom
• Seating changes, group and individual
• Noise level

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Materials

• Modify curriculum, make meaningful
• How curriculum is presented
• Needs to address students independent level
• Providing choice

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Interactions

• Limit group participation
• Voice changes
• Staff proximity
• Need for 11
• Providing choice
• Cues
• Positive praise
• Adult relationship

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Considerations for Instructional Strategies

• Shaping and chaining of behavior
• Direct instruction or modeling
• Individual or group settings
• Opportunities for practice and feedback
• Use of a identified and proven curriculum

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Considerations for Reinforcement Strategies

• 1. Frequency, immediacy, variety, and magnitude
  of reinforcement
• 2. Schedules of Reinforcement
• Response-based versus Time-based
• Fixed versus Variable
• 3. Type of Reinforcement
• 4. If possible, should be the same as what was
  reinforcing the inappropriate behavior.
• 5. Should also be sufficient to offset the
  reinforcement received from undesired behavior
• 6. Do not satiate. Have a continuous state of
  desire to obtain reinforcement
• 7. Natural reinforcement
• 8. Use of reinforcement systems
• .

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REACTIVE INTERVENTION

• What do you do when the behavior occurs again?

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DIFFUSE BEHAVIOR

• Crisis behavior is part of a chain or behavior
• GOAL interrupt the behavior chain to prevent
  the problem behavior from escalation

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• Levels of Reactive Intervention/Behavior
  Escalation

• Early

• MidLine

• Bottom Line

• Emergency

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Levels of Behavior Escalation

• Stage 1 Early
• Trigger/Antecedents
• Setting, Environment
• Events that occur in and out of school can
  trigger behavior

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Levels of Reactive Intervention

• Stage 1 Early
• Ignore the problem behavior
• Verbally or physically redirect the student
• Provide the student with feedback (e.g. Your
  talking to loudly)
• Acknowledge the message of the behavior (e.g.
  You are having a hard time with your work)

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Levels of Behavior Escalation

• Stage 2 Midline
• Agitation
• Appropriate responses at this level may stop
  behavior escalation at this stage

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Levels of Reactive Intervention

• Stage 2 Midline
• Provide a negative consequence (thinking time)
• Implement age-appropriate negative consequences
  (e.g. Loss of privileges)
• Utilize De-escalation techniques

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De-escalation Strategies

• Implement relaxation techniques
• Provide a cool off space to prevent further
  escalation
• Maintain a soft,low toned voice and demeanor

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Levels of Behavior Escalation

• Stage 3 Bottom Line
• Acceleration
• Triggers ? agitation ? acceleration
• The student is becoming less in control of
  his/her behavior

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Levels of Reactive Intervention

• Stage 3 Bottom Line
• Make a phone call home to the students guardian
• Send the student to the Principals office
• Call the Probation Officer
• The Bottom Line will not be the same for every
  student

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Techniques to Keep in Mind During the Bottom
Line/Acceleration Level

• Provide more space
• Assess the need for assistance
• Maintain a calm demeanor
• Mentally review the emergency plan

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Levels of Behavior Escalation

• Stage 4 Emergency
• A behavioral emergency is the demonstration of
  a serious behavior
• Self-injurious behaviors
• Assaultive behaviors
• Behaviors that cause serious property damage

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Levels of Reactive Intervention

• Stage 4 Emergency
• The team must document a crisis plan
• The crisis plan must be implemented among all
  staff who are involved with the student
• A CPI certified employee can only conduct
  physical rest

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Prohibited Interventions

• 1. Any intervention designed to or likely to
  cause physical pain
• 2. Releasing toxic or unpleasant sprays to the
  students face
• 3. Any intervention that denies adequate sleep,
  food, shelter, etc.
• 4. Interventions that may result in verbal abuse,
  ridicule, sarcasm or humiliation

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Prohibited Interventions (Continued)

• 5. Use of any device which may immobilize all
  four extremities (prone containment may be used
  by CPI trained personnel as a limited emergency
  intervention)
• 6. Locked seclusion
• 7. Any intervention that precludes adequate
  supervision of the student
• 8. Deprivation of one or more of the students
  senses

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Safe Strategies for Managing Individual
Emergencies

• 1. Planning for behavioral emergencies
• Crisis plan
• 2. During the behavioral emergency
• Removal of student who is in crisis
• 3. After the behavioral emergency
• Repeated instances of crisis behavior should
  serve as a red flag that things need to be done
  differently

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Revisions not requiring an IEP

• Phasing out reinforces
• Changing schedule
• Use of different materials (e.g. visual clock)
• Change preferential seating
• Forms of communication among team members (via
  phone,e-mail,documentation, etc.)

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Criteria for Discontinuing/Revising BIP

• IEP goal must be met for discontinuation of BIP
• Revise the BIP as needed (if the intervention
  does not work, try something else).
• Document progress by utilizing behavior tracking
  charts

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Frequency of Consultation to be Provided by the
BICM

• Document frequency and form of consultation (e.g.
  weekly check-in team meetings, etc.)
• Document all involved individuals (e.g. weekly
  check-in team meetings, etc.)
• Document all involved individuals

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Implementation of Behavior Intervention Plan

• Realistic expectations
• Teacher and parents need to be on board
• Demonstrate the behavior plan
• Reinforce the teacher and staff