Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities TIER 3 Implementation Guide

Function: Attention, Escape, Sensory

BEHAVIOR SUPPORT PLAN (BSP, NON-IEP) Student Services department utilizes this template for non-IEP behavior support plans: Behavior Support Plan Parent notification is required for Tier 3 (Individualized) data collection and behavioral intervention. This is not the same as parent permission to test, but anytime you are collecting data and planning for one student, parents should be notified.

Function Types

Common Behaviors

Example Replacement Behaviors

Implementation Steps: ● Tier 1 and Tier 2 interventions have not made the expected behavior change

-Talking out -Touching peers/ throwing objects at peers -Outbursts (swearing, jokes, loud noise)

-Raise hand (visual indicator) -Sit on hands, safe storage place for objects -appropriate volume, scheduled time with peer, offer choice of peer

From Peers

●

Hypothesize the function of the students behavior based on data

Attention

-Talking out -Property destruction

-raise hand (visual indicator) -verbalize frustration early in

collected and patterns of behavior (primarily attention seeking, escape maintained, or sensory maintained) Identify replacement behavior that matches the hypothesized function of the student’s behavior. Fill in the BSP document linked at the top

escalation or visual indicator, fidget -verbalize need for break or help, offer choice of adult -whisper into hand, scheduled time to get noise/wiggles out

From Adults

-Defiance

-Noise making

●

In general for escape maintained problem behaviors, teaching of a break procedure is supportive. The parameters for the break procedure will depend on the student.

-Defiance (saying no, shutting down, throwing paper off desk, ripping up paper) -Sleeping

-Visual or verbal indicator of frustration, engage in break procedure, offer choice

●

Academic Task

-Are basic needs being met? Is there an appropriate threshold for student to rest? Fidget at seat -Designate appropriate task alternatives, offer choice of where to complete task within classroom -Designate appropriate alternate location for break -Ask permission to access preferred location -Option to earn preferred items, offer choices of where to sit or items to access in appropriate location -Allow it, Offer alternate location if extremely disruptive to peers, utilize headphones -Consult with teacher specialist, behavior specialist, identify appropriate replacement behaviors or apparati to support student to achieve safer sensory input/output (FBA should be completed for situations that rise to major safety concerns)

Fidelity Check: 1.

-Elopement

Your BSP will outline the steps to behavior change depending on the student’s individual needs. You can check for fidelity as a team, any students on individual behavior plans (formal or informal) should be reviewed regularly to make sure you’re doing what you outlined in the plan If you’re looking for an objective or more official rubric to measure fidelity, you can utilize the TATE Rubric - this is used to check fidelity against more formal FBAs and BIPs, but is a great tool to help check fidelity. TATE RUBRIC

Escape

-Elopement -Going to preferred place in room -Accessing preferred items that are not to be accessed at that time -Noise making that does not appear maintained by attention seeking -Self-injurious behavior that does not appear maintained by attention seeking

Location

2.

Auto

Sensory