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Summary

This video script delves into behavior intervention plans (BIPs) and antecedent interventions to address problem behaviors. It outlines the components of a BIP, including operational definitions, hypothesized functions, precursor behaviors, replacement behaviors, and proactive/reactive interventions. The script also explores various antecedent interventions such as visual supports, reinforcement systems, and stimulus control procedures, emphasizing the importance of understanding and applying these strategies to effectively reduce problem behaviors.

Takeaways

• 📋 A Behavior Intervention Plan (BIP) is a detailed strategy to reduce a target problem behavior and increase replacement behaviors, based on observations and data from a Functional Behavior Assessment (FBA).
• 🎯 The BIP includes an operational definition and reduction goals for the target behavior, which are objective and measurable descriptions that guide behavior technicians in achieving the plan's objectives.
• 🤔 The hypothesized function of the problem behavior is identified, considering the four main functions: attention, access, escape, and automatic, to inform function-based interventions.
• 🚨 Precursors to the target behavior are identified and addressed proactively, serving as warning signs and opportunities for intervention before the problem behavior occurs.
• 🔄 Replacement behaviors are taught as more appropriate alternatives to the problem behavior, with clear descriptions and teaching strategies outlined in the BIP.
• 🛡️ The BIP outlines both proactive and reactive interventions, with proactive measures reducing the likelihood of the problem behavior and reactive measures addressing it after it occurs.
• 📈 Data collection is a critical component of the BIP, with specific instructions on what, when, and how to collect data to monitor progress and adapt the plan as needed.
• 🌟 Antecedent interventions are changes made to the environment before the behavior occurs to make the problem behavior less likely, including visual supports, reinforcement systems, and various other strategies.
• 📚 Visual supports like then boards and visual schedules help with communication and expectations, providing a clear structure for clients to understand what is expected of them.
• 💰 Reinforcement systems such as token boards and token economies are designed to increase the likelihood of replacement behaviors by making them more rewarding than the problem behavior.
• 🕒 Non-contingent reinforcement provides the reinforcer based on time, regardless of behavior, to decrease the need for attention or access through problem behavior.
• 🔄 Stimulus control procedures and behavior momentum are antecedent interventions that manipulate the conditions under which problem behavior occurs to increase compliance and motivation.

Q & A

What is a Behavior Intervention Plan (BIP)?

A Behavior Intervention Plan (BIP) is a detailed plan that specifies how a team intends to decrease a target problem behavior and increase replacement behaviors. It is developed based on observations, data, and other information gathered during a functional behavior assessment (FBA).

What are the general components of a BIP?

A BIP generally includes a definition of the target behavior, goals and objectives for behavior reduction, a hypothesized function of the problem behavior, a description of precursor behaviors and interventions, replacement behaviors and teaching strategies, proactive and reactive techniques, and instructions on data collection.

Why are operational definitions important in a BIP?

Operational definitions are important in a BIP because they provide objective, measurable descriptions of behavior. This allows the behavior specialist to develop behavior reduction goals from the data gathered during assessment.

What is the purpose of antecedent interventions in a BIP?

Antecedent interventions are designed to change the environment before the behavior occurs to make the problem behavior less likely. They are implemented to address the function of the behavior and to decrease its occurrence over time.

How do replacement behaviors function within a BIP?

Replacement behaviors are more appropriate behaviors that serve the same function as the target behavior. They are taught to clients as alternatives to the problem behavior, with the aim of reducing the occurrence of the problem behavior over time.

What are proactive interventions and how do they differ from reactive interventions?

Proactive interventions are antecedent interventions that reduce the likelihood of problem behavior by being implemented before the behavior occurs. Reactive interventions, on the other hand, are consequence interventions carried out after the behavior occurs to address the function of the behavior and decrease its occurrence.

Can you explain the role of a behavior technician in implementing a BIP?

A behavior technician plays a key role in carrying out both proactive and reactive interventions to help reduce the problem behavior. They are responsible for following the plan by collecting data as described when working with the client, which is crucial for monitoring progress and adapting the BIP as needed.

What is the significance of data collection in a BIP?

Data collection is significant in a BIP as it allows the behavior specialist to monitor progress and adapt the behavior intervention plan as needed. It provides insights into the effectiveness of the interventions and helps in making informed decisions about adjustments to the plan.

How do visual supports function as antecedent interventions?

Visual supports are antecedent interventions that use objects, pictures, and textual materials to help with communication and expectations. They can be used to depict activities, routines, or schedules, aiding clients in understanding what is expected of them and when.

What are some examples of antecedent interventions that can be found in a BIP?

Examples of antecedent interventions in a BIP include visual supports, supports for transitions, reinforcement systems, behavior momentum, providing choice, non-contingent reinforcement, stimulus control procedures, and functional communication training.

How does a token board function as an antecedent intervention?

A token board is a visual support that shows how many correct responses are required before reinforcement is delivered. Tokens are given for correct responses and placed on the board. Once the board is complete, the client can select a reward, making the replacement behavior more likely over time.

Outlines

00:00

📋 Understanding Behavior Intervention Plans (BIPs)

This paragraph introduces the concept of Behavior Intervention Plans (BIPs), which are structured strategies to reduce problem behaviors and promote positive ones. It explains that BIPs are informed by functional behavior assessments and include operational definitions of the target behavior, reduction goals, hypothesized functions, precursor behaviors, interventions, and data collection methods. The paragraph emphasizes the importance of behavior technicians understanding their roles in implementing the BIP to ensure effectiveness and adjust the plan as needed.

05:00

🔍 Antecedent Interventions in BIPs

The second paragraph delves into antecedent interventions, which are environmental changes made before a behavior occurs to decrease its likelihood. It discusses the role of the behavior specialist in identifying common antecedents and implementing strategies such as visual supports, reinforcement systems, and various other techniques to modify the antecedent conditions. The paragraph also covers specific types of antecedent interventions like token boards, token economies, non-contingent reinforcement, and the importance of understanding these interventions for effective behavior management.

10:01

🎯 Enhancing Compliance with Antecedent Interventions

This paragraph continues the discussion on antecedent interventions, focusing on strategies like stimulus control, behavior momentum, providing choices, and functional communication training. It explains how these interventions work to increase compliance and reduce problem behaviors by setting conditions that encourage appropriate responses. The paragraph also highlights the importance of teaching and reinforcing these interventions to ensure they are effective in changing behavior.

15:02

🛠️ Implementing Functional Communication Training and Self-Management

The final paragraph discusses functional communication training (FCT) as an antecedent intervention that replaces problem behaviors with appropriate communication. It outlines the process of identifying the function of the problem behavior and teaching the client to communicate their needs instead. Additionally, the paragraph introduces self-management procedures, where clients are taught to monitor and manage their own behavior towards set goals. The importance of accurate self-monitoring and goal-setting is emphasized, along with the role of the behavior technician in supporting this process.

Keywords

💡Behavior Intervention Plan (BIP)

A Behavior Intervention Plan (BIP) is a structured approach designed to reduce a target problem behavior and promote replacement behaviors. It is developed based on observations and data gathered during a Functional Behavior Assessment (FBA). In the script, the BIP is described as having multiple components, including operational definitions, reduction goals, hypothesized functions, and interventions. It serves as a roadmap for behavior technicians to follow, ensuring that interventions are implemented consistently and effectively.

💡Functional Behavior Assessment (FBA)

The Functional Behavior Assessment (FBA) is a process used to gather information about the problem behavior and its context. It helps in identifying the function or purpose of the behavior, which is crucial for developing effective interventions. In the script, the FBA is mentioned as the foundation upon which the BIP is built, emphasizing the importance of understanding the behavior's underlying causes before attempting to change it.

💡Operational Definition

An operational definition is an objective and measurable description of behavior. It specifies what the behavior looks like and how it can be recognized, allowing for consistent observation and measurement. In the video script, operational definitions are used to clearly define the target behavior for the BIP, which is essential for setting reduction goals and monitoring progress.

💡Hypothesized Function

The hypothesized function refers to the theorized reason or purpose behind a behavior. It is based on the analysis of data collected during the FBA and can include functions such as attention, access, escape, avoidance, or automatic. In the script, the behavior specialist hypothesizes the function of the target behavior to inform the development of function-based interventions within the BIP.

💡Precursors

Precursors are less intense behaviors that often occur just before the target behavior and can serve as warning signs that the problem behavior is likely to happen. In the script, the BIP includes a description of precursor behaviors and how to respond to them, which can be a teaching moment to prevent the escalation to the problem behavior.

💡Replacement Behaviors

Replacement behaviors are more appropriate actions that serve the same function as the problem behavior but are less disruptive or harmful. The BIP includes a description of these behaviors and strategies for teaching them to the client. In the script, examples of replacement behaviors include asking for breaks or raising a hand for attention, which are taught as alternatives to problem behaviors.

💡Antecedent Interventions

Antecedent interventions are strategies implemented before the problem behavior occurs with the aim of reducing its likelihood. They are based on the antecedents identified during the FBA. In the script, various antecedent interventions are discussed, such as visual supports, reinforcement systems, and providing choices, which are designed to make the problem behavior less likely to occur.

💡Reactive Interventions

Reactive interventions are responses to the problem behavior after it has occurred. They are designed to address the function of the behavior and reduce its future occurrence. In the script, reactive interventions are part of the BIP and are described as consequence interventions, which are carried out to ensure the health and safety of those involved while addressing the behavior's underlying function.

💡Data Collection

Data collection is a critical component of the BIP, as it allows the behavior specialist to monitor progress and adapt the plan as needed. The script specifies that the BIP should include instructions on what data to collect, when, and how, with behavior technicians responsible for following these guidelines during their work with clients.

💡Visual Supports

Visual supports are antecedent interventions that use objects, pictures, or text to aid communication and clarify expectations. They can include first-then boards, visual schedules, and other forms of visual aids. In the script, visual supports are discussed as tools to help clients understand routines and tasks, making it easier for them to engage in appropriate behaviors.

💡Reinforcement Systems

Reinforcement systems are antecedent interventions designed to increase the likelihood of replacement behaviors by making them more rewarding than the problem behavior. The script mentions token boards and token economies as examples of reinforcement systems, which use tokens or points that can be earned and exchanged for rewards, thus encouraging desired behaviors.

💡Non-Contingent Reinforcement

Non-contingent reinforcement is a strategy where the reinforcer is provided based on a time schedule, regardless of the client's behavior. It aims to decrease the need for the client to engage in problem behavior to gain access to reinforcement. In the script, examples include scheduling chats with teachers or offering car rides on a set schedule to reduce attention-seeking or elopement behaviors.

💡Stimulus Control

Stimulus control involves using environmental cues to prompt appropriate behaviors. It is based on the principle that certain stimuli can become associated with specific behaviors due to a history of reinforcement. In the script, stimulus control is discussed as a method to change the conditions under which problem behavior occurs, teaching clients to engage in certain behaviors only in the presence of specific stimuli.

💡Behavior Momentum

Behavior momentum is an antecedent intervention that increases the likelihood of compliance with new or challenging instructions by preceding them with high-probability instructions that the client is likely to follow. The script explains that by chaining high-probability behaviors with the target behavior, the client's motivation to comply with instructions can be increased.

💡Choice

Providing choice is an antecedent intervention that can increase a client's motivation to complete tasks and follow instructions. The script mentions that offering choices, such as which pencil to use for math or where to sit, can enhance motivation and engagement in activities, especially when the choices are meaningful and varied.

💡Functional Communication Training (FCT)

Functional Communication Training (FCT) is an antecedent intervention that teaches clients to use communication as a replacement for problem behavior. It focuses on the function of the problem behavior, such as seeking attention or requesting access to items, and trains the client to communicate these needs appropriately. In the script, FCT is described as a way to replace problem behaviors with more appropriate communicative responses.

💡Self-Management

Self-management is an antecedent intervention that involves teaching clients to monitor their own behavior, set goals, and attempt to meet those goals. The script describes the process of teaching self-management, starting with accurate self-monitoring, followed by goal-setting and brainstorming alternative behaviors with the technician, and finally, monitoring progress and receiving feedback for improvements.

Highlights

Behavior Intervention Plans (BIPs) are detailed strategies to decrease problem behaviors and increase replacement behaviors.

BIPs are developed from observations and data gathered during a Functional Behavior Assessment (FBA).

An operational definition provides an objective and measurable description of the target behavior for a BIP.

Behavior reduction goals are established from FBA data to guide the BIP's objectives.

The hypothesized function of the problem behavior is crucial for developing effective interventions.

ABC event recording data helps in hypothesizing the function of the target behavior.

Precursor behaviors are early warning signs that can be used as teaching moments to prevent problem behavior.

Replacement behaviors are taught as more appropriate alternatives to the problem behavior.

Proactive and reactive interventions are outlined in a BIP to address the problem behavior before and after it occurs.

Antecedent interventions are changes made to the environment before the problem behavior to reduce its likelihood.

Visual supports, such as then boards and visual schedules, help with communication and expectations.

Reinforcement systems are designed to increase the likelihood of replacement behaviors through positive reinforcement.

Token boards and token economies are visual supports that track correct responses for rewards.

Non-contingent reinforcement provides a reinforcer based on time, regardless of behavior, to decrease problem behavior.

Stimulus control procedures teach appropriate behavior in response to specific stimuli.

Behavior momentum uses a sequence of high probability instructions to increase compliance with new or challenging tasks.

Providing choice increases motivation for clients to complete tasks and follow instructions.

Functional Communication Training (FCT) focuses on replacing problem behavior with appropriate communication.

Self-management procedures teach clients to monitor and manage their own behavior towards set goals.

Data collection is essential in BIPs to monitor progress and adapt the plan as needed.

Transcripts

hello and welcome back in this next

video we will review

behavior intervention plans and

antecedent interventions commonly used

to address

problem behaviors

a behavior intervention plan is a

detailed plan specifying how the team

plans

to decrease a target problem behavior

and increase replacement behaviors

behavior intervention plans are

developed based on observations

data and other information gathered

during the functional behavior

assessment

or fba over the next few slides we will

take a closer look at the components of

a behavior intervention plan

or bip

the bip is made up of many parts and can

vary from organization to organization

in general it should include a

definition of the target behavior as

well as goals

and objectives for the reduction of that

behavior

a hypothesized function of the problem

behavior

a description of precursor behaviors and

interventions

a description of replacement behaviors

and how to teach them

teaching strategies for other

alternative behavior

a detailed outline of both proactive and

reactive techniques and instructions on

what data to collect and how to collect

it

the first component of a bip are an

operational

definition and reduction goals for the

target behavior

remember operational definitions are

objective

measurable descriptions of behavior the

behavior specialist will then develop

behavior reduction goals from the data

gathered during assessment

you can see an example of a behavior

reduction goal here on this slide

behavior technicians need to know the

goals that they are attempting to

achieve by following the plans they are

given

so that they can help keep the

intervention on track

and ask for further support when goals

are not being met

the next component of a bip is a

hypothesized

function for the target behavior in our

previous video

we learned that the four main functions

of behavior are attention

access escape avoidance and automatic

the behavior specialist will hypothesize

the function of the target behavior

this hypothesis will be based on

analysis of

information gathered during the

assessment including

abc event recording data

this data is sometimes recorded by

behavior technicians and submitted to

the specialist for

analysis behavior technicians need to

know the hypothesized

function of the target behavior so that

they can

implement function-based interventions

as described in the plan

well-written behavior intervention plans

will also include

precursor behaviors precursor behaviors

are less intense behaviors that often

occur just prior to the target behavior

these behaviors are warning signs that

the target behavior is more likely to

occur in the near future for example

one client may push his chair from his

desk and drop his pencil

just prior to engaging in tantrum

behavior

the plan will describe precursor

behaviors objectively and then

outline how to respond if they are

observed

these are often our teaching moments

like the time when you can teach a

client to ask for a break

instead of engaging in problem behavior

behavior technicians should be familiar

with precursor behaviors and

interventions

so that they can effectively recognize

when they occur

and respond accordingly next

the bip includes replacement behaviors

and teaching strategies

replacement behaviors are more

appropriate behaviors that serve the

function

as the target behavior these are the

behaviors that we teach clients to do

instead of the problem behavior

examples of replacement behaviors

include raising your hand for attention

asking for turns with toys asking for

breaks

and more the bip will clearly describe

what replacement behaviors to teach and

how to teach them

after that the behavior intervention

plan will include both

proactive and reactive interventions for

the target behavior

proactive interventions reduce the

likelihood of problem behavior that day

they are antecedent interventions

because they are implemented before

problem behavior occurs examples include

providing

choices providing clear schedules or

visuals

and presenting work demands in smaller

units

reactive interventions describe how the

team will respond when the problem

behavior

occurs they are known as consequence

interventions

because they are carried out after the

behavior occurs

these interventions will typically

address the function of the behavior

in order to decrease its occurrence over

time

as well as ensure the health and safety

of those involved

the behavior technician plays a key role

in carrying out these proactive

and reactive interventions to help

reduce the problem behavior

last but not least the behavior

intervention plan will include a

description of the type of data to be

collected on the behavior and how this

data will be collected

the behavior specialist will clearly

describe what type of data to collect

when to collect it and how to collect it

the behavior technician will follow this

plan by collecting data as described

when working with the client

this data is extremely important so that

the behavior specialist can monitor

progress and adapt the behavior

intervention plan as

needed now that we understand the

components of a behavior intervention

plan

we will take a closer look at the

different antecedent and consequence

interventions commonly found in these

plans for this video we will start the

antecedent interventions

in one of our earlier videos we learned

that the antecedents are changes

in the environment that occur just prior

to a behavior

and in this video we learned that

antecedent interventions

involve changing the environment before

the behavior occurs to make that

behavior less

likely based on the assessment your

behavior specialist will identify common

antecedents for the target problem

behavior

if appropriate the specialist will then

detail changes

that will be made to these antecedents

to make problem behavior less likely

these types of interventions involve

eliminating the antecedent

changing the content of what is required

or changing the way the antecedent is

presented

antecedent interventions include but are

not limited to

visual supports supports for transitions

reinforcement systems behavior momentum

providing choice non-contingent

reinforcement

stimulus control procedures and

functional communication training today

we will cover visual supports

supports for transitions and

reinforcement systems

visual supports are antecedent

interventions that include a variety of

objects

pictures and textual materials that can

be used to help with communication

and expectations over the next few

slides we'll learn a bit more about

visual supports

and cover a few different times of

commonly used visual supports

first then boards are simplistic

forms of visual schedules they depict

just two

events in a certain sequence typically

the first event is some sort of work

demand

and the second is a potential reinforcer

identified via

a preference assessment for example

the board may show first matching

then trains meaning that the client has

to first work on matching

and then they can play with trains

visual schedules are visual depictions

of activities

they can be used for single routines or

schedules

for entire days your calendar or agenda

is an example of a visual

schedule as a behavior technician you

will likely use visual schedules

with most of your clients during

sessions

for younger clients and clients just

beginning to understand schedules

you will likely use a first then board

or a simple schedule with just two to

three activities

later on you will likely use a picture

schedule for the entire session

or a day more advanced clients

can use various forms of written

schedules calendars

and planners

reinforcement systems are antecedent

interventions

designed to make replacement behaviors

more likely

if replacement behaviors contact more

reinforcement than problem behaviors

we should less and less of the problem

behavior and more of the replacement

behavior over time

now let's take a look at three types of

reinforcement systems

token boards are visual supports that

show how many correct responses

are required prior to the delivery of

reinforcement

they typically consist of small tokens

that can be delivered for correct

responses

and placed on a board the board will

show a number of spaces for tokens

and then a picture of the select a

reward that will be delivered when the

board is complete

you'll typically see a board with five

or ten spaces for tokens

you can get creative and use other

objects such as puzzles and blocks

like token boards as well token boards

need to be taught and are only effective

once tokens have been sufficiently

paired with praise

and other desired activities or items to

become reinforcers

in of themselves token economies are

more general reinforcement systems

than token boards they involve three to

five

alternative behaviors targeted for

increase and a variety of rewards that

can be

bought with tokens earned

clients receive tokens for engaging in

the targeted alternative behaviors

and can then purchase rewards at

specified times

tokens can be beans coins tickets

marbles etc token economies can work

well in group settings like classrooms

and in homes when partnering with

parents

while token economies can be highly

effective they require stronger

communication skills and must be closely

monitored for effectiveness

always consult with your behavior

specialist to ensure that a token

economy is a good fit

and that all of the pieces are in place

effectively

non-contingent reinforcement involves

providing the reinforcer for

behavior based on time regardless of

your client's behavior

for example research shows that

scheduling chat

sessions with the teacher can decrease

attention seeking behavior

in the classroom another example can

involve

offering car rides on a set schedule for

a client who is eloping out of the home

in order to get car rides back to his

house after

by providing access to the desired

reinforcer

in this case attention or access to a

car ride

we can saturate the need to seek it out

in appropriate ways

in other words the client no longer

needs to engage in the problem behavior

because they are already getting enough

of what they want now let's review a few

more antecedent interventions

commonly found in behavior intervention

plans

first we will discuss stimulus control

procedures

as we previously learned stimulus

control involves an

individual behaving in one way in the

presence of a stimulus

and in another in its absence

for example we answer our phone when we

hear a ring

but we answer a door when we hear a

knock

this is due to the history of

reinforcement with respect to that

stimulus and behavior

the stimulus essentially becomes a green

light for the behavior

while other stimuli become red lights

we can use stimulus control to address

problem behavior

by changing the conditions under which

it happens

for example you can teach a client who

scripts throughout the day to do so

only when sitting on a particular chair

or area

to teach this the team would need to

redirect scripting behavior when the

client was outside

of the designated area and teach the

client to request

access to this area prior to scripting

the client could then earn time

in this area to script or the team can

provide non-contingent

access to this area throughout the day

over time the client will learn to only

script when sitting in the designated

area

thus eliminating it as a problem

behavior

during other routines and tasks

behavior momentum is another type of

antecedent intervention

it involves asking a client to follow a

few high probability

instructions before asking them to

follow a new or more challenging

question

high probability instructions are

instructions that the client follows

correctly in 80

or more of opportunities presented

for example if a client responds to

touch your nose

turn around and jump in 80 or more of

opportunities

but often does not respond to the

instruction wave

you would present the high probability

responses of touch

nose turn around and jump and then

quickly follow it up with the

instruction to wave

when using behavioral momentum the goal

is to

increase motivation to comply with or

follow instructions

so behavior technicians praise or reward

each correct response

even the high probability responses

another well-researched

antecedent intervention involves

providing clients with choice

throughout the day choices need to be

given with reason

but the more choices you give the more

motivated your client may be

to complete tasks and follow

instructions

for example if it is time to do math in

class can the client choose

which pencil which page of math to do

first

or where to sit you'll also want to make

sure you're providing a variety of

choices for reward the client can earn

to keep motivation high when providing

choices for clients with limited

communication skills

you can present actual objects available

a picture board showing all of the

available items or activities

at that time functional communication

training

fct is a type of antecedent intervention

that focuses on communication behaviors

as replacements for problem behavior

this intervention will focus on the

client communicating what they want

rather than engaging in problem behavior

which means this intervention will focus

on the function of the problem behavior

for example attention seeking behavior

can be replaced by requests

for attention giving others compliments

or telling jokes an escape maintained

behavior can be replaced by requests

for breaks likewise access maintained

behavior

can be replaced by requests for the

desired items

activities an automatically maintained

behavior cannot be replaced by

communication but we can teach clients

to request to engage in the behavior as

part of our stimulus control procedures

last but not least self-management

procedures

are antecedent interventions that

involve teaching clients to monitor

their own behavior

set goals and attempt to meet those

goals

the initial stages of self-management

involve teaching clients how to monitor

their own behavior

accurately this often involves having

both the client

and behavior technician take data on the

behavior

and then comparing to see if it matches

once the client can accurately monitor

their own behavior they are taught how

to set a goal and brainstorm ideas with

the technician

about what they can do instead or how

they can meet that goal

they then monitor their own behavior and

are provided praise at check-ins

with the technician for progress that

they make

that concludes our part one of our

videos on behavior reduction procedures

in part two we will learn about

consequence interventions and how they

are used to address

problem behavior for now please exit

this video and return to your course to

complete the next assignments