ASAP Support Team
Meeting
August 27th, 2014
ASC
Netherland Rm
First things first....

The SST/IEP team develops a Behavior Intervention Plan (BIP). The special
education teacher and/or school psychologist can assist with this process.

SST/IEP team needs to implement BIP procedures for a designated period of
time before considering a change of placement- remember, our goal is to
keep children in their home school, whenever possible.

Before a student is ever placed in an ASAP program they would have a
Functional Behavior Assessment and a Behavior Intervention Plan completed
and in place, with data collected over a reasonable period of time to
document the student’s failure to make adequate progress under the BIP.
Cont:

ASAP teachers can be called to schools early in the process to assist with
designing interventions so that students can be successful at their home
school. The Special Education Department Chairperson would know who to
contact for support.

SST/IEP teams conducts follow-up meetings to review behavior tracking data,
make changes to the BIP as needed, and make a referral for a comprehensive
evaluation as indicated or if the student is already eligible an IEP team can
meet to make palcement decisions.
cont:

ASAP programs are geared toward students with average or near average
intellectual functioning, however there are always exceptions based on how
the student presents. Teaching methods mirror those used in general
education settings, with academic instruction geared toward grade level
curriculum standards, though with smaller pupil-teacher ratios and increased
levels of support.

When students are initially placed in the ASAP program they should be totally
self-contained. As students begin experiencing behavioral and academic
success, based on data/evidence, the process of including students with
support can be initiated.
Present Level of Performance
•
What overall classroom/behavior management system is in place in
your classroom? Level system, token economy
•
What are the understandings regarding program purpose and
transition planning of students, parents, general education teachers,
administrators, etc.?
•
How do we monitor progress? How do we know when students are
ready to be included?
•
What instructional supports are in place to help students develop
social and emotional skills necessary to be successful in the general
education setting (and in life)?
•
How do you go about understanding the unique needs of your
student’s behaviors and their ability to work through their behavior
intervention plan?
Essential Components of the ASAP
Classroom

Classroom Structure- Physical arrangment of the classroom, rules clearly
posted, schedules, clear procedures and routines, basic TIER I classroom
management components

Explicit social emotional skills training program- i.e., Second Step, I Can
Problem Solve, Competent Kids- Caring Communities, etc.

Following individualized Behavior Intervention Plan

Method to collect data and monitor progress

Transition plan
The Behavioral Intervention Plan

An action plan for adults

Describes how adults will:
 Proactively
support and teach general positive
behaviors
 Change
 Teach
the environment to better support the student
functionally equivalent replacement behavior
 Skillfully
react to problem behavior
Behaviors of Concern = Target Behavior
Prioritize – Assess overall importance of the behavior for school success
Ambiguous LanguageCharacteristics, Adjectives

Aggressive

Defiant

Disruptive

Hyperactive
Objective, Observable
Language - Verbs

Initiates physical attack on peer or
adult

Makes verbal threats to harm
peer/adult

Leaves seat without permission

Destroys work/instructional materials

Calls out with non-instructional
comments

Throws objects

Screams at high volume
THE A-B-C Model
Current Predictors/Triggers =
Antecedents
Outcome for Student =
Consequences

WHEN does this tend to happen?

Obtains teacher attention

WHERE does this tend to happen?

Obtains peer attention

(Situations in which the behavior is
likely to occur: people, time,
place, subject, etc.)

Gets power/control in interaction
with peer

Escapes difficult task

Escapes situation

Escapes interaction

Fulfillment of physical need, e.g.,
sleep
Perceived Purpose or Function
“Best Guess”
Get/Obtain
Escape/Avoid

Peer Attention

Difficult Task

Adult Attention

Boring Task

Desired Activity

Non-Preferred Activity

Desired Object

Physical Demand

Sensory Stimulation

Person
Environmental/Curricular Strategies and
Modifications- Changes in time/space/materials/
interactions to remove likelihood of behavior

Scheduling - More/less time on task, Break after ___ minutes of work, Signals to
warn of coming transition

Physical setting - Preferential seating in large group, Different work areas will be
clearly identified, Different work spaces for different tasks, Study carrels provided
to avoid distractions

Instructional strategies, curriculum, activities – Hands-on learning or
manipulatives will be increased; Visual schedule provided on student’s desk;
Provide pictures for use in communicating needs and wants; Increase amount of
personal assistance; Adapt skill level of task

Interactions - Cue the student to use previously taught coping strategies when
changes to routine create anxiety; Model positive self-talk language and teach a
calming count down, 10 to 1, to aid relaxation; Verbally praise student’s use of
“time away” and give “walking away” praise and points; Teach peers to provide a
specific interaction; Provide more reassurance before the lesson, e.g., “Remember
to tell me if you want help.”
Positive Behavior to be Taught –
Functionally Equivalent Replacement Behavior

All behavior, whether desirable or undesirable to those around the person,
generally serves one of two functions for the individual:
1) Get Something—e.g., an object; attention from peers or adults; an
activity, self-stimulation, money, desirable comments from peers
2) Reject Something—Avoid, Escape or Protest Something Undesired—
e.g., escape an assigned task the student states is “too long, too hard,
too boring, not meaningful, or too easy and I don’t want others to see me
doing this,” to protest negative peer comments or interactions, to protest
an adult’s public comment on the student’s low skills.
Positive Behaviors to be Taught

Swears at teacher: protesting a
lack of attention

Verbally state a desire for attention from the
teacher

Fights: protesting not getting his
way during a recess game

Use protest language taught in verbal conflict
resolution training

Screams: protesting an unexpected
activity

Use the printed schedule to protest and then
negotiate about an upcoming unexpected activity

Runs from room-escaping hard
work

Go to time away/break center

Gains sustained positive peer
attention for assaultive behavior

Gain sustained positive peer attention for
prosocial behavior

Loud verbal requests for alternate
activity, to get a choice of which
activity to perform

Express desired activity through demonstrating
task order using picture cards
Teaching Strategies/
Curriculum/Materials
Evidence Based Interventions for not only
reading, writing and math but also socialemotional development and behavior
HANDOUTS
Reinforcement Procedures

Physical: High-five/low-five, pat-on-the-back, or hand shake coupled with adult
smiling at the student, delivered immediately following each task completed.

Verbal: Use specific praise, e.g. “I bet you are proud of this work!” “You Made a
Good Choice! You worked very carefully on that assignment”; Teachers and aides
will recognize (praise) the student’s strengths and talents in front of peers;
Employ a peer-recognition system where peers praise progress

Activity Access: Desired activities contingently available following the
completion of less preferred activities, e.g., time on the computer; free time;
listening to music; sitting at teacher’s desk; first to leave at break time;
headphones for five minutes.

Tangibles: Positive phone calls or notes or certificates sent home; small toys.

Tokens and points: Design a system to frequently recognize student for using
positive behavior through delivery of a symbol standing for progress toward
accessing desired outcomes: activities, tangibles, privileges and other reinforcers.

Privileges: Passes or immediate verbal permission to: exempt an assignment; get
an extra point on the quiz of your choice; permission to sit where you want for
one period.
Reactive Strategies
(Response to Problem Behavior)

Redirect to task with additional supports

Prompting the student to switch to the Positive Replacement Behavior that has been taught

Managing the problem behavior safely
Be directive—Use a gentle/firm “Stop/No” command”; consider presenting a structured
choice
Maintain the safety of peers and student, removing the audience or the student if appropriate
Utilize authorized, approved procedures if student is a physical danger to self or others
Contact law enforcement if behavior is a serious danger to self/others

Debriefing and/or additional practice of the replacement behavior after the problem is over

Consequences or punishment may or may not be required or desired by the team
Monitoring Progress
Consider 3 Types of Goals
1.
Increasing the general positive behavior expected of all
students
2.
Decreasing or eliminating the specific problem behavior
3.
Replacing problem behavior with a more socially
acceptable replacement behavior
Monitoring Progress
1.
How often will data be collected?
2.
In what context(s) will data be collected?
3.
At what times will data be collected?
4.
Who will collect the data?
5.
When and how will the data be entered to allow for
evaluation?
Data Collection Methods
Systematic
Direct
Observation
Direct
Behavior
Rating (DBR)
Systematic Direct Observation
Behavior can be measured in terms of the following:

Frequency – Number of times behavior occurs

Rate – Number of times in occurs within a given period
(e.g., 10 times per hour)

Duration – Amount of time the behavior lasts

Latency – Temporal relation of behavior to other events
(e.g., time to respond)

Intensity – The magnitude or strength of the behavior
Direct Behavior Rating - www.directbehaviorrating.org

The premise of DBR is that teachers can reliably and accurately rate student
behavior on a continuum following some specified period of time.
Roles and Responsibilities of
Instructional Assistant
Click to add text
Review ASAP Document-