We need to make it easier for users to create a behavior plan. The behavior plan is an official document used collaboratively by a team to address significant behavior concerns for a given student. The plan details each specific behavior the student is engaging in, the assessed reason (function) for each behavior, the starting rate of each behavior, proactive strategies for each behavior, and reactive strategies for each behavior. The plan should also document when the BIP should be reviewed.
Step One: Add Behaviors to Decrease
Design
The user will select which behaviors to include in the plan. If no behaviors have been created for a student, they will need to add at least 1 behavior.
Business Rules
Users need to be able to select multiple behaviors to include in the plan. The behaviors do not need to have the same data type to be included in the plan.
We will only show behaviors set to decrease
Step Two: Select a location for each behavior
Design
For each behavior, the user will be asked “Where does this behavior occur?”
The user will select/enter a location
Business Rules
Step Three: Select the Function for Each Behavior
Design
Users will need to select the reason (function) for each behavior. They may already know this from a previous assessment. If they do not know the reason for the behavior, they will need to complete an ABC assessment.
If the user knows the function, they should select from one of the following options:
Get attention
Escape/Avoid
Get item/activity
Sensory
Other
If the user does not know the function, they should be prompted to complete an ABC assessment. Many users will not know what this means, and will need some guidance around how and why they are doing this.
Business Rules
Multiple functions may exist for each behavior. This is ok.
Step Four: Select Method for Progress Monitoring
Design
Users will be asked “How will you monitor progress for this behavior?”
Users may select/check/slide from the options
Data Collection (and data type)
Self-Monitoring
Observation
Business Rules
Multiple options may be selected per behavior
If the user selects data collection, we will show the data types previously selected for the behavior.
Step Five: Confirm a Baseline for Each Behavior
Design
At the same time a user assesses the function of each behavior, they should conduct a baseline on each behavior. This tells us what the starting point for the behavior is so we can determine if the behavior plan is effective.
Baseline data may already exist.
A district may have collected baseline data on a piece of paper prior to entering the behavior in Rethink. If so, they should be able to enter the baseline summary.
Alternatively, users may have already collected data on the Behavior while completing Tier 2 interventions. In other words, they have already entered a behavior and collected data for the behavior. If so, we can calculate the baseline of this behavior based on a start and end date.
If baseline data does not yet exist, a user will need to collect it. Again, they will need some guidance around how and why they are doing this.
Business Rules
If a behavior has more than 1 data type associated, we will need to show the baseline for each data type.
Step Four: Select Antecedent (Proactive) Strategies for Each Behavior
Design
For each behavior, the user will need to select at least 1 proactive strategy for each function selected.
There are 3 types of proactive strategies:
Replacement Skills
Adaptive Skills
Other Skills
Most teachers will not understand these terms. We should guide them through this part. Perhaps:
A replacement skill is a skill that meets the same need as an inappropriate behavior, but in a more appropriate way. For example, if a student punches his teacher because he does not want to do his math work, we might teach him the replacement skill of requesting a break. This allows him to escape his math without hitting. What replacement skills would you like to teach your student?
Provide the selected functions
Provide suggested strategies (these exist in the Rethink library - we can provide the teaching materials)
Provide option to search for additional strategies from the Rethink library
Provide a place to enter a custom strategy
An adaptive skill teaches the student to engage in the desired behavior instead of the challenging behavior. For example, if a student punches his teacher because he does not want to do his math work, we might teach him to complete tasks. What adaptive skills would you like to teach your student?
Provide the selected functions
Provide suggested strategies (these exist in the Rethink library - we can provide the teaching materials)
Provide option to search for additional strategies from the Rethink library
Provide a place to enter a custom strategy
Are there any other proactive strategies you’d like to include in this plan?
Business Rules
Step Five: Select Consequence (Reactive) Strategies for Each Behavior
Design
For each behavior, the user needs to select reactive strategies.
There are two types of consequence (reactive) strategies:
Consequences for engaging in problem behavior
What consequences will you implement if the student engages in the behavior?
Reinforcement for engaging in appropriate behavior
Business Rules