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Psychology Dept | Library | Other SPCL OER

SPCL 7915 Behavioral Assessment and Intervention: Session 7 - Module 4: Developing the BIP based on the FBA

Open Educational Resource (OER) created for Professor Elizalde-Utnick's SPCL 7915 course.

TASK LIST TO PREPARE FOR ZOOM SESSION

Please complete the following PRIOR to our Zoom session on March 18:

1. Readings

Desrochers & Fallon Ch. 3

Lewis et al.

Hulac et al.

2. Google Form (link on Blackboard Assignments)

Submit the Midterm Class Participation Form

3. Prepare for Blackboard Quiz (RAT)

The 5-question multiple-choice quiz will be on the assigned readings. 

4. Take Blackboard RAT#4 on Blackboard at 1:00/4:30 p.m.

5. Join Zoom session at 1:30/5:00 p.m.

You will need the following materials for class:

Behavior Support Plan Graphic

SUMMARY

In this session we will discuss how to develop a behavior intervention plan (BIP) based on the results of the FBA. We will explore: antecedent controls; replacement behaviors; schedules of reinforcement; differential reinforcement; reactive procedures; and generalization and maintenance of treatment effects.

SESSION SLIDES

CHECK YOUR KNOWLEDGE OF SCHEDULES OF REINFORCEMENT

CHECK YOUR KNOWLEDGE OF DIFFERENTIAL REINFORCEMENT

Determine which of the case scenarios is:    DRL       DRO      DRI       DRA

1. Bob constantly talks out in class and disrupts the other students. The teacher has indicated to Bob that he needs to “not talk out” for at least 10 minutes. If he can work quietly and not talk out, he will receive 2 minutes of extra free time. The teacher points out that in an hour, Bob could earn 12 minutes of free time. During the 10 minutes while he is quiet, the teacher makes several positive comments about his following the rules, working quietly, and completing his work. If Bob does talk out, he does not receive the extra 2 minutes for the 10-minute period and is ignored by the teacher.

2. Cathy thinks she knows all the answers and is constantly raising her hand in class. The instructor wants her to contribute but does not want her to monopolize the class discussion. She wants Cathy’s contributions to not exceed five. If Cathy keeps her contributions to five during the period, she gets to be the teacher’s assistant for the next period. If she goes above five, another student is picked to be the assistant, and the teacher ignores her hand raises.

3. Tricia is a first grader and is always out of her seat. She disturbs the rest of the class and wanders around the room when the teacher is talking. The teacher decides to ignore her when she is out of her seat without permission. However, when she is in her seat and coloring or completing her work, the teacher smiles and reinforces her for working hard.

4. Danny is a boy with autistic behaviors. He self-stimulates by mouthing his hands. Because of the mouthing, sores are developing on his hands, and his doctor is concerned. His instructors have taught him to hold on to the side of his wheelchair or to play with a preferred toy; he is given positive attention when he engages in these behaviors. When he mouths, his instructors simply take his hand out of his mouth and do not pay attention to him.