Upon completion of the module, the user will understand the function of a behavioral intervention plan (BIP). The module provides information on the components of a BIP and how a BIP is used to address behavior.
Upon completion of the module, the user will:
- Know when the behavior of a student with a disability requires a BIP and when a BIP may be appropriate, even when not required;
- Identify the components of a BIP; and
- Construct a BIP for a student.
Standard #1: FOUNDATIONS
Educators of students with exceptional needs understand the field of special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues.
3. Conducts educational and other professional activities in compliance with federal, state, and district laws, policies, and procedures.
5. Accesses professional resources to remain current on state and federal regulations and evidence-based practices regarding special education services and procedures.
Standard #4: INSTRUCTIONAL STRATEGIES
The educator of students with exceptional needs possesses a repertoire of evidence-based instructional strategies and knowledge of technology and selects, adapts, and uses these strategies and technologies to promote positive learning results.
4. Effectively implements individualized educational programs, including behavioral intervention plans and transition plans.
Standard #5: LEARNING ENVIRONMENTS AND SOCIAL INTERACTIONS
The educator of students with exceptional needs is cognizant of the importance of active learning environments and collaboratively designs settings that foster an enriching, nurturing, and safe climate where diversity and risk taking are valued.
1. Creates a safe, equitable, positive, and supportive learning environment in which diversity is valued.
2. Identifies realistic expectations for personal and social behavior in various settings.
5. Modifies the learning environment to manage behaviors.
6. Uses performance data and information from all stakeholders to make or suggest modifications in learning environments. 9. Uses effective, varied, and least intensive behavior management strategies consistent with the needs of students.
Standard #7: INSTRUCTIONAL PLANNING
The educator of students with exceptional needs understands that individualized planning is at the center of special education practice.
8. Adjusts instructional plans based on results of continuous assessment.
11. Uses functional behavioral assessments to develop behavioral intervention plans.
Standard #8 ASSESSMENT
The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.
4. Utilizes functional behavioral assessments to design positive behavioral interventions and supports.
Standard #9: PROFESSIONAL AND ETHICAL PRACTICE
The educator of students with exceptional needs understands reflective and ethical practices and the importance of ongoing professional development to promote student growth.
4. Conducts professional activities in compliance with applicable laws and policies.
