Writing a Behavioral Intervention Plan based on a Functional Behavior Assessment

Want to see an example of Dr. Riffel’s humor and ability to teach about behavior? Watch this short video

Objective: Functional Behavioral SupportWriting a IEP

Audience:

  • Pre-K through 12th grade
  • General and Special Education
  • Educators, Counselors, Psychologists, Administrators, Parents, Therapeutic Foster Parents, Behavior Specialists, Support Staff

Requirements:

  • A presentation time of 8:30 a.m. to 3:30 p.m. works best.
  • A link will be sent for the booklet required for this training. You will need to print a booklet for each participant
  • Dr. Riffel will link the PowerPoint presentation the day of the training for participants.
  • Classroom style setting for participants (they will be writing and participating in group discussions.)
  • If more than 50 participants, Dr. Riffel will need a lavaliere (lapel) microphone and the ability to link to a sound system for video clips that illustrate specific points. (Dr. Riffel cannot hold a microphone for an extended period of time or stand in one place as she demonstrates with actual materials and through audience interaction.)
  • An extra table up front is required for demonstration materials.

Description:

  • Provides Skills for compliance with the Individuals with Disabilities Education Act:  Strategies for enhancing the development of behavioral intervention plans based on functional behavior assessment, which assist those students in inclusion or special education classrooms where the behavior of the student is impeding their learning or that of others.
  • Uses Environmental Data to determine the Function of the Behavior:  data will be collected in the natural environment rather than relying on teacher memory of incidents which occurred throughout the day.  Teachers will use 10 days of real data to analyze and determine the function of some very common behaviors they see in their classrooms.
  • Supports Behavioral Competence in the Classroom:  Applying proactive strategies and research-based methods to increase applied behavior analysis and a continuum of supports for children with target behaviors.
  • Maximizes Teacher Time on Data collection:  Capitalizing on a unique keyed format, participants will learn how to collect data in a format that gives them the most information in the least amount of time.
  • Enhances Behavior Support Team Planning:  Innovative ideas for including parents, regular and special education teachers in planning for the behavioral needs of students with impeding behaviors.
  • Plans Proactive Ways to Catch Students Being Good (GOTCHAS):  Countless suggestions for incorporating positive behavior support strategies into all teaching models, which gives the students with impeding behaviors better role models in the classroom.
  • Rewires the Hardwire:  Proven strategies for overriding the reactive behaviors of adults to strategies which are more proactive.  Avoid falling into behaviors that feed target behaviors…Learn the necessary skills for working with children who use behavior for the functions identified.
  • Incorporates Significant Findings From Behavior Research:  How to maximize applied behavior analysis, logical techniques, and proactive strategies for three levels: Primary, Secondary, and Tertiary (Primary= whole group, Secondary= targeted group, and Tertiary = intensive individual support)
  • Uses Research-Based Principles:  Research validated strategies for providing critical components to a proactive environment.  Behavior intervention plans which are not based on functional based assessments or research-validated principles do not hold up in a court of law.
  • Gives access to Valuable Resources:  Each participant will receive two extensive resource handbooks in one, access to an FBA Data Collection program, and mnemonic devices to help them remember the strategies they learned.

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