Jim Shriner IEPs and Behavior Intervention Plans for Students with EBD Illinois Council for Children with Behavioral Disorders February 2011 Lisle, IL.

Jim Shriner

IEPs and Behavior Intervention Plans for Students with EBD

Illinois Council for Children with Behavioral Disorders

February 2011Lisle, IL

Preparation of this presentation was supported, in part, by a grant (R324J060002) from the U. S.

Department of Education, Institute of Education Sciences, National Center on Special Education

Research, and from the Illinois Stat Board of Education (Part B- Discretionary Programs) awarded to

the author. Opinions expressed herein do not necessarily reflect those of the U. S. Department of

Education or Offices within it.

IEP-Q Focus

Support provided by the Tutorial will result in the development of higher quality IEPs that:

• Help prioritize annual goals in relation to state standards and the general education curriculum.

• Are used routinely in planning and implementing instruction on general curricular skills.

As a result, IEP goals will be reviewed and met with a higher frequency and there will be an increase in students’ standards-based achievement.

Site Features

Help Topics offer guidance, examples and answers to frequently asked questions for nearly every area of the Illinois IEP.

Links to IEP planning worksheets, examples, student scenarios and relevant tools on the site provide complete assistance gathered from an experienced group of IEP experts.

https://iepq.education.illinois.edu

Help Topics

Site Features

Our IEP Tools feature Goal Assistants to help instructors write Academic, Functional and Transition goals that are referenced to Illinois Learning and Social/Emotional Standards.

Other tools include reference charts, worksheets for teachers, parents and students, and links to other tools on the Web.

Toolbox

Where in the IEP?

Present levels

Special factors

Annual goals

Program summary

Attached page

Site Features

Participants / Student StrengthsOperational Definition of Target BehaviorSetting / Antecedents / ConsequencesHypothesis of Behavioral Function

Functional Behavioral Assessment

Base the BIP on a Functional Behavioral Assessment (FBA)

• Define target behavior

• Develop a hypothesis as to the function of the behavior

• Collect data (direct and indirectly)

• Validate the function and key context variables– Triangulate data

– Data analysis

• Develop the BIP

Behavioral Intent

Students act for a purpose

Behavioral intent = purpose sought by the student

Most children seek similar goals in social situations

Behavior used by students with behavior problems is not accepted or desired by others

Behavior Intervention Plans...

• Support desired alternatives that allow student to meet their needs

• Make the current undesired behavior less effective in meeting the student’s need

Function Matrix

Umbreit & Liaupsin, 2002

We must affect the efficiency of

target and replacement behaviors:

irrelevant

ineffective

inefficient

relevant

effective

efficient

Goals for Target vs. Replacement Behaviors

Focus on Positives

• Positive behavioral interventions, strategies and supports

• Long-term behavior change only comes from positives

• Need to balance the equation

2 Components of a BIP

• Teaching plan

• Crisis plan

Teaching Plan

Definitions

Prevention

Intervention

Skill building

Teaching Model

meet desired criteria

meet desired criteria

meet desired criteria

Setting

Event

Problem

BehaviorTrigger

(antecedent)

Naturally Maintaining ConsequenceLTO

Replacement Behavior

short term objective

short term objective

short term objective

Artificial Reinforcers

(teacher controlled)

Evaluating the BIP

• Systematic review

• Data collection

• Communication

• Criteria for success (long and short term)

Site Features

The Resource Library brings together important sources of information on IEP development, including books, journal articles, web sites, and behavior data collection forms.

Resource Library

Resources

Resources

Resources

The IEP Quality Indicator Scale: IQUIS

Mitchell L. Yell, Ph.D.

Erik Drasgow, Ph.D.

Insoo Oh, Ph.D.

XiaoFeng (Steven) Liu, Ph.D.

The IQUIS is an evaluation instrument used to assess the procedural and substantive quality of individualized education programs (IEPs)

The IEP Quality Indicator Scale -

IQUIS

IQUIS Substantive Requirements

Substantive requirements: Substantive components of the IEP refer to the quality or meaningfulness of the IEP

Example: If a goal is observable, measurable, and appropriate given a students (PLAAFP) statement that it meets the IQUIS definition of substantive

We have found no IEP assessment instruments that examine the substantive quality of an IEP

IQUIS & IQUIS-B Agreement

IQUIS & IQUIS-B Agreement

Agreement Highlights

•The IQUIS yields good overall agreement levels.

•Some sections (e.g. Behavior) need refinement to raise agreement levels.

•Procedural and Substantive items, when grouped on IQUIS, meet acceptable agreement levels.

•Supplemental Form B (Annual Goals/Short-term Objectives) contains substantive items only, and results in high agreement levels.

Study Highlights: Year 2

• Academic Year 2008-2009

• Focus on Academic Improvement

• 25% of students (n=37) had both Academic and Functional Goals (excluding Speech)

• 20 students had Behavior Intervention Plans

Preliminary Highlights: Year 2

Table A4

IEP quality comparison before/after Tutorial using the IEP Quality Indicator Scale (IQUIS) for both the High and Low Usage Groups.

* Before Tutorial/After Tutorial Percentage Change for Subscale Items (p< .05).

** Before Tutorial/After Tutorial Percentage Change for Subscale Items (p< .01).

Table A4 IEP quality comparison before/after Tutorial using the IEP Quality Indicator Scale (IQUIS) for both the High and Low Usage Groups.

Percentage of Items Rated as Adequate

Pre (n=147)/Post (n=143)

Before Tutorial After Tutorial

IEP Section Procedural Substantive Procedural Substantive

A- PLAAFP 88 54 90 71

B- Goals/Objectives 88* 31** 95* 44**

B- Goals Substantive -- 31** -- 44**

B- Objectives Substantive -- 31** -- 43**

C- Services 96 00 98 01

D- Accommodations 95* 76* 98* 84*

E- Transition 74 31 79 43

F- Behavior 77 20* 77 42*

G- Special Factors 95** -- 99** --

Overall Percent Adequate Items 92** 42** 95** 54**

* Before Tutorial/After Tutorial Percentage Change for Subscale Items (p< .05). ** Before Tutorial/After Tutorial Percentage Change for Subscale Items (p< .01).

Preliminary Highlights: Year 2

Comparison Highlights: IQUIS

•The percentage of items rated as adequate improved for PROCEDURAL items from pre-Tutorial use (92%) to post-Tutorial use (95%).

•The percentage of items rated as adequate improved for SUBSTANTIVE items from pre-Tutorial use (42%) to post-Tutorial use (54%)

•The use of an “all or nothing” scoring protocol limited the sensitivity of the IQUIS to capture the relative strength of pre-post changes within and across IEPs. However, goals and objectives did maintain an upward trend.

Initial Student Outcomes Data: Year 1(Pilot Test)

Figure 1: Mean score comparison of MAP Reading Assessment : Low Usage and High Usage Groups.

Status and Next StepsStatus and Next Steps

Efforts to expand the Tutorial content to include areas of access

skills and social/emotional learning

(e.g., study/organizational skills, social/behavioral skills, self-regulatory

skills, and self-advocacy skills).

Increased involvement/input of Related Services personnel (e.g.,

psychologist, school social worker)

Excluding Speech, Social/behavioral goals account for about 50% of

all related services entries (Illinois State Board of Education, 2008)

Now Available to Illinois Educators

Public Version Website:

https://iepq.education.illinois.edu

At this time, ISBE requires that a

District Superintendent or

Director of Special Education

request access for his/her teachers.