Behavior Series #5: "Frontloading" Services for Behavior Plan Implementation

The effective implementation of a school based Positive Behavior Support Plan for a child with a disability in a general education setting is greatly affected by the training and skills school staff have.  In addition, they need on-going support from a professional behaviorist to observe and provide feedback and training in areas of weakness.Without adequate general training in Positive Behavior Support, plus training and support in the implementation of individual plans the chances of those plans succeeding is exceptionally low.This episode suggests a way to address this lack, and to provide supports to staff that will make the chances of success far higher. References and Resources: Developing and Implementing FBA-BIPs in Elementary Classrooms (research article). https://files.eric.ed.gov/fulltext/EJ1264419.pdfPrior podcast by host as mentioned in program https://www.buzzsprout.com/2622829/episodes/19419385Parents’ guide to BST                                                     https://abainschool.com/behavioral-skills-training/?srsltid=AfmBOoomrAIuGXwNo9xNHirlIaQQu7eoF3RTew20efwFKH-sBGx1v4AESummaryThe host discusses why behavior intervention plans (BIPs) often fail when school staff lack training and support. He explains a "frontloaded" model of BCBA service hours and the consequences of the typical under-supported BIP, including informal removals and classroom exclusion. He closes with guidance for parents when districts claim frontloaded services cannot be provided.Key takeawayA BIP is only effective when school staff receive ongoing training and observation; front-loading BCBA hours at the start of implementation helps ensure fidelity and reduces escalation.Training and Observation Are Essential for BIP FidelitySchool staff need ongoing training and observation to implement a BIP with fidelity.The host notes that research clearly shows training and ongoing support are required for behavior plan implementation, and staff must be observed to confirm the plan is being followed correctly.Frontloaded BCBA Hours Improve BIP SupportBehavior services should be front-loaded so the BCBA provides the most support at the beginning of BIP implementation and then tapers off.A typical frontloaded schedule might include ten hours of BCBA time in the first month, five hours in the second month, and one hour per month ongoing, while 30 minutes per month is not enough for observation and feedback.Typical BIP Model Leaves Staff Without SupportA common BIP arrangement is inadequate because it leaves the main staff responsible for behavior without meaningful training or supervision.In the example, the BIP allows only 30 minutes per month of BCBA service and a full-time one-to-one instructional assistant, but it provides no training or support for the general education teacher; the aide is left to interpret and implement the BIP, the case manager is too busy, and the teacher may have less experience than the aide.Under-Supported BIPs Lead to Escalation and ExclusionWithout proper oversight, an unqualified staff member may end up in charge of a child's behavior, resulting in predictable escalation and removal from the classroom.Professional staff often become involved only after behavioral escalations, and the ultimate result can be parents being called to pick up the child or the child being sent to the office for extended periods.Informal Removals Count Toward Suspension DaysIn California, informal removals from the classroom count toward a student's total suspension days.Once a child reaches ten suspension days and a pattern exists in the behaviors leading to those suspensions, the IEP team is required to meet and determine how to improve the situation.BCBA Multi-Student Observation Is Not a Reliable GuaranteeParents should not rely on a BCBA's claim that their time is effectively multiplied by observing multiple students at once.The host says a parent has no way to confirm that other children with BIPs are actually in the classroom, and observing and taking data on more than one child at a time is difficult.Districts Can Provide Frontloaded ServicesDespite claims from some districts or IEP teams that front-loading is not possible, it is a service that can be provided.A child is entitled to the services and supports needed to access the general education curriculum and have an opportunity to meet their goals, and inadequate behavioral services make those outcomes much harder to achieve.Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)