Essential 10: Essential Components Of Behavior .
Essential 10:Essential Components of Behavior Intervention PlansQuick GuideNote to Practitioners:This quick guide is intended for use after prior training and extensive practice with the full Essential 10 Scoring Rubric, whichincludes more detailed information and examples. Additionally, the full Essential 10 provides information on which components ofthe BIP must logically relate. You can find the full Essential 10 at www.pent.ca.gov.Components to Evaluate1. CHALLENGING BEHAVIORPrimary behavior(s) impeding learning. Challenging behavior(s) described inobservable and measurable terms It is best to limit a behavior plan to one or twodistinct, separately occurring behaviors2: FREQUENCY, INTENSITY,DURATIONBaseline information (current levels)Best practice suggests identifying and collectingbaseline data in all quantifiable relevantdimension(s): Frequency: how often? Intensity: impact? (depth, force, strength) Duration: how long?2 Points1 Point0 Points2 All identifiedchallenging behavior(s)are operationally defined(i.e., clear, measurable,and observable).1 Some of the identifiedchallenging behavior(s)are not observableand/or measurable.0 No challengingbehavior is stated inobservable andmeasurable terms, (e.g.,the student’s innerattributes arehypothesized instead of adescription of behavior.)2 At least two or moredimensions aredescribed in detail withquantifiable, observabledata for eachchallenging behavior thatis included on the BIP.1 At least onedimension isdescribed, withquantifiable,observable data,And/or data isidentified but lacksspecific detail.0 No dimensions ordata is identified,unable to determinecurrent baseline.
Essential 10: Scoring Guide Brief SummaryComponents to Evaluate2 Points3. ANTECEDENT INFORMATIONWhat are the antecedents for the challengingbehavior? What are the events, activities, situations thatimmediately precede or “trigger” a challengingbehavior? Consider environment (as described inComponent #4)4: ENVIRONMENTAL FACTORSWhat environmental structure and supports areneeded or need to be changed to reduce thechallenging behavior? What is present thatneeds to be removed, missing that needs to beadded, or what needs to be modified?Consider: Physical Setting Social Setting Instructional Strategies Curriculum & Activities Scheduling factors Degree of Independence Degree of Participation Social Interaction Degree of Choice22 One or more situationsin which each behavior islikely to occur aredescribed in detail.1 Point1 One or moresituations in whichthe behavior is likelyto occur aredescribed but NOTwith sufficient detail.0 Points0 No antecedents ofchallenging behaviorfrom any of thecategories are given,or antecedents arefrom otherenvironments & are nottriggers in the currentenvironment, orinternal thoughts/presence of an internalstate or behavioralhistory or disability isdescribed.2 At least one antecedent 1 At least one0 No antecedentstrategy is identified, isantecedent strategy isstrategy is identifiedclearly and logicallyidentified and logicallyand/or strategyrelated to both therelated to thedescribed is notantecedent and theantecedent anddirectly linked to thefunction, and describedfunction but does notantecedent andin detail.include enough detailfunction OR Strategiesabout the interventionnot considered to beThe strategy describedprocedures that wouldantecedent strategiesshould clearly beallow another person toare described. (e.g.,preventative.do the interventionteaching or responsecorrectly & completely.strategies instead ofenvironmentalmodifications).Positive Environments, Nework of Trainerswww.pent.ca.govMay 2021
Essential 10: Scoring Guide Brief SummaryComponents to Evaluate2 Points5. FUNCTION“Team believes behavior occursbecause ” S SensoryE EscapeA AttentionT TangibleThere can be multiple functions for one behaviorOR the student may use multiple behaviors forthe same function. Number behaviors,functions, antecedents, and interventions to aidin scoring.NOTE: If Function is scored 0, it is likely theFERB is also inaccurate.32 All identified behaviorshave an identifiedfunction, which specifiesWHY the behavioroccurs in terms of whatit provides for thestudent (utilizing SEAT),AND each identifiedfunction is logicallyrelated to #3, #4 and #6,AND no contaminatorsare present.1 Point1 All identifiedfunction(s) arespecified in terms ofwhat it provides for thestudent (utilizingSEAT) but is lackingdetail OR not logicallyrelated to identifiedantecedents forbehavior AND nocontaminators arepresent.If a plan addressesmultiple challengingbehaviors with multipledistinct functions, score2 points ONLY if eachfunction is logicallyrelated to #3, #4 and #6for each behavior.Positive Environments, Nework of Trainerswww.pent.ca.govMay 20210 Points0 One or moreidentified function(s)are not specified interms of what itprovides for thestudent (utilizingSEAT), AND/ORcontaminators arepresent, AND/ORdescribes disability asthe function of thebehavior.Contaminators:revenge, vengeance,control, power, orfunction listed asstudent’s disabilitycategory (i.e. “studentengages in behavior dueto their ADHD”).
Essential 10: Scoring Guide Brief SummaryComponents to Evaluate6. REPLACEMENT BEHAVIOR(S)What team believes the student should doINSTEAD of the challenging behavior.2 PointsScore a 2 or a 0(no score of 1)2 Replacement Behavior(FERB) serves the sameA Functionally Equivalent Replacement Behaviorfunction as the(FERB):challenging behavior, Must serve the same function as the challengingAND no contaminatorsbehavior.are present. Is NOT the absence of the challenging behaviorIf Contaminators arenor the presence of general desired behaviorpresent, score 0.(e.g., “student will comply with directions”) Allows student to get desired outcome in a moreadaptive and socially acceptable way. Is something the student does (not done by staffor peer) Is in the student’s repertoire or easily shaped,and represents the beginning point for teachingdesired behavior. Is as efficient to perform as the challengingbehavior. Have good contextual fit with the setting andsituation.41 Point1 A score of 1 isnot applicable to thissection.Positive Environments, Nework of Trainerswww.pent.ca.govMay 20210 Points0 No FERB identified,only general positivebehavior identified ORreplacement behaviordoes not match functionOR replacementbehavior references acontaminator.If Function is scored a 0,Replacement Behaviormust also score a 0.Contaminators:revenge, power control,vengeance, self-concept
Essential 10: Scoring Guide Brief SummaryComponents to Evaluate2 Points7: TEACHING STRATEGIES ANDMATERIALSHow will we teach the student to performthe FERB?Describe: Successive teaching steps for student to learnreplacement behavior(s) including how theteam will teach the FERB, in enough detail thatothers can pick up the plan and know what todo. Key components (e.g., “visual supports forcommunication”) Materials needed Evidence of team coordination/monitoring andstaff training52 Teaching strategies forall FERB(s) which arelogically related to theidentified FERB(s). Mustinclude at least onedetail about how thiswill be done.1 Point1 Some teachingstrategies with at leastone detail are specifiedfor one or moregeneral positivebehaviors OR teachingstrategies with at leastone detail for one, butnot all, FERBs listedAND no evidence ofteam coordination ANDno contaminators arepresent.Positive Environments, Nework of Trainerswww.pent.ca.govMay 20210 Points0 No strategies with atleast one detail arespecified to teacheither a FERB OR toteach general positivebehaviors ORcontaminators arepresent.Contaminators: Areactive responsestrategy for thechallenging behaviorand/or catharticstrategies foraggression (e.g., puncha pillow, not your peer)
Essential 10: Scoring Guide Brief SummaryComponents to Evaluate2 Points8: REINFORCEMENTList reinforcement procedures needed forestablishing, maintaining, andgeneralizing FERBReinforcement should: Be specific to the FERB (may also includereinforcement of general positive behavior,but only after FERB is specified) Be logically related to the FERB, identifiedthrough assessment, survey, observation,etc., and based on student preference. Be given contingently following desiredbehavior. Match the student’s ability to delaygratification. When possible, include fading procedures toensure that reinforcers are thinned asappropriate.9: RESPONSE TO CHALLENGINGBEHAVIORWhat adults will do during each phase ofescalation cycle to ensure that challengingbehavior is not maintained, and replacementbehavior is learned.NOTE: Restraint/seclusion should not be a part of aBIP. A separate safety/crisis intervention plancan be developed for this purpose. Should not solely rely on “punishment”, rather,rather, how to deescalate and support.61 Point0 Points2 Reinforcer for FERB is 1 At least onecomplete whenreinforcementdescribed in detailprocedure for FERB isspecifying exactly:identified but does notinclude enough detail What the student willabout the proceduresearnthat would allow How reinforcer wasanother person to doidentifiedthe intervention How the student cancorrectly andearn itcompletely. Who will deliverreinforcement during theestablishing, maintaining,and generalizing phasesof intervention?0 No FERB reinforcerand no positivebehavior is identified ordescribed.2 Response tochallenging behaviordescribed completelywith enough detail.0 No responsestrategy is describedOR response hascontaminatorspresent.Student behaviors andStaff Responsespecifies exactly: Precursor Behaviors Responses toChallenging Behavior De-Escalation Strategies Post Incident Strategies1 At least one responsestrategy is identified onthe BIP but does notinclude enough detailabout the procedures.OR all areas areidentified, but no detailor description of howthe interventions areimplemented.Positive Environments, Nework of Trainerswww.pent.ca.govMay 2021Contaminators: Catharticstrategies (e.g., prompt topunch a pillow)
Essential 10: Scoring Guide Brief SummaryComponents to Evaluate10: MEASUREMENT & MONITORINGTwo Elements:Measurement: Specific, measurable goals tomonitor the progress of student’s use of theFERB and effectiveness of BIP.Measurement: Specific, measurable goals tomonitor the progress of the student’s use ofthe FERB and the effectiveness of the BIP.Monitoring (These concepts may beimbedded throughout the plan): How will the plan be monitored? Who will be responsible for monitoring? How will the team ensure Two-WayCommunication between all stakeholders tosupport implementation, when and how toprovide training and coaching, communicateoutside factors, troubleshoot, barriers, etc. What strategies will support implementation(e.g., fidelity checks, performance feedback,coaching, team meetings)?72 Points2 Both are present: Specific, measurableFERB goal targetingincrease in FERB whichmatches identifiedfunction. Documentation ofmonitoring andcommunication ispresent, is connected toimplementation, and/orbehavior change (e.g.,increase in use of FERB,decrease in target/challenging behavior).1 Point1 Monitoring isincluded, and generalbehavior goal that ismeasurable but notaligned to function. ORSpecific, measurableFERB goal included,but no monitoring/communicationincluded.Positive Environments, Nework of Trainerswww.pent.ca.govMay 20210 Points0 No FERB goal,Goal is notmeasurable,Communication ismissing.
Essential Components of Behavior Intervention Plans Quick Guide Note to Practitioners: This quick guide is intended for use after prior training and extensive practice with the full Essential 10 Scoring Rubric, which includes more detailed information and examples. Additionally, the full Essential 10 provides information on which components of
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