Connecting BSPs and IEPs
Although FBA/BSPs are not reserved for special education students, many students receiving individualized complex FBA/BSPs also have IEPs.
If a special education student is exhibiting behavior that impedes his/her learning, the student should have an IEP goal addressing this behavior! And, the BSP should align to the IEP goal!
Advantages of Aligning the BSP to the IEP
- Ensures the IEP is relevant
- Streamlines data collection (same data is used to track the IEP and the BSP!! This makes your life easier!)
- Provides automatic check-in times (when reviewing the IEP, you also review the BSP)
- Helps teams and students understand and advocate for what skills students are working toward. Remember, students should have an age and developmentally appropriate understanding of their goals.
- It's awesome.
Once you've written the Behavior Support Plan, the 'alternative behavior,' the new skill you plan to teach the student, can become part of the IEP goal. As the alternative behavior is a short term plan to reduce disruption and ensure safety, this may be just the first step in a succession of behaviors that must be taught to help the student reach the ultimate desired behavior, which is the long term goal.
To help determine the long term behavior goal for the IEP, the Oregon Health Standards can be used to indicate age appropriate behavior and social goals. Select the appropriate goal for the student, and re-write the goal as an IEP long term objective, including measurement and mastery criteria.
Now we have the alternative behavior and the long term IEP goal. Using the Shaping Alternative Behavior form, the team can work backwards or forwards to determine what succession of skills must be taught to move the student to the long term goal. Using measurement and the determined mastery criteria, these steps can become Short Term Objectives in the IEP behavior goal.
Shaping Alternative Behaviors
Link to Oregon Health Standards