The Autism Society Event and Education Recordings Archive

The best designed behavior plan may not be successful if the adults do not follow it consistently. This session addresses some of the common reasons that adults may not do their part and strategies to get all the adults on board. There are many reasons that Behavior Intervention Plans (BIPs) are not consistently implemented by the adults.
Sometimes adults are not compliant about implementing a Behavior Intervention Plan (BIP) because a plan has been written that cannot be supported by the environment.  Sometimes, great plans have been made but there are not enough staff or resources or the current staff have not had enough training.  It is important to have an LEA (Local Education Authority) at the meeting and be sure that the administration is willing and able to back the plan up with enough resources to make it successful.  If parents are in doubt about whether the well laid plans can really be implemented with current resources, they need to question the authorities or administrator to be sure that the current staff have enough of what is needed to make it happen.
Sometimes there is not good follow through on a BIP because no one is supervising the implementation so people forget or slack off.  People tend to go back to their habitual ways of handling things when they are not reminded.  Someone has to be assigned to supervise the consistent implementation of the plan.  
There are times that those in charge design an excellent plan but fail to have consistent communication to all staff about what the plan is.  Adults are helped and encouraged by having simple clear visuals that remind them of the positive supports and reactive strategies that are a part of a child’s BIP.  It is also important to keep the plan simple and clear so that everyone can understand it.  Sometimes it is important to have someone model the behaviors expected of the adults.  Many individuals may interpret words differently so a visual model can be helpful.
The individuals who are going to implement a plan need to be included in the planning.  If the implementers were not on the team that made the decisions and they may have not “bought into it”
Many adults have been raised in old-fashioned behavior systems that include philosophies such as “People need to get what they deserve.” or “You can’t let people get away with behavior.” It feels to them as if you are giving in to the bad behavior.  Punishment worked for them when they were growing up.  They take the behavior personally and feel the need to punish or respond with anger.  When people with these attitudes are on the team implementing a BIP, they can torpedo progress.  There should be an attempt to re-educate these individuals and if that doesn’t work, then authorities must be brought in to insist on compliance with the positive supports.
It is important that all the adults implement the plan consistently.  If some adults feel that if they stick to the plan, and others aren’t, they may feel that student will target them as a mean teacher.
Some people expect immediate results.  When they have tried the plan briefly and it has not “cured” the behavior, they may want to give up.  It is important to communicate that behavior that has existed for a long time, takes time to change.  Data can show that progress is being made even if all the behavior is not gone.
The BIP may require more effort and hard work than some people are willing to give.  For some individuals, this is just a job.  They would rather endure and ignore for a few hours than make the effort that is needed to change behavior.  A major effort must be put in to help them understand that in the end, it may not be more effort than they are currently giving.  BIPs are often front end loaded.  They take a lot of initial effort, but the results may prove well worth it.  An attitude change is preferable to having an authority crack down and intense supervision, however, sometimes, that too is required.
Sometimes the student improves so they stop feeling they have to implement the plan.  Then when the behavior increases again, they go back to the old strategies.  The team has to keep reminding people that if it worked, we need to keep doing it.
On the other hand, sometimes the plan worked but something happens in the child’s life and there is a regression.  People may get discouraged.  Again, the team has to support each other through the changes and keep at the BIP.
We reinforce the child for appropriate behavior; we also need to reinforce the staff for their efforts.  Plan celebrations or little ways to thank them for their work.
The administrators need to be trained and informed so they can be supporting the staff.  If they are not aware and knowledgeable, they may misunderstand and mistreat staff that is trying hard to implement the BIP.
Sometimes the expectations are too high.  They may not allow for gradual improvement.  Set a short-term goal that is reachable and know that the higher goal will take a bit more time.
Staff often get discouraged because the behavior has not gone away.  It is important to take data so we can see the slow and steady progress.  Or if there really is not progress, maybe it is time to meet and revise the BIP.
What is the payoff for not implementing the plan?
They think in the short term.  I only have him for an hour.  I can get through the day without making that effort.
The student gets suspended or taken out of their class.
They don’t get assigned difficult kids because the administration knows they can’t handle it.
They have great stories to tell in the teacher’s lounge or at parties.
They are not held accountable.  It’s the kid’s fault.
They are justified when they said, “I told you it was not going to work.”
What proactive steps can we make to get staff to Implement supports and behavior plans?
Include them on the team that makes the plans.
Make a simple and realistic plan that can be implemented.
Train them to understand why and how.
Encourage self-reflection and self-analysis.  Am I keeping to the plan?  How can I improve?
Have lots of professional development.
Use this training sequence:  Explain, model, coach, reinforce
Give lots of reinforcement.
Supervise and observe staff.
Build relationships with the staff.
Invite rather than tell them to do it.
Give them options and allow them to choose what works for them.

Learning Objectives: