BIP-QE Evaluation Scoring Document Question Title * 1. Problem Behaviours No problem behavior is stated in observable and/measurable terms Some of the identified problem behavior(s) are not observable and measurable All identified problem behavior(s) are observable and measurable. Question Title * 2. Triggers of Problem Behaviour(s) No predictors of problem behavior from any of the environmental categories are given, or predictors are from other environments and are not triggers in the current environment, or internal thoughts or, presence of an internal state or behavioral history or disability is described. One or more predictors from environmental categories are given, but with no details. One or more predictors, (from immediate or immediate past environments), are described with at least one detail about one or more of the environmental variables:(a) Physical setting,(b) Social Setting,(c) Instructional Strategies,(d) Curriculum and Activities,(e) Scheduling factors,(f) Degree of Independence,(g) Degree of Participation,(h) Social Interaction,(i) Degree of Choice. Question Title * 3. Analysis of what supports the problem behaviour is logically related to predictors None of the predictors are logically related to the summary as to why the problem behavior is occurring in the specific situation. Less than half of the features of the environment targeted for change are logically related to one or more identified predictors Half or more features of the environment targeted for change are logically related to one or more identified predictors Question Title * 4. Environmental change is logically related to what supports the problem behavior No change in any of the following four environmental variables is described. in time, or space, or materials, or positive interactions One or more environmental variable changes (time, or space, or materials, or positive interactions) are described BUT they are not logically related to what was identified as supporting the problem behavior One or more environmental changes, i.e., changes in time, or space, or materials, or positive interactions are specified and are logically related to what was identified as supporting problem behavior. Question Title * 5. Predictors related to function of behaviour One or more identified function(s) are not specified in terms of either: 1) to get something or, 2) to reject something (escape, protest, or avoid). Therefore, no comparison to line 5 can be made. OR, one or more functional contaminators present All identified function(s) are identified in terms of 1) getting something or 2) rejecting: escaping, protesting, or avoiding something But not all are logically related to identified predictors for behavior AND No functional contaminators are present All identified function(s) specify why the behavior occurs in terms of either what the student: 1) gets or 2) rejects, i.e., escapes, protests or avoids AND each identified function on line 8 is logically related to the predictor(s) on line 5 that address each of the problem behaviors on line 1). Score zero if one or more functionalcontaminators are present(a) revenge,(b) vengeance,(d) control,(e) power Question Title * 6. Function related to replacement behaviour No Functionally Equivalent Replacement Behaviour identified, OR the function was not accurately identified on line 8 in terms of 1) to get something or, 2) to reject something (escape, protest, or avoid) and thereforeline 9 can not be evaluated, OR function was not in behavioral terms, OR functional contaminators present All specified Functionally Equivalent Replacement Behaviour serve the same function as the problembehavior, AND no functional contaminators are present(a) revenge,(b) vengeance,(d) control,(e) power Question Title * 7. Teaching Strategies specify teaching of Functionally Equivalent Replacement Behaviour No strategies with at least one detail are specified to teach either a Functionally Equivalent Replacement Behaviour OR to teach general positive behaviors OR contaminators are present Some teaching strategies with at least one detail are specified for one or more general positive behaviorsOR Teaching strategies with at least one detail for one, but not all, Functionally Equivalent Replacement Behaviour listed AND no contaminators are present Teaching strategies (line 10) for all Functionally Equivalent Replacement Behaviour(s) include at least one detail about how this will be done: for example, materials are listed, a strategy is described, a list of procedures or skill steps is referenced. (The statement can refer the reader to an attached document and need not be fully described on the plan for a score of two.) BUT If Contaminators are present, score 0: (a) if a reactive strategy for the problem behavior is described here, (b) If cathartic strategies for aggression are described, e.g., punch a pillow, not your peer. Question Title * 8. Reinforcers Criteria to examine: (a) Specifically stated: What the student will receive, e.g., verbal praise, NOT be positive during interactions. (b) Contingently given: If X behavior occurs, then Y reinforcer or token/point,etc. is given (c) Effectiveness Evidence: There is evidence that this reinforcer hasfrequently been sought by the student, or there is current evidence that s/he will actively seek this potential reinforcer. (See line on BIP: reinforcer based on_______). (d) Frequency: How often a reinforcer or token is to be given. (e) Choice-within-Variety: two or more reinforcers for student selection arespecified.(f) Immediacy = reinforcer(s) or token symbolizing a reinforcer are delivered immediately after the desired behavior(s) A, B, C, or D completeness is not present for at least one desired behavior OR Reinforcement contaminator is present A, B, C, D, complete for at least one desired behavior AND No contaminator is present BUT no additional variable listed (e) choice within variety or (f) immediacy), OR no Functionally Equivalent Replacement Behaviour reinforcers are identified at all. Reinforcer for Functionally Equivalent Replacement Behaviour is complete AND if any other reinforcer(s) for positive behavior, must also be complete:(a) specifically stated,(b) contingently given,(c) effectiveness data(d) frequency,ANDone additional variable is listed, either: (e) choice-within-variety or (f) immediacy), AND no reinforcement contaminator is present: student loses or reduces access to some reinforcer if the Functionally Equivalent Replacement Behaviour is used in lieu of the problem behavior. (score 0 if contaminator) Question Title * 9. Reactive StrategiesWell designed reactive strategies consider the progression phases in specifying how to respond to a problem behavior.1. Prompting - Can continuation or escalation of problem be averted by using a prompt? Remind the student of how to get desired outcome with the Functionally Equivalent Replacement Behaviour?2. Managing safely - How will staff maintain safety of everyone during escalated behavior? This is critical.3. Debriefing - What procedures, after calm is restored, help identify how to prevent further occurrences and restore rapport and rule-following behavior?4. Consequences - may or may not be required or recommended. Do schoolsafety requirements, outside agency or parent requests require specific consequences? Does the team believe a consequence will result in the student avoiding using the problem behavior in the future? Managing problem safely for at least one behavior is absent, OR Reactive strategy contaminator is present Strategy for Managing at least one Problem Safely present, but two other components for that behavior are not given AND No reactive strategy contaminator is described on the plan: catharsis for aggression, or no managing safely strategy given on the plan for aggressive verbal or physical behavior listed Strategy for Managing at least one Problem Safely present, AND any two other components (prompting Functionally Equivalent Replacement Behaviour or redirecting, debriefing or consequences), AND No reactive strategy contaminators are present: (a) catharsis for aggression or (b) aggressive verbal or physical behavior is listed (line 5), but no strategy for managing safely given. Question Title * 10. Goals and ObjectivesRequired Components for goals (in any order):1. By when? (final date to achieve desired results)2. Who? (the student)3. Will do or not do what? (must be observable, measurable, specific behaviors desired, or not desired by team)4. Under what conditions/situations? (e.g., location, circumstances, presence or absence of certain people or materials)5. At what level of proficiency? (e.g., skill accuracy, frequency-number of times in a time period, degree of prompting, duration- number of minutes, intensity) 6. How measured and by whom? (e.g., observation, data recording: event or duration recording, permanent product, momentary time sampling; measured by a specific person) No complete goal of any type One complete 6 component goal, either “increase general positive behavior”, or “decrease problem behavior goal” is present AND a FERB is targeted in the BIP to be specifically taught, though no complete Functionally Equivalent Replacement Behaviour goal is present for monitoring. One complete Functionally Equivalent Replacement Behaviour goal, using a 6 or 9 component format that clearly represents a Functionally Equivalent Replacement Behaviour, not simply a general positive behavior. Question Title * 11. Team Coordination in Implementation No team members’ responsibilities identified OR no team members are identified. Not all implementers or information exchangers are identified OR not all responsibilities are noted for each. All implementers and information exchangers are identified and all responsibilities are specified. Question Title * 12. CommunicationThe communication segment of the BIP details progress monitoring during the plan’s implementation: 1. Who will participate in exchanging information?2. Reciprocally exchanging information to monitor progress. Differentcommunication partners (exchange dyads) may require different communication content.3. Under what conditions? Conditional or Continuous? Each exchange dyadcan require data about behavior under different conditions, e.g., Conditional- if a dangerous behavior occurs, w and x communicate; Continuous-summaries of daily or weekly on-task behavior, requires y and z to communicate, etc.4. Manner of exchange of student progress and staff implementation data (how will data go back and forth?)5. Content of data to exchange about student progress and staff implementation: Include what outbound data to exchange, under which conditions, and what inbound response to that data should occur. Two way communication is critical. Communication section must include monitoring of student mastery of the Functionally Equivalent Replacement Behaviour.6. Frequency of exchange. Can be time referenced, e.g., each day, each week, or can be conditional, e.g., if X behavior, Y communication exchange occurs. All exchanges for a goal are incomplete. At least one exchange for a listed goal is complete (who, conditions, manner, content, frequency, reciprocal-two way beyond signature of receipt) but a complete Functionally Equivalent Replacement Behaviour exchange is absent. Complete Functionally Equivalent Replacement Behaviour exchange with all 6 components (who, condition,manner, frequency, content, reciprocal- 2-way communication beyond signature of receipt) for Functionally Equivalent Replacement Behaviour is present Question Title * 13. Client's Name Question Title * 14. Name of Report Writer Question Title * 15. Name of Reviewer Question Title * 16. Time Taken to Complete Assessment (measure from first Assessment meeting to date report was sent for review) - Measure in days Done
