A Practical Guide to Writing Behavior Intervention Plans for Young Children

Autor/inn/en	Higgins, Johanna P.; Riggleman, Samantha; Lohmann, Marla J.
Titel	A Practical Guide to Writing Behavior Intervention Plans for Young Children
Quelle	In: Journal of Special Education Apprenticeship, 12 (2023) 1, (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Early Childhood Education; Special Education; Intervention; Behavior Problems; Special Education Teachers; Young Children; Equal Education; Educational Legislation; Federal Legislation; Students with Disabilities; Individualized Education Programs + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Frühe Kindheit; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen
Abstract	Early childhood special education (ECSE) teachers support children who qualify for Individualized Education Programs (IEPs) mandated by the Individuals with Disabilities Education Act (IDEA, 2004). ECSEs generally serve children under the age of five and are often asked to guide the development of a plan to decrease persistent challenging behaviors of children in classrooms. IDEA indicates that a Behavior Intervention Plan (BIP), based on the results of a Functional Behavior Assessment (FBA), be developed, written, and implemented when a child engages in behaviors preventing him/her or children in the classroom from learning. This article is designed to guide ECSEs and other team members to write quality BIPs for young children receiving special education services. The importance of BIPs, effective strategies teams can use to develop BIPs, key components of BIPs, and recommendations for teachers are provided. A hypothetical case study weaved through this article shares the experiences of Marco, a young child with autism, his family, and ECSE teacher as she leads the BIP development process in collaboration with her team. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01