This article
is about using a BIP in a PE class. It explains how the procedure works, how
the student is identified, how to do research, provide data, and develop an
appropriate BIP for a specific student. It explains how a functional behavioral
analysis was done, and Nick, was found to have behavior that can be
inappropriate, off task, and disruptive to himself and the rest of the class.
Based on those observations, the article goes on to discuss the procedure for
formulating a BIP. The first step is to identify the target behavior. Some
helpful questions to ask when identifying the behavior are: “What behaviors do
I want Nick or the class to do?” “What behaviors will bring success to Nick or
the class?” or “What do I consider inappropriate behavior? Based on those
questions, it helps guide the next step. It is important that behaviors be
observable to not only the PE teacher, but to anyone entering the classroom.
The same is true for the goals. The goals need to be specific and measurable.
I found this
article helpful in walking through specific steps of developing a formal BIP
based on one student, so it was easy to understand and relate to the process.
This article will help me to remember what observable behaviors should be and
how to make goals measurable. I liked the specific examples of questions to ask
yourself to help formulate an appropriate BIP.
Citation: Lavay,
B., French, R., & Henderson, H. (2007). A Practical Plan for Managing the
Behavior of Students with Disabilities in General Physical Education. Journal
of Physical Education, Recreation & Dance (JOPERD), 78(2),
42-48.
