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CO NFI DE NTI A L DO NOT DIS P LAY
B E H AVI O R I N T E R VE N T I O N P L AN
For Behavior Interfering with Students Learning or the Learning of His/Her Peers
This BIP attaches to:
1. The behavior impeding learning is (describe what it looks like) Off-task Jokes: talks out of turn, murmurs under
breath, makes inappropriate jokes, laughs and talks in louder than usual voice during instruction
2. It impedes learning because This behavior distupts instruction and impedes the learning of Mark and his
peers. The teacher is unable to refocus attention to the lesson while Mark remains off-task.
3. The need for a Behavior Intervention Plan
early stage intervention
moderate
serious
extreme
4. Frequency or intensity or duration of behavior Mark's behavior is most prevalent during math class and lunch
time. Data from observations shows that Mark displayed the problem behavior 90% of observed time frames
in math class over a two week period. The behavior is disruptive and interrupts learning.
reported by Mr. Jackson, Case Manager and/or
observed by Mr. Jackson, Case Manager
PREVENTION
What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)
Analysis
Observation &
5. The behavior commonly occurs during whole group instruction, academic demands, and when the teacher has
his/her back turned away from Mark. Other times that the problem behavior is triggered occurs when the teacher
asks Mark to complete an independent assignment, when Mark turns around in his chair to look at and talk to other
classmates, or when his teachers are working with other students or completing other types of tasks such as taking
attendance. Highest level of occurance is from 9:30-10:30am in Mr. McGreevy's math class.
What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the
environment curriculum that needs changing?)
6. The problem behavior is supported when Mark sits at a table instead of an individual desk. In addition, when Mark
does not take his Adderall for Attention Deficit Hyperactive Disorder, he demonstrates the problem behavior more.
Intervention
Remove students need to use the problem behavior----What environmental changes, structure and supports are needed to remove the students need to use this behavior?
(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)
7. Mark will be seated at an individual desk in each of his classrooms throughout the school day. He will not be seated
at a larger table with a group of his peers.
Who will establish? All Teachers
ALTERNATIVES
PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT
Analysis
Observation &
Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)
8. The data shows that the function of the behavior is receiving attention from teachers and peers.
Accept a replacement behavior that meets same need----What team believes the student should do INSTEAD of the problem behavior? (How should the student escape/protest/
avoid or get his/her need met in an acceptable way?)
9. Mark will remain on task (raising his hand to gain attention, speaking in an appropriate tone/level, making
comments related to classroom instruction, making age appropriate comments, and self- monitoring his
behavior) during seatwork.
Intervention
What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)
10. Mark will be provided with a self-check list of on-task behaviors that are expected of him. He will use this check list
to remind himself of how he is expected to behave during instructional time at school. He will carry this check list
with him to each class.
Intervention
What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. At the end of each class period, Mark's teachers will check off the positive behaviors that Mark displayed
throughout that class. These sucessfuly checked cards can then be submitted in exchange for a minute of free time
to interact with his peers, allowing Mark to gain attention from both his teachers and peers.
Selection of reinforcer based on: the desire for attention from teacher.
reinforcer for using replacement behavior
reinforcer for general increase in positive behaviors
By whom? All Teachers Frequency? Throughout School Day
EFFECTIVE REACTION
12.
1.
2.
Describe how staff should handle the problem behavior if it occurs again
3.
Optional:
4. Any necessary further classroom or school consequences
Personnel?
OUTCOME
Behavioral Goal(s)
13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
By
when
May
3,
2016
Who
Mark
Will do X
behavior
(line 9)
will remain
on task
(raising his
hand to gain
attention,
speaking in
an
appropriate
tone/level,
making
comments
related to
classroom
instruction,
making age
appropriate
comments,
and selfmonitoring
his behavior)
during
seatwork
For the
purpose
of y
(line 8)
for the
purpose
of
receiving
attention
from
teachers
and
peers
Instead of Z
behavior
(line 1)
For the
purpose of y
(line 8)
Under what
contingent
conditions
At what
level of
proficiency
instead of
making offtask jokes
(talking out of
turn,
murmuring
under breath,
making
inappropriate
jokes,
laughing and
talking in
louder than
usual voice
during
instruction)
for the
purpose of
learning how
to interact
appropriately
in a
classroom
setting
during
classroom
instructional
time
for 80
percent of
the time on 4
out of 5
observations
during a two
week period
As
measured
by whom
and how
as
measured
by the
teacher
through
data
collection.
Who
Will do what, or
will NOT do what
At what level of
proficiency
Under what
conditions
Measured by
whom and how
Who
Will do what, or
will NOT do what
At what level of
proficiency
Under what
conditions
Measured by
whom and how
yes
yes
yes
yes
yes
yes
no
no
no
no
no
no
COMMUNICATION
14.
1. Who?
1. Who?
1. Who?
2. Under what
condition(s)
(Contingent?
Continuous?)
2. Under what
condition(s)
(Contingent?
Continuous?)
2. Under what
condition(s)
(Contingent?
Continuous?)
PARTICIPATION
Student
3.
Delivery
Manner
4. Expected
Frequency?
3.
Delivery
Manner
Juan Villalobas
Parent/Guardian
Tatina Villaobas
Other
5. Content?
Parent/Guardian
Other
5. Content?
4. Expected
Frequency?
Mark Villalobas
Administrator
4. Expected
Frequency?
3.
Delivery
Manner
5. Content?