Dominican Student: XXXX

EDUC: 5306: Behavior Intervention Plan Template

STUDENT FIRST NAME: XXXX

DATE: September 17, 2014

DATE OF BIRTH:

AGE: 9

MALE/FEMALE

GRADE:
4TH GRADE

Female
STAFF PARTICIPATING IN ASSESSMENT:
DATE (S) OF ASSESSMENT:

Dominican Student: XXXX

Part I. Review of FBA Results
Attach FBA results

To lessen the behavior, no alterations to instruction are necessary. R is very capable in

regards to accessing 4th grade curriculum. Alterations that can be made to the
environment are as follows:
- Removing R from working in most of/all group work situations for the time being and
allowing her to work towards rejoining the group as she works to self-regulate
- Noise cancelling headphones
- Ear inserts to block noises in a more inconspicuous manner
- Utilizing a contingency plan (art rewards, reading rewards, for good behavior/using
her tools)
- Pre-teaching and letting her know the schedule ahead of time
- Setting expectations for the day ahead of time
- Using zones of regulation
- Using a tone of voice scale: where is your tone? How can we move it into the
respectful area?
- Setting expectations for example, I will complete all of my work, I will accept
teacher input and help, I will use a polite tone of voice when speaking to adults.
- Facilitating a workshop in the general education classroom during which the entire
class will discuss how to collaborate and work together as a team moving forward on
good days and poor days with R.
- For activities requiring manipulative materials, provide R with her own materials.
Slowly work towards sharing one material, then two, then three, etc. This should be
worked on in counseling sessions with the school psychologist.
Current methods of reinforcement for positive behaviors include rewarding Rachel with
time for origami when she is in the RSP room. Reinforcement in the general education
classroom includes scheduled breaks, daily completion of the self-evaluation, and specific
praise.
Additional methods of reinforcement should include: allowing R to have a contingency plan
within the general education classroom to do artwork, crafts, etc. In addition, the behavior
may decrease if scheduled breaks are used. For example, R might have one scheduled art
or reading time in the mid morning, and once more in the afternoon. Because she
struggles with transitional periods, a strict schedule must be established. Allowing breaks
to take place for 10 to 15 minutes and using a timer to help the student track her own
schedule. When R is struggling for self-control, she is unable to regulate and rarely desires
to exit the classroom in tumultuous situations. Using a set schedule will be helpful in that
it will not give the student an opportunity to deny taking a break.
Recommended goals and services include the following:
- The student will continue to see the school counselor minimum of one time per week.
- R will also utilize a 1 to 5, behavior self-evaluation scale, two times per day to self
reflect upon her actions and how each day is going.
- In order to help the days run more smoothly, all of the parties involved must try to
anticipate Rs behaviors as much as possible. Scaffolding the day by letting R know
what the schedule is going to look like, what assignments are going to need to be
completed, when she is in the classroom and when she will be outside of the
2

Dominican Student: XXXX

classroom, and ensuring that she understands the expectations for her behavior
while in the academic environment. Reminding R of her tools (calming strategies,
breathing exercises, zones of regulation, contingency) will be helpful in pre-teaching
the days activities.
- Further services that can be provided include using social stories to help R
illustrate, write about, and reflect upon her actions as well as the actions of others.
Writing a social story will also help R to understand that there are other perspectives
outside of her own.
Because R enjoys and needs to be in control of her settings, providing her with a
timer or watch to track the time and allow her to transition in and out of classroom
activities independently will be helpful in decreasing her outbursts.
- Lastly, moving other students and teachers away from the situation when outbursts
take place will be effective in ensuring that R is not receiving excess attention for her
negative behaviors.
Part II. Target Behavior Identified
Description of target behavior:
How? A. Frequency B. Intensity C. Duration
Frequency: The behavior occurs on a daily basis at least one time per day, typically anywhere
between 2 and 5 times daily.
Intensity: The intensity of the behavior varies daily based upon Rs state of being, mood, and her
surroundings. The behavior can range from mild to severe each day. Typically the behavior
remains somewhere in the moderate range on a daily basis- meaning that R has small outbursts
and needs redirection, reflection, and support but is not sent to the principals office or in need of
more severe discipline.
Duration: The behavior ranges from 5 minutes to an hour.
How severe is the behavior and the need for a Behavior Plan to address it?
Early stage intervention
Moderate

Serious

Extreme
Suspected function of the behavior (getting, avoiding, self stimulation):
The behavior functions to obtain control and avoid undesired tasks and activities.

Part III: How to Manage, Prevent and Replace identified behaviors

Where? When?
Predictors of situations in which the behavior is

Curriculum:

Math, Writing, loud things

Changes needed to remove likelihood of behavior

likely to occur:
Curriculum: No changes to curriculum in
and of itself are required. Allowing the
student to complete shorter assignments,
work independently, and use noisecancelling headphones and manipulative
tools when applicable will aid her in being

Dominican Student: XXXX

Instructional strategies:

Transitions, group work, peer work.

Environmental factors:

Any group activities especially where shared

materials are involved, loud noise level activities,
teacher requested tasks.

Intra/interpersonal:

Difficulty working in groups and pairs.

successful in these areas.

Who will establish? IEP Team
Who will monitor? Classroom teacher, RSP,
Counselor
Instructional strategies: Pre-teaching
lessons, scaffolding expectations for the
day, allowing student to control
transitions with a timer and/or watch (a
watch is a quieter option and will attract
less attention). Lastly, having the student
work independently on all activities until
she is able to work collaboratively with a
group or peer buddy.
Who will establish? Classroom Teacher
Who will monitor? Classroom teacher, IEP
Team.
Environmental factors: Noise-cancelling
headphones, removal to take a break,
independent work without partaking in
group activities.
Who will establish? IEP Team
Who will monitor? Classroom Teacher, IEP
Team.
Intra/interpersonal: Independent work with
Rs own manipulative materials when
applicable.
Who will establish? Classroom teacher and
Education Specialist
Who will monitor? IEP Team

Describe and define an acceptable alternative behavior that meets the same function of the
problem behavior. (escape/avoid/get/stimulation):

Because Rs behaviors seek to obtain control, allowing her to exert control over her own learning
and academic environment in appropriate ways will meet the same function of her negative
behavior. For example, providing R with appropriate calming strategies, the opportunity to selfreflect and build skills in self reflection through activities such as social stories. In addition,
providing R with a means of tracking times and transitions will allow her to feel more confident and
calm in regulating her daily surroundings. The IEP Team will maintain the same standards across
the board in order to teach R the tools to utilize in order to maintain control successfully and to use
her pragmatic tools to self-regulate and reflect each day.
The student has the skills to use the new behavior.
Yes
No
The student has the skills to utilize the new behavior but will need ample support and tools in order
to do so.
What teaching strategies, necessary curriculum, or materials are needed to teach the
replacement behavior, successive teaching/reinforcing steps to learn the alternative behavior?
(How to?)

Dominican Student: XXXX

In order to provide R with the tools to be successful in using the replacement behavior, constant
reinforcement on the part of all members present in Rs academic environment (RSP teacher,
general education teacher, school counselor, speech pathologist, principal). Providing R with
visual tools, oral reminders, and written expectations will ensure that she is aware of what
expectations are in place while she is at school. In addition, making sure to follow through and
provide R with appropriate rewards contingent on her good behavior will ensure that R begin to
trust the process and desire to replace the negative behavior.

Who will establish? IEP Team will establish.

How will it be monitored?

Who will monitor? IEP Team will monitor.

The general education teacher, the RSP Teacher, the Speech Pathologist, and the School
Psychologist will monitor implementation. Tools used to monitor Rs positive behaviors include
behavior-rating scale, daily emails between the general education teacher, the special education
teacher, and Rs parents. R will have check-ins upon entering each academic environment she is in
throughout the school day (i.e. teacher will ask R what zone she is in, delegate expectations
regarding her tone of voice, required work completion, willingness to accept teacher assistance, ask
questions, etc.) Lastly, ignoring R or removing her/others around her from the environment when
her behaviors become too disruptive will reinforce the positive behaviors.

STRENGTHS What strengths does the student have that will help him/her to be successful in
using/learning the new behavior(s)?

R is a very creative, bright young student who is a great problem solver. She is engaged in activities
that are of interest to her and desires a positive relationship with her teachers and her peers. She
is able to understand and reflect upon her behaviors and is able to recognize personal fault, though
not immediately following an outburst.

REINFORCEMENT? What are the reinforcement procedures to use for establishing, maintaining,
and generalizing the new behavior(s)?
The reinforcement procedures to establish, maintain, and generalize the new behaviors include the
following:
-Prompt student visually
-Warn student/remind her about expectations
-Oral prompting

WHAT IF? What strategies will be used if the problem behavior occurs again? (e.g. - Prompt
student to switch to the replacement behavior, positive discussion/debrief with student after
behavior ends, any necessary classroom or school consequences)

If the behavior continues or occurs again, the following strategies will be used:
- Remove oneself from environment, remove student, remove contingent rewards
- Debrief: This will serve the purpose of providing R with a time to reflect upon what exactly
upset her, provide her a chance to discuss options for what could have been done differently,
and providing her with the tools to practice these options.
For more severe occurrences of the behavior student will be dismissed to principals office,
school psychologist, or a call will be made home.

Who will establish? IEP Team -Who will monitor? IEP Team -Who will discuss/debrief with

Dominican Student: XXXX

student? Teacher present and School Psychologist at a later time the same day or during the
week when next possible.

To be determined
PART V: Monitor Problem Behavior and Replacement Behavior

Evidence of Problem Reduction: If you have the opportunity to see a change of behavior, using
above interventions, write about it here. Use documented evidence graphs, frequency charts,
etc. If you dont have this evidence, indicate how you intend to monitor.
1) Target a level of problem reduction:
2) Establish benchmarks toward goal achievement
3) Show how you will track a level of problem reduction

PART VI: Maintaining Positive Behavior Change/Narrative Summary:

How will you provide a maintenance plan that:
Supports new skills
Contributes to positive changes in the students life and across setting
PART VII. PARTICIPANTS IN PLAN DEVELOPMENT:
Student:

Administrator:

Parent/Guardian:

Parent/Guardian:

Educator & Title:

Educator & Title:

Behavior Specialist:

Other (Occupational Therapist, Speech

Therapist, Psychologist, Counselor):