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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: IEP date: 504 plan date: 03/15/17 Team meeting date:
Student Name Tatiana Rodriguez Todays Date 02/1/17 Next Review Date 05/01/17
1. The behavior impeding learning is (describe what it looks like) Putting her head down for more than five
minutes, refusing to complete tasks, and mumbling under her breath (e.g. "This work is boring, I'm not
doing it").
2. It impedes learning because Tatiana's behavior is impeding her own learning as well as the learning of her
peers. Tatiana's teachers may be unknowingly reinforcing the behavior when they send her out of the room
after she avoids doing work and makes inappropriate comments under her breath.
3. The need for a Behavior Intervention Plan early stage intervention moderate serious extreme
4. Frequency or intensity or duration of behavior Displayed the target behavior from January 23, 2017- February
3, 2017. The behavior was most frequently displayed in Algebra and Science; five times in Algebra and three
times in science. These behaviors lasted between 12-31 minutes and consistently took place at the end of
the class period.
reported by Ms. Harris and/or observed by
most likely to occur at the end of class during independent work time.
What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the
Analysis
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. Implement the same self-monitoring system that Ms. Mason uses into all of Tatiana's other classes.
Who will establish? Ms. Mason Who will monitor? All teachers Frequency? Ongoing
ALTERNATIVES PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT
Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)
8. To escape and avoid doing undesirable schoolwork.
Observation &
Tatiana to only respond appropriately. For example, Ms. Mason may say, "Tatiana, I am going to say some of the
comments that you have made towards teachers in the past several weeks. I want you to tell me if you think those
comments are appropriate to make during class." It will then be up to Tatiana to determine if the comments are
appropriate or not. Ms. Mason and Tatiana will meet again to discuss comments again if progress is not made.
Tatiana will also have the self-monitoring system implemented into her other classes. The self-monitoring system
will be delivered and explained to each of Tatiana's teachers. If responses do not lessen within three months,
Tatiana will meet with Ms. Mason again to discuss a further plan of action.
Who will establish? Ms. Mason Who will monitor? All teachers Frequency? Ongoing
Intervention
What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. Tatiana will participate in a check-in, check-out system with Ms. Mason three times a day. These check-in, check-
outs will take place before school, during lunch, and after school. When Tatiana checks in with Ms. Mason at the
beginning of the day, they will go over what positive behavior is and how she can self-monitor for that behavior .
When Tatiana checks in with Ms. Mason at lunch, they will go over how the day has been so far and ways that
Tatiana can improve if needed. When Tatiana checks out with Ms. Mason at the end of the school day, they will go
over Tatiana's behavior throughout the day and decide whether she showed appropriate behavior at 75% accuracy.
A positive reinforcement will be added if Tatiana meets her goal of having appropriate behavior 75% accuracy for
three out of the five days each school week (e.g. eat lunch with Ms. Mason). Teachers are also going to greet
Tatiana at the door when she comes to class. They are going to give her praise for coming to class which is going
to act as a preventative measure to help Tatiana build rapport with all of her teachers.
Selection of reinforcer based on: Positive relationshiop and rapport between Tatiana and Ms. Mason.
reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? Ms. Mason Frequency? Ongoing
The above behavioral goal(s) are to: Increase use of replacement behavior and may also include:
Reduce frequency of problem behavior Develop new general skills that remove students need to use the problem behavior
2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)
2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)