CONFIDENTIAL DO NOT DISPLAY

BEHAVIOR INTERVENTION PLAN

For Behavior Interfering with Students Learning or the Learning of His/Her Peers

This BIP attaches to: X IEP date: 504 plan date: Team meeting date: 10/26/17
Student Name E.J. Thomas Todays Date 11/3/17 Next Review Date 11/3/18
1. The behavior impeding learning is (describe what it looks like)
-Frustration, sadness, anger and stress toward himself- Outbursts such as screaming or knocking over chairs.
2. It impedes learning because: E.J.s behaviors are currently preventing him from completing any mathematics
work, both in and out of class.
3. The need for a Behavior Intervention Plan early stage intervention X moderate serious extreme
4. Frequency or intensity or duration of behavior
Outbursts are a duration of 10 minutes 2-3 times a week
X reported by Special Education Teacher and support staff and/or X observed by Special Education
Teacher, Support Staff, School Psychologist, and Mathematics teacher

PREVENTION PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES

O What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)
b
se 5. I ndependent seat work/ unstructured activities in Math class(Leave the classroom or not complete the
rv work), The independent working not being clear or displays problem solving skills (Not complete the work).
at
io What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the
n environment curriculum that needs changing?)
& 6. If the work is not clear and he does not ask clarifying questions, the teacher does not consistently
A
n provide examples which will therefore lead to meetings with parents and E.J. needing to take the math
al elective course rather than a chosen elective. Also if the work is too hard or no clear direction, the outbursts
ys will occur.
is

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)
In 7. Bythe end of the month, when given written or verbal directions, during an independent work
te
rv
session in the classroom, E.J. will use his time appropriately and leave the classroom no more
e than twice for the bathroom 3 out of 5 days of the week, as measured by teacher observations.
nt
io
n Learn and apply self-regulation skills when the student is experiencing the feelings of frustration,
sadness, anger, or overwhelmed in math class.
Who will establish? Special Education Teacher Who will monitor? Mathematics Teacher and Special Education
Teacher Frequency? Weekly

ALTERNATIVES PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT

1
Diana Browning Wright, Behavior/Discipline Trainings
For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)

Ob 8. Independent work he doesnt understand and The teacher not checking for understanding with the
ser student.
vati
on 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/
An avoid or get his/her need met in an acceptable way?)
aly 9. Group work or pair work, Make sure that either the academic coach or Math teacher keeps a close
sis
eye on the student, and Teach E.J. to know when he needs to speak up and ask for help or for him to
know to work with someone in the class in order for him to get his work done.

What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)
In
te 10. Respond immediately when E.J. needs help, Automatically have partners to complete independent
rv work, Be aware when one form of work ethic is not working and be quick to change for the need of the
e
nt
student, Explicitly teach self-regulation skills, and Create a progress monitoring sheet (self-monitoring with
io guidance for what to do if he is not working when the timer goes off).
n
Who will establish? Special Education Teacher and Special Education Staff Who will monitor? Special Education
teach, Special Education Staff, and Mathematics Teacher Frequency? Weekly

I What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
n
11. -Constantly checking on E.J. to make sure he is on task as shown by assignments that have been
t
e completed when working with the teacher, Working one on one with E.J because of the constant
r encouragement to complete the work, Allowing E.J. to know that he can leave the classroom to check-in
v with his emotions and feelings before starting on an assignment.
e
n Selection of reinforcer based on:
t
i X reinforcer for using replacement behavior X reinforcer for general increase in positive behaviors
o By whom? Special Education Teacher, Special Education Staff, and Mathematics Teacher Frequency? Weekly
n

EFFECTIVE REACTION PART III: REACTIVE STRATEGIES

What strategies will be employed if the problem behavior occurs again?
12.
1. Visually and verbally communicate E.J.s expectations (what he needs to do to calm/stop the inappropriate behavior)
by using his self monitoring sheet.
2. Engage in neutral behavior (such as redirection or him taking a break or stepping outside of class)
3. Minimize audience, avoid promising rewards, reduce stimulation levels, use visual prompts to direct him to
appropriate behaviors, ignore/redirect, verbally prompt him to a quieter place.

Progress: Special Education Teacher, Special Education Staff, Mathematics Teacher

OUTCOME PART IV: BEHAVIORAL GOALS

2
Diana Browning Wright, Behavior/Discipline Trainings
For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 Behavioral Goal(s)
13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
For the At what
For the Instead of Under what As measured
By Wh Will do X behavior purpose of level of
purpose of y Z behavior contingent by whom
when o (line 9) y proficie
(line 8) (line 1) conditions and how
(line 8) ncy
when given written 3
11/3/18 E.J. or verbal directions, To Instead of To no more out as measured
complete having complete than twice by teacher
during an of 5
work and outbursts work and for the observations
independent work know what and know
days
session in the bathroom 3 of and input on
behaviors refusing what
classroom, (e.g. should be to behaviors
out of 5 the student
please pull out your done in the complete should be days of the wee support
worksheets), E.J. classroom. any work done in week, as k form.
will use their time that isnt the measured
appropriately and understo classroo by teacher
od by the m. observation
leave the classroom
student. s and input
on student
support
form.

Option 1: Increase General Positive or Decrease Problem Behavior

Will do what, or At what level of Under what Measured by

By when Who
will NOT do what proficiency conditions whom and how

1/20/18 E.J. will only have

outbursts 1 out of 3 out of the 4 In order to as measured by
5 days of the weeks per month prevent E.J. from teacher
week for a missing anymore
duration of 5 work that he will observations
minutes. need to complete and input on
in Mathematics student support
form.

The above behavioral goal(s) are to: X Increase use of replacement behavior and may also include:
X Reduce frequency of problem behavior X Develop new general skills that remove students need to use the problem behavior

Observation and Analysis Conclusion:

Are curriculum accommodations or modifications also necessary? Where described: Amount of problems
X yes no
needed to be complete in order for E.Js motivation not to be lost

3
Diana Browning Wright, Behavior/Discipline Trainings
For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 Are environmental supports/changes necessary? E.J. will be given the option to leave the classroom to
enter his safe space (Special Education office or Commons) as long as he feels that his work will be X yes no
completed better there and that an educator is notified.
Is reinforcement of replacement behavior alone enough (no new teaching is necessary)? yes X no
Are both teaching of new replacement behavior AND reinforcement needed? X yes no
This BIP to be coordinated with other agencys service plans? X yes no
Person responsible for contact between agencies X yes no

COMMUNICATION PART V: COMMUNICATION PROVISIONS

Manner and content of communication
14.
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?)
Special Continuous Self Daily
Education to know progress Monitor Behavioral Expectations: Self monitor sheet will
teacher and sheet What E.J. be reviewed daily by
Academic accomplished that day the special educator,
Coach What he can do to make Academic Coach,
the next day either possibly involve
better/or the same parent, and
mathematics teacher
(shared through
google doc).

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?)
Special
Education Continuous to Self twice a week Behavioral Expectations: Self monitor sheet will
Teacher and know progress of monitor What E.J. be reviewed daily by
Mathematics student. sheet accomplished that day the special educator,
teacher. What he can do to make Academic Coach,
the next day either possibly involve
better/or the same parent, and
mathematics teacher
(shared through
google doc).

PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

4
Diana Browning Wright, Behavior/Discipline Trainings
For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 X Student
X Parent/Guardian
X Special Educator
X Academic Coach
X School Psychologist
X Mathematics Teacher
X Principal

5
Diana Browning Wright, Behavior/Discipline Trainings
For the electronic expandable version, see www.pent.ca.gov/forms.htm.