Note: Numbers correspond with the scoring system on the BIP Quality Evaluation Guide

This form
CO NFI DE NTI AL – DO NO T DIS P LA Y

BEHAVIOR INTERVENTION PLAN

For Behavior Interfering with Student’s Learning or the Learning of His/Her Peers

This BIP attaches to: IEP date: 01/14/20 504 plan date:       Team meeting date:      

Student Name Sarah Goodard Today’s Date 03/26/20 Next Review Date 03/26/21
1. The behavior impeding learning is (describe what it looks like) loud outbursts and comments during math class,
throwing/pushing books and papers onto the floor and shouting, “This is boring, and I’m not doing this
anymore!”.
2. It impedes learning because it disrupts class in a way where the teachers have to stop instruction completely
and independent work of other students. She refuses to do her work and go to a place where she can
complete it.
3. The need for a Behavior Intervention Plan early stage intervention moderate serious extreme
4. Frequency or intensity or duration of behavior Sarah had her 3rd outburst in 10 days (pushed her books and
papers to ground and shouted out, followed by shouting defiant statements to her teacher) 
reported by       and/or observed by Lori Sipple, general education teacher 

PREVENTION PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES

What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)
Observation &

5. This behavior occurs during Sarah’s math period in the general education classroom when she is working on her
math assignment.
Analysis

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 assignment was not in her zone of proximal development. The general education classroom may be
overwhelming to her.

Remove student’s need to use the problem behavior-----

What environmental changes, structure and supports are needed to remove the student’s need to use this behavior?
Intervention

(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)

7. Sarah can ask the general education teacher to go to the special education teacher’s classroom to finish completing
her math assignments. The general education teacher will prompt Sarah to ask to go to the special education
teacher’s classroom, if Sarah looks bored or confused.

Who will establish? Sarah and general education teacher Who will monitor? General education teacher Frequency?
Every 5 minutes when Sarah is observed not working on her math assignment.

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. 1. Sarah is trying to avoid/protest the assignment for being too hard.
2. Possibly gain attention from her peers or the teacher.
Observation &

3. does not want her peers to know she has difficulty with the assignment.
Accept a replacement behavior that meets same need-----
Analysis

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. 1. Give Sarah another way to demonstrate her knowledge of the content.
2. Have students learn and demonstrate knowledge in groups. Have Sarah present knowledge in whole or small
group.

Diana Browning Wright, Behavior/Discipline Trainings 1

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)
10. 1. Teach Sarah what it feels like to be overwhelmed, bored, or upset
Intervention

2. Teach Sarah when she feels these emotions that she should ask the general education teacher for a break to go to a
corner or the Special Education room to calm down and work
3. Provide different ways that Sarah can demonstrate her knowledge of the content independently or in small groups
(e.g. portfolios, projects, presentations, etc.)  

Who will establish? Special education teacher, general education teacher, counselor Who will monitor? Special
education teacher Frequency? Twice a month
Intervention

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. 1. Give Sarah verbal praise for completing math assignments.
2. Continue with the behavior plan already in place for when Sarah becomes upset during math class.
3. Sarah will be prompted to ask to go to the special education classroom to finish completing her math assignments
when she is feeling upset, confused or overwhelmed.

Selection of reinforcer based on:      

reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? General education teacher Frequency? When Sarah is appropriately using the replacement behavior during
her math class.

EFFECTIVE REACTION PART III: REACTIVE STRATEGIES

What strategies will be employed if the problem behavior occurs again?
12.
1. Prompt student to switch to the replacement behavior Prompt Sarah to switch to the replacement behavior.
2. Describe how staff should handle the problem behavior if it occurs again If Sarah does not switch to the replacement behavior,
tell her she will need to go to a quiet corner of the classroom for a few minutes until she is ready to rejoin the rest of the
class and finish her math assignment. Or Sarah can take her math assignment and complete it while sitting in the quiet
corner of the classroom.
3. Positive discussion with student after behavior ends Have a positive discussion with Sarah about what happened and what is
expected of her to do when she is feeling frustrated or bored during math class.
Optional:
4. Any necessary further classroom or school consequences      
Personnel? Shawn Quinn, special education teacher and Donna Bray, assistant principal
If Sarah begins to look bored, distracted, uninterested, or mad, (or if the assignment appears too difficult) remind her of the
alternative strategy non-emotionally. Prompt/remind Sarah of the option of going to the SPED classroom to finish her
assignment. 2. Remind Sarah that it’s ultimately her decision to go to the SPED room and give her time to decide between
that or going to the corner to work silently. Praise good choices. 3. If Sarah is able to calm down before the outburst, and
decide where she will continue working, discuss the positive outcome and look at a possible reward, extra free time/quiet
time. If she is unable to make a decision and has an outburst, go on a walk with her and talk about what may be provoking
her.

Diana Browning Wright, Behavior/Discipline Trainings 2

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 OUTCOME PART IV: BEHAVIORAL GOALS
Behavioral Goal(s)
13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
Instead of As
Will do X For the For the purpose Under what At what
By Z measured
Who behavior purpose of y of y contingent level of
when behavior by whom
(line 9) (line 8) (line 8) conditions proficiency
(line 1) and how
6/5/2020 Sarah will to have her instead of for the when in the 9 out of Ms. Sipple,
demonstrate understandin loud avoidance/protes classroom 10 days as
her g assessed in outbursts t the assignment working on witnessed
knowledge a way that will and that is difficult math in the
in and ask gain positive negative assignments classroom
questions attention during
about the independent
content in comments work time
appropriate while
and throwing
engaging books
ways

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

6/5/2020 Sarah will ask 9 out of 10 days when in the Ms. Sipple, as
questions in classroom witnessed in the
appropriate and working on math classroom
positive ways assignments
during
independent
work time

Option 2: 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

6/5/2020 Sarah will not shout 9 out of 10 days when in the Ms. Sipple, as
loud outbursts classroom witnessed in the
when frustrated working on math classroom
with math assignments
during
independent
work time

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 student’s need to use the problem behavior

Observation and Analysis Conclusion:

Are curriculum accommodations or modifications also necessary? Where described:      ............................... yes no
Are environmental supports/changes necessary?................................................................................................. yes no
Is reinforcement of replacement behavior alone enough (no new teaching is necessary)?.................................. yes no
Are both teaching of new replacement behavior AND reinforcement needed?..................................................... yes no
This BIP to be coordinated with other agency’s service plans?............................................................................. yes no
Person responsible for contact between agencies Shawn Quinn, special education teacher.......................... yes no
Diana Browning Wright, Behavior/Discipline Trainings 3
For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 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?)
Sarah will self evaluate daily she will weekly sent How Sara was feeling, and Sarah will turn in the
how she did in class tape home and how well she responded chart to the teacher
them into shown to to her feelings, and how weekly, and a picture
a chart to teacher much work she got done of it will be emailed to
have and how she feels looking mom weekly
mom and back
teacher
see it

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?)
Ms. sends daily report card in a note everyday reporting how Sarah was The mom will read the
Goodard from teacher about book that in class, her behavior, and information and also
Sarah's behavior to will go how well she understood make notes about any
mom back and the lesson questions or concerns
forth

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?)
Mr. information shared through everytime explaining nature and the teachers can email
Quinn when there is an email there is an duration of behavior, and to clarify what
outburst that includes issue, or material being working on happened and how to
physical actions (such weekly if there move from there
as throwing a book and are no
leaving the room) behaviors

PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Student Sarah Goodard

Parent/Guardian Ms. Goodard, Sarah's mother
Parent/Guardian      
Educator and Title Lori Sipple, general education teacher
Educator and Title Shawn Quinn, special education teacher
Educator and Title      
Administrator Donna Bray, assistant principal
Other      
Other      

Diana Browning Wright, Behavior/Discipline Trainings 4

For the electronic expandable version, see www.pent.ca.gov/forms.htm.