FINAL PROJECT: Behavior Intervention Plan

(45 Points)

The second part of the Behavior Management Plan is the Behavior Intervention Plan (BIP).
There are two components to this assignment. Your edited Mid-Term Project is the
first part of this assignment and must be included with the submission of your
BIP. The second part is new and is the Behavior Intervention Plan. A list and description of
the components of the Behavior Intervention Plan are below:

1. Intervention data and line graph are attached (Dates and times need to be included)
2. Intervention
3. Results
4. Discussion, generalization and maintenance
5. APA format, spelling, grammar and syntax

1. Intervention Data

A-B-C data sheets containing five days’ worth of the function-specific intervention data are
included, along with dates and times. Line graph depicts the frequency of the behavior over
the observed period once the intervention has been implemented. (CEC 8,9,10)

July 16, 2020 Antecedent Behavior Consequence

12:00pm Mom shows “good Matthew is excited Mom praises Matthew

language” chart to about receiving the and says, “I know you
Matthew and explains stars and a prize can be a good boy.”
how it will work

12:05pm Mom shows Matthew Matthew chooses the Mom praises Matthew
the list of activities for activities he likes and tells him he is
the day from the list starting off the day
great
1:00pm Matthew finished his Matthew runs to tell Mom praises Matthew
first activity Mom he did not use and gives him his first
any bad words star on his chart

3:30pm Mom tells Matthew he Matthew chooses to Mom gives him a hug
can choose his own play outside on his and praises his
activity for the end of scooter behavior
the day

July 17, 2020 Antecedent Behavior Consequence

12:00pm Mom shows Matthew Matthew says he Mom reminds Matthew

the list for the day wants to pick his own that he can do this
activity after choosing from the
list
12:30pm Matthew’s sisters ask Matthew says yes They all play together
him to play and Mom praises
Matthew’s behavior

1:30pm Matthew’s sisters get Matthew yells at Mom tells Matthew he

up to leave them to “Sit down can’t receive a star for
and shut up.” that activity

1:31pm Mom tells Matthew he Matthew starts to cry Mom tells Matthew he
can’t receive a star for can do better next
that activity time if he does not use
bad words

July 21, 2020 Antecedent Behavior Consequence

1:00pm Dad says he is going Matthew asks if he Dad says yes but only
to take the dog for a can come and help if he is nice to the dog
walk

1:15pm Dad and Matthew are Matthew tells the dog Dad praises Matthew
walking the dog he is so cute and for using kind words
wants to play with
him
3:00pm Dad starts to play a Matthew begins to Dad reminds Matthew
game with Matthew’s get upset of his good language
sisters chart

3:01pm Dad reminds Matthew Matthew looks at the Dad praises Matthew
of his good language chart and sees he is and gives him a star
chart almost at 10 stars for not using bad
words

July 22, 2020 Antecedent Behavior Consequence

Setting event:
Mom told me
Matthew did not
sleep well the
night before
12:00pm Mom tells Matthew Matthew says, “I Mom tells Matthew he
the list of activities for don’t want to do that can’t get stars if he
the day shit.” talks like that

12:01pm Mom tells Matthew he Matthew says “I Mom asks Matthew if

can’t get stars if he don’t’ care” he would like to lay
talks like that down with her
12:02pm Mom asks Matthew if Matthew says yes Mom lays down with
he would like to lay Matthew and he falls
down with her asleep

2:15pm Matthew wakes up Matthew asks Mom to Mom plays with

from his nap play with him Matthew; attention and
praise

July 24, 2020 Antecedent Behavior Consequence

12:00pm Mom tells Matthew he Matthew is very Mom praises Matthew

needs to get 10 stars excited and says, “I and says, “I know you
today to get a big can do it Mom.” can.”
prize for the week

1:00pm Mom is working Matthew continues to Mom praises Matthew

play until she is free

3:30pm Matthew finished his Matthew tells Mom Mom praises Matthew
activities for the day he did not use any and tells him he
and goes to check his bad words today earned his big prize
chart
5:31pm Mom asks Matthew Matthew chooses to Mom praises Matthew
what he wants his big get ice cream with and says they will get
prize to be his whole family ice cream later

As can be seen in the chart below, the occurrence of Matthew’s target behaviors has
decreased. He went from using inappropriate language daily to only using inappropriate
language 2 out of the 5 days I observed him. He also was noncompliant between 2-5 times
before the intervention started and after intervention, he was only noncompliant between 2
times at most and some days not at all.
2. Intervention

Intervention is positive, student centered, and addresses the function of the behavior that
was identified. It clearly describes setting, implementation and the antecedents, behaviors
and consequences that were changed to support positive (the replacement) behavior. (CEC
1,4,5,7)

For Matthew, the function of his behavior was positive reinforcement; mostly gaining the
attention of those around him. For the intervention, I knew I needed to have a strategy
that still gave Matthew the same function; but in a more appropriate way. Matthew’s two
target behaviors were inappropriate language and non-compliance. With these being the
target behaviors, I chose intervention strategies that will provide him with the same
function; while also teaching him the right thing to do and providing him with a greater
reinforcer for doing the right thing. The first intervention strategy I chose was to create a
“good language” chart for Matthew. This was to be hung somewhere he can see it every
day (the fridge or in the living room) and Matthew was told that when he can do an activity
without using inappropriate language, he will receive a star. When Matthew can reach 10
stars in one day, he can choose a preferred activity for himself or a small prize. If Matthew
can earn all 10 stars every day of the week, he will receive an even greater prize of his
choosing. No stars will be taken away from Matthew as he has earned them. Instead, if he
engages in inappropriate language, he will be redirected and reminded of his chart.
Matthew’s parents can also use verbal cues to remind Matthew of his chart and how he
should be behaving. Another strategy will be to provide Matthew with praise throughout the
whole day, more than he was usually receiving. Matthew responds well to praise and
should be praised especially when he is engaging in appropriate behavior. Matthew can also
be given a list of appropriate activities at the beginning of each day that he can choose from
for the day and once he chooses from this list, he can then choose his own activity for the
end of the day. This will give him the choice of his own preferred activity. Using these
strategies should lower or even eliminate Matthew’s target behaviors.

3. Results

Baseline and intervention data are compared and described in terms of level, trend and
variability. (CEC 8)
Before intervention, the baseline for Matthew’s inappropriate language was about 3 times a
day, every day. After intervention started, he not using inappropriate language every day
and the most he used it was 2 times a day. Even when he used inappropriate language, it
was not as severe as before intervention when he was using all different swear words.
Matthew was able to stop himself from using inappropriate language on multiple occasions
and was proud when he received stars for not using bad words. As for noncompliance, the
baseline data before intervention indicated that Matthew was noncompliant an average of 4
times a day, ranging from 3-5 instances. After intervention, he was only noncompliant 2
out of the 5 observation days and ranged from 1-2 instances in a day. Matthew enjoyed
being able to choose his own activity after choosing from the pre-made list for the day. He
was more likely to be compliant during the day as he knew he would be able to choose his
preferred activity at the end of the day. Matthew was mostly noncompliant and used
inappropriate language on a day where he did not receive enough sleep the night before
causing this to be a setting event for his behavior. This is normal for a child of his age and
was handled by giving him attention and letting him rest during the day which then put him
in a better mood for the remainder of the day.
4. Discussion, Generalization and Maintenance

Results are clearly and positively described in terms of change in behavior, observations of
generalization of positive behavior and plans for maintenance. (CEC 1, 4, 5, 7, 8, 10)

When creating an intervention plan, it is important to have strategies to maintain the

replacement behaviors, so the child does not go back to the target behavior. To support
this, I would teach Matthew functional skills. Since he is a year away from entering school,
I would teach him functional skills that he will need in order to succeed in school. This
would involve using kind words, playing nicely with others and telling the teacher if
something is bothering him or if he needs a break to calm down. These are all skills he can
use now in his home to better his behavior, while also preparing him for the future. These
are skills he can use for the rest of his life, especially in school. I would also expose
Matthew to different situations in which he can sue his replacement behavior. He would be
taught how to be compliant and use appropriate behavior even when he is not home with
his parents and how he can gain attention in an appropriate way from other adults such as
teachers. Of course, these generalization and maintenance strategies will only work if
Matthew’s parents are willing to continue working with him on his behavior. After a
discussion with them, I believe they are willing to do anything to continue Matthew’s
behavior. They were both very impressed with Matthew’s progress and were very thankful
for the intervention strategies. They want to continue using the chart and list of activities
and will modify when they feel necessary. I also explained how eventually they need to
stop giving him reinforcers because he needs to learn to use appropriate behavior even
when there is no prize to be won. Overall, Matthew made great progress with the
intervention strategies and will continue to work hard towards his replacement behaviors.
His target behaviors have decreased significantly and will continue to decrease as long as
his parents continue to enforce the interventions.

5. APA format, spelling, grammar and syntax

Followed APA format 6th edition (margins, fonts, references...); Less than three spelling,
grammar, or syntax errors; No violations of person-first language (CEC 9)