Functional Behavior Assessment and Behavior Intervention Plans

1. What is the problem behavior?

The problem behavior is Josh coming to class late and entering the classroom in a way that distracts the
entire class from their work. This specifically occurs during Ms. Green’s class.

2. What is the responsibility of the teachers? (general education and special education)

It is the responsibility of teachers to observe Josh’s behavior, determine the function of the behavior, and
encourage a replacement behavior. Special education teachers should help the general education teachers
understand the role that Josh’s emotional impairment plays in his behavior. The general education
teachers need to be aware of his emotional impairment and determine the function of the target behavior
by observing Josh. After the function of the target behavior is determined and a replacement behavior is
decided upon, all teachers must be consistent in enforcing the BIP. Teachers must be intentional about the
reinforcement they provide to Josh to make sure the replacement behavior is being reinforced more than
the target behavior.

3. How would you carry out this BIP in your classroom and content area?

This BIP involves a ticket system where Josh receives a ticket when he comes to class on time or comes
late to class, but enters the room quietly and respectfully. Josh can use his tickets to buy extra time for
free time. In my classroom, I would make sure Josh’s desk is at the back of the room to ensure the least
amount of distraction at his late entrance. I would still be able to observe Josh’s behavior and he can
remain on task. The BIP is created as if the only function of Josh’s behavior is work avoidance, but I also
think attention-seeking may be a reason for Josh’s behavior. Since Josh’s parents got divorced, he has
been acting out more in classes in comparison to his peers, and although I believe he could be avoiding
the longer reading assignments and writing tasks, it seems more likely that Josh is seeking attention due to
his home situation. I also would make myself available to him, so he feels capable of completing the
assignment, and also feels that he can talk to me about how he is feeling. This would hopefully make him
feel valued and decrease the negative actions for attention. In addition, his grades would likely improve
and he would feel more encouraged to stay on task. All of this would be accompanied by individualized
verbal affirmations to reinforce the replacement behavior as well.

4. How will you monitor progress?

Progress will be monitored by how late Josh is to class and how he enters the classroom. One day Josh
maybe 10 minutes late to class and might come in in a loud and distracting manner, but the hope is that
eventually Josh is 5 minutes late and enters quietly. The number of times Josh can come to class on time
or enter quietly when he is late will be a sign of his progress toward the goal of coming to class on time
and not distracting others. As he begins to come to class on time or enters more calmly, his need to
receive tickets will decrease and slowly Josh will be faded off of the ticket reinforcement BIP system and
will be able to behave positively without the ticket and extra free time.

5. What other strategies may be effective for working with Josh?

I believe that speaking to Josh’s peers about their reactions to Josh’s distractions and entering class late
would be helpful when working with Josh. The entire class should be encouraged not to be late to class or
if late, not to distract others from their work when they enter. If the class stopped reinforcing Josh’s
lateness and distractions through their reactions, then Josh would stop coming to class late and distracting
them from their work. Encouraging preparedness for class would be a Tier 1 intervention that may help
Josh and his peers. Letting Josh walk to class with his peers who are on time also might be beneficial to
him. Josh may be encouraged by these students to come to class on time, and they will possibly help him
not be a distraction if he is late. Coming in from recess was an antecedent to Josh’s behavior. However,
walking to class from recess with other students would hopefully not lead to Josh repeating his
inappropriate behavior.