Positive Behavior Intervention Support Plan (BIP)

Student Name: Student Number: Student Grade: Date: Teacher of Record: School:

Step 1: Description of Targeted Behavioral Concerns

Aggressive /Destructive Behaviors: Quinn will swear, hit himself and others, kicks and destroys school property when he becomes frustrated and/or disappointed.

Step 2: Functional Behavior Assessment Data

Setting Events: All classrooms, lunchroom, specials, and hallways Antecedents: Teacher directed lessons, denied requests, frustration with other students, work Functions: Work avoidance, attention seeking, control, frustration (self-control issues) Other: Quinn enjoys legos, magnets and playing with his classmates at recess

Step 3: Replacement Behaviors and Methods to Teach (Task Analysis)

Quinn will be taught to appropriately demonstrate frustration or disappointment without aggression. He will be taught these skills through a combination of direct instruction, modeling, role playing, and non-verbal cues 1. Quinn will use self control techniques: breathe deeply, stop and count to 10, think of how his body feels, and will decide on an appropriate choice. Choice will include: a. Quinn will have an area that he can go to calm down and work on relaxation exercises b. Quinn may write in his journal c. Ask to take a break from the given activity

Step 4: Proactive Strategies (Individualized Positive Behavior Change Strategies)

1. Quinn will receive a 5 to 1 ratio of positive reinforcement. Example: He will receive 5 to 1 positive re-marks about what he is doing right for every re-mark to redirect him. 2. Across all school settings, when Quinn follows staff directives, remains calm, or uses self control strategies, staff members will reward him with his marble tokens. He will be given 3 marbles to fill his 16 oz. cup. Once he fills his cup, he gets to go to the reinforcement jar and select a prize. Once his quart jar is filled he gets to select a reinforcement from the Treasure Chest. Once he and his classmates have filled up the gallon marble jar, the class gets to choose a class party of their choice (pizza, donut, ice cream, etc.) 3. Quinn will be able to ask to write in his journal to communicate his feelings and may ask for feedback from his teacher if he chooses.

Step 5: Positive Methods to Modify Environment

1. Quinn will sit in a place that is the least distractive to him. 2. Quinn will be given choices, with clear boundaries and expectations for the classroom, behavior and assignments. Avoid power struggles.

3. Provide Quinn with positive feedback for demonstrating appropriate behavior. 4. Staff will provide 5 to 1 ratio of positive reinforcement for demonstrating appropriate behavior. 5. Allow Quinn to write in journal when he is feeling frustrated. Establish clear boundaries on the use of the journal. He is to use it when he is having trouble controlling his behavior.

Step 6: Reactive Strategies

1. Quinn will be re-directed to use his self-control techniques, reminded of apporpriate choices and potential reinforcers. 2. Quinn will be allowed to take break if he feels he needs it. 3. If Quinn feels he needs to leave the classroom he can ask the staff if he may go for a walk with them. 4. Quinn may ask to write in his journal. 5. Quinn will identify what is causing him to lose self-control, once he is calmed down and ready to talk 6. Staff will use a calm voice, state directives one time, and allow Quinn to take three minutes to calm down before redirecting or explaining consequences.

Step 7: Progress Monitoring Data Collected that Determines Effectiveness

1. Data will be collected on frequency and duration of aggression/tantrums. 2. Data will be collected on following directions 2x a day for 10 minute intervals. 3. Data will be collected daily on the Review 360.

Step 8: Intervention Outcome Process

Staff will review data at 2 week intervals and make adjustments to plan as needed.