Note: Numbers correspond with the scoring system on the BIP Quality Evaluation Guide
This form
CONFIDENTIAL – DO NOT DISPLAY
BEHAVIOR INTERVENTION PLAN
For Behavior Interfering with Student’s Learning or the Learning of His/Her Peers
This BIP attaches to: IEP date: 504 plan date: Team meeting date:
Student Name John Hamilton Today’s Date 07/12/18 Next Review Date 07/11/19
1. The behavior impeding learning is (describe what it looks like) When assigned work, the student refuses to
complete the work and on one occasion ripped the papers up and threw it against the wall. Student
consistently has headphones in and doesn't respond to the teacher. On occasions, when he did reply to the
teacher he cussed them out. In addition, he has a pattern of walking out of class unexcused.
2. It impedes learning because Student is a distraction to other students when he cusses out the teacher. Also
his lack of interaction with peers can affect when they have group work. It also pulls away from students
learning when the teacher has to address his behaviors instead of teaching.
3. The need for a Behavior Intervention Plan early stage intervention moderate serious extreme
4. Frequency or intensity or duration of behavior Days of instructional time lost due to removal for behavior =
18/60 days or 30%
reported by N/A and/or observed by N/A
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.)
5. Student is being tardy to Language Arts and Math class, which distracts the class and upsets the teacher. Once in
Observation &
class student has constant prompts from teacher to do work that he wants to do at home. He is also asked to take
Analysis
out his headphones consistently when it isn't distracting anyone else.
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. There needs to be more differenciated instruction for John while in the classroom. Ways of discipline must be
modified since discipline strategies thus far have not succeeded.
Remove student’s need to use the problem behavior-----
Intervention
What environmental changes, structure and supports are needed to remove the student’s need to use this behavior?
(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)
7. Model and explain the plan for if he starts to have behaviors. Have special education teacher discuss this plan with
him during their beginning of the day meeting time.
Who will establish? Lana Sorenson Who will monitor? Lana Sorenson Frequency? weekly
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)
Observation &
8. Constant prompts from teacher to do work. Being asked to take headphones out.
Analysis
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/
avoid or get his/her need met in an acceptable way?)
9. Aloud to listen to music while working. Has time out passes. Can go to a cool down corner if gets irritated.
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)
Intervention
10. General education and special education teacher should both model regularly the new plan - what he is aloud to do
and how he can act, which includes being aloud to go to his desk and work while using headphones. Also teaching
him behavior management strategies, how to deescalate his behaviors such as breathing techniques, utilizing the
calm down corner and break passes.
Who will establish? Lana Sorenson Who will monitor? Lana Sorenson Frequency? Bi-Weekly
What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. Add on three minutes to talk to the special education teacher and talk about how things are going in Language Arts
Intervention
and Math during his already scheduled time in the morning and afternoon. Add on time according to the frequency
and and severity of the behavior that has occurred during the week.
Selection of reinforcer based on: He responds well to his special education teacher and it would be helpful for her to be in
close contact with him and address his behaviors because of their good relationship.
reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? Lana Sorenson Frequency? Twice a day as needed
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 using a time out pass or going to the cool down corner.
2. Describe how staff should handle the problem behavior if it occurs again Debrief with the student via a discussion about what
happened. Have the students write a journal entry about what happened and how to avoid similar things from happening.
3. Positive discussion with student after behavior ends will help john to better understand why choosing an alternative behavior
is better.
Optional:
4. Any necessary further classroom or school consequences
Personnel?
OUTCOME PART IV: BEHAVIORAL GOALS
Behavioral Goal(s)
13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
For the For the As
Will do X Instead of Under what At what
By purpose of purpose of measured
Who behavior Z behavior contingent level of
when y y by whom
(line 9) (line 1) conditions proficiency
(line 8) (line 8) and how
july John Will request For the Instead of For the Whenever he Break As
11, Hamilton "break" purpose of loudly purpose if desires to request will measured by
2019 following protesting refusing protesting escape a be quietly teacher on
lecture by and to work or and written performed event
presenting attempting cussing at attempting assignment (no audible recording
break to escape the to escape given after 20 sounds data
request work teacher or seatwork minutes of when observation
card to go storming lecture delivering form.
to break out of attendance. berak card)
area class
Diana Browning Wright, Behavior/Discipline Trainings 2
For the electronic expandable version, see www.pent.ca.gov/forms.htm.
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
July 11 2019 John Hamilton Will complete In 4 out of 5 days When given As recorded by
independent over a period of 4 lanaguage arts teacher in grade
seatwork which consecutive and math book.
is assigned weeks seatwork
following
language arts
and math lecture
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
July 11 2019 John Hamilton Will decrease his Two or less During language As measured by
episodes of task episodes over a 3 arts or math teacher and
refusal (verbally week class following a recorded by the
cussing out the consecutive lecture of 20 teacher in the
teacher) period of time minutes or more teachers grade
accompanied by book.
ripping up his
work and leaving
the classroom
without
permission
(physical
response)
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: allowing John to use
yes no
headphones during individual work time. .........................................................................................................
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 Stewart ..................................................................... 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?)
John's 1. Continuouswork 1. 1.Daily Outbound Check content
team will completion rate and Reports summaries of column to assure
all use or non-use of will be positive 1.General positive both outbound and
exchang FERB hand behavior and behavior goal progress on inbound responses
e under carried use of FERB work completion and allow opportunity for
different 2. Conditionalproblem by Ryan conditional use of FERB new information,
circumst behavior for work 2. Weekly reflections, new ideas,
ances completi emails 2. Conditional incident student’s response
on rate, between report Number of during debriefing, etc.
1. and email teacher, occurrences of problem No simple signature
Teacher of weekly principal and behavior, antecedents to will suffice
and summary counselor problem behavior, staff
parent of with weekly steps to defuse problem;
will positive acknowledge subject, location in room
exchang behavior ment and and intensity (how loud)
e from response to and duration of protest
continuo daily contents behavior Inbound:
usly, reports regarding Parents will reply with
sent by John. specific praise or
2.Parent, teacher encouragement message
teacher, to used on work completion;
school counselo , counselor will
counselo r and acknowledge email and
r, and principal respond to contents
principal 2. regarding email about
will Problem John either commending
exchang behavior
e content
condition informati
ally on on to be
problem text
behavior message
as well d to
as parent
weekly and
summari emailed
es on to
positive counselo
behavior r and
principal
sent by
email
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?)
Diana Browning Wright, Behavior/Discipline Trainings 4
For the electronic expandable version, see www.pent.ca.gov/forms.htm.
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?)
PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT
Student John Hamilton
Parent/Guardian Jack Hamilton
Parent/Guardian Janet Hamilton
Educator and Title Shawn Stewart, Special Ed. Teacher
Educator and Title Lana Sorenson, Math Teacher
Educator and Title
Administrator Donna Barry, Asst. Principal
Other Mary Hudson, School Counselor
Other
Diana Browning Wright, Behavior/Discipline Trainings 5
For the electronic expandable version, see www.pent.ca.gov/forms.htm.
