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

This form
CO NFI DE NTI A L DO NOT DIS P LAY

B E H AVI O R I N T E R VE N T I O N P L AN
For Behavior Interfering with Students Learning or the Learning of His/Her Peers
This BIP attaches to:

IEP date: 10/13/15

Student Name Malachi Young

504 plan date:

Todays Date 10/20/15

Team meeting date:

Next Review Date 10/27/15

1. The behavior impeding learning is (describe what it looks like) The student demonstrates frequent verbal
outbursts whereby he calls out the names of his teacher and teacher assistant to come to his desk and
assist him with his independent work. His outbursts seem to disrupt the other students, though he receives
no direct attention from anyone but Ms. Raffenaud and Miss Flory.
2. It impedes learning because his outbursts are affecting his ability to successfully complete work and
comprehend class material on his own.
3. The need for a Behavior Intervention Plan
early stage intervention
moderate
serious
extreme
4. Frequency or intensity or duration of behavior Malachi demonstrates this behavior most frequently during
literacy instruction and independent reading time. This occurs between the hours of 8:00 and 10:00 A.M.,
which also represents the start of the school day where it is likely that all students are competing for
attention while the teachers are taking attendance and attending to practical classroom tasks. Calling out
also occurs during math time, which is from approximately 1:00-2:00 P.M. At this point in time, the students
are working independently to complete their assignments, so direct attention from the teacher is occurring
at a less predictable rate.
reported by Ms. Raffenaud and Miss Flory and/or
observed by Miss Lewis
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.)

Analysis
Observation &

5. Independent work time, specifically in math and silent reading because the students in Malachi's classroom range
from first through fifth grade, so a lot of their work is completed individually at this time due to grade level content
differences. The behavior is also extremely likely to occur when the teachers are giving attention to other students
or working at the back of the room, which has been designated as the "teacher area." Malachi also struggles a lot in
the morning between the hours of 8:00 and 10:00 A.M. when he is first getting to school and leaving his Aunt at
home. This is a period of the day where the teacher is also taking attendance and completing other classroom
procedures, so Malachi is probably not receiving individual attention at this time.
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. Distance from the teachers, for example, if Malachi is sitting in his seat completing work and Ms. Raffenaud or Miss
Flory are sitting at their computers in the back of the room, he is much more likely to have a verbal outburst and call
out their names. He also seems prone to outbursts when his teachers are assisting other students and giving them
attention. Even if Malachi understands his assignment, he'll likely call out for help with every single question, just
to have Ms. Raffenaud or Miss Flory near him. If he's expected to work alone and Ms. Raffenaud or Ms. Flory are
leaving the students to do so, Malachi will also have trouble staying put and focusing on his work. He's prone to
wanting proximity to his teachers and attention from them, so each of the situations described above causes
various issues for him.
Remove students need to use the problem behavior-----

Intervention

What environmental changes, structure and supports are needed to remove the students need to use this behavior?
(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)

7. It is recommended that the seating arrangement of the classroom be altered, so that Malachi's desk is located closer
to the back of the room where Ms. Raffenaud and Miss Flory sit. He should also be allowed to come and sit next to
or near the teachers during independent work, if he so chooses. It is hypothesized that doing so will decrease the
frequency that Malachi calls out in attempts to gain attention because he'll be closer to the teacher and will be better
able to speak with them if he needs assistance. If this occurs, that rate at which Malachi disturbs his peers will also
decrease. Most importantly, we recommend that Malachi be taught to raise his hand and wait patiently, continuing
to work as best he can, until a teacher can come to his aid.
Who will establish? Ms. Raffenaud, Miss Flory, and Miss Lewis
Frequency? Every 3 Minutes

Diana Browning Wright, Behavior/Discipline Trainings

1
For the electronic expandable version, see www.pent.ca.gov/forms.htm.

Who will monitor? Ms. Raffenaud and Miss Flory

ALTERNATIVES

PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT

Analysis
Observation &

Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)

8. of the need to receive attention from or be in contact with Ms. Raffenaud and Miss Flory.
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. Malachi should raise his hand, remain quiet, and continue completing his work until one of the teachers comes to
his desk to assist him. If he simply wants to be in closer proximity to Ms. Raffenaud or Miss Flory and will remain
on-task, he may also come and sit by one or the other while he works.
What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)

10. It is recommended that the student first learn to raise his hand through one-on-one role playing encounters with
the teacher and teacher assistant. The process for conducting these role play situations should occur as follows:

Intervention

1. Explain to Malachi that he is going to be acting as if he is completing independent math work during this simulation
activity. Properly set him up at his desk with his math book and a series of subtraction and addition problems,
which is what he is currently working on in class. Make sure that Sharkey, his stuffed shark is sitting on his desk
where he can see Malachi's math book as well.
2. Sometimes Malachi prefers to talk through Sharkey and the teachers often will do the reverse. For example, if the
teachers are trying to help Malachi listen to directions, they'll say "Malachi, make sure Sharkey knows what to do,
too. Is he listening?" The teachers should use this type of talk at the start of role play or at any time throughout
that they see Malachi becoming distracted.
3. Have Malachi begin working on his assignment and explain to him that if he has a question or is struggling, he should
raise his hand and wait for Ms. Raffenaud or Miss Flory to come to him. Say something to the effect of "Malachi, if
you or Sharkey are stuck, put your hand or finn in the air and I'll come right over to your desk." Explain that this
should be done instead of calling out because yelling throughout the room might distract the friends around
Malachi. Malachi should then continue working and if he needs assistance, proceed to raise his hand. Once he
has done so, the teacher should approach his desk and praise him, saying "I see that your hand is raised, Malachi!
Great job! What can I help you with?"
4. If it takes awhile for the teacher to come over, explain that as long as she is not talking to or with another student or
adult at that particular moment in time, Malachi can quietly approach the teacher's desk and say "Miss Flory, I have
a question." For this portion of the role play, Malachi should practice raising his hand and then walk to the back of
the room, which is designated as the teacher area. The teacher should be back there filling in grades and so on,
acting as if she is quite busy and wasn't able to immediately see Malachi's hand. Malachi should then say that he
has a question, to which the teacher will respond with "thank you for being patient, Malachi. What can I help you
with?"
Once this one-on-one role playing has occurred, Malachi should practice such a scenario with his peers. Perhaps a role
playing scenario involving the entire class could be conducted once a day. It should look extremely similar to what
was laid out above, but Malachi's peers could be involved so that he feels supported and everyone receives
reinforcement. His friends should take out their own math assignments, begin working, and raise their own hands
if they need assistance, thus modeling proper conduct for Malachi. This application will help him because he will
recognize that he will still need to raise his hand, even if his teachers are far away from him or assisting other
students. In an environment that is louder and involves the needs of more than one child, Malachi will have to be
able to discern that he cannot call out for assistance because it is inappropriate and disruptive. He must wait until
it is his turn and Ms. Raffenaud or Miss Flory can get to him.
Who will establish?
Ms. Raffenaud, Miss Flory, and Miss Lewis

Who will monitor? Ms. Raffenaud and Miss Flory

Diana Browning Wright, Behavior/Discipline Trainings

2
For the electronic expandable version, see www.pent.ca.gov/forms.htm.

Frequency? Every 2 Days

Intervention

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?

11. If Malachi succeeds in raising his hand whenever he needs assistance or if he quietly walks up to the teacher to
ask for help at an appropriate time, without calling out, he will receive a high-five, hug, or a star on his "clip up"
clothes pin. Malachi responds very well to contact and attention from adults, so it is hypthesized that a quick side
hug or high five will encourage him greatly. Currently, Ms. Raffenaud utilizes a "clip-up" system where the
students receive stars on a clothes pin for good behavior. If they fill an entire clothes pin with stars, they get to clip
up to the next level and Ms. Raffenaud will eventually wear that child's clothes pin wherever he or she chooses.
Malachi should be given a star for his clothes pin, if he so chooses, and once he fills his entire clothes pin, should
receive a small prize of his choice. Malachi seems to respond quite well to the "clip-up" system and if given the
choice, will select a small toy or stuffed animal from the school store. Data has revealed that Malachi is not a huge
eater, so edibles aren't his reinforcer of choice. It is also recommended that when Malachi has filled up half of his
clothes pin, he should be allowed to write in his notebook or play with his legos, both of which are activities that he
gravitates towards when given a choice. Malachi should always be given social praise, via a hug or high-five, and a
star for his clothes pin, at least for the first month or so that this intervention is put in place. Typically, a clothes
pin holds five stars, but it is recommended that the teachers have Malachi fill both sides before providing him with
a physical prize, seeing as though most of his aim is to solely receive attention.

1. If Malachi raises his hand or quietly approaches Ms. Raffenaud or Miss Flory, he will be rewarded with a high-five or
hug from his teachers.
2. He will then be given a sticker to place on his clothes pin as well.
3. If Malachi manages to fill half of his clothes pin with stickers, he will be allowed to write in his notebook or play with
legos, possibly doing so in the classroom teepee or another quiet area where he won't be disturbing other students
in the classroom.
3. Once Malachi fills his entire clothes pin with stickers (approximately ten stickers) he will receive a prize of his choice
from the school store, most likely in the form of a small toy or stuffed animal.
4. The teachers will gradually extend the time between reinforcements and hopefully remove all types of positive
reinforcement other than social praise through hugs or high-fives.
Selection of reinforcer based on: The Potential Reinforcers Interview and Observation Form filled out by Ms. Raffenaud
reinforcer for using replacement behavior
reinforcer for general increase in positive behaviors
By whom? Ms. Raffenaud and Miss Flory Frequency? Every 3 Minutes
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 The student will be reminded of his goal regarding calling out and will
note that if he is not behaving correctly, he will not receive his desired outcome, which is attention and praise. An
example would be to say "Malachi, remember that you should raise your hand if you need help. Ms. Raffenaud or Miss
Flory will come to your desk as soon as they can." The teacher could also remind Malachi of the following: "If it's taking
awhile for someone to come help you, you may approach the teachers and quietly ask for help as long as they're not
talking to anyone else."

2.

Describe how staff should handle the problem behavior if it occurs again If the problem behavior occurs again, Malachi will
have one sticker removed from his clothes pin. If successive stickers have to be removed, Malachi will be told to spend
three minutes in the class "cool-down" tent, where he will be able to take a quick break, pull himself together, and
hopefully decide to make better choices.

3.

Positive discussion with student after behavior ends

Optional:
4.

Any necessary further classroom or school consequences If Malachi is continuing to act up and is severely distracting his
peers, he may be asked to take a quick walk through the hallway and get a drink, or he will be asked to spend a few
minutes downtown in "in-house," where his work will be sent to him if he chooses not to return to the classroom. If
Malachi is able to make safe choices during "in-house" time, he is allowed to keep Sharkey with him, but the minute he
begins acting unsafely, Sharkey must be returned to Ms. Raffenaud's room. This is a policy that is currently in place with
Malachi, so it is recommended that it is continued. Hopefully this alternative will not have to occur. It is hypothesized
that through discussions and reminders, Malachi will be able to work towards his new goal at a healthy pace, thus
allowing him to receive attention through appropriate and pro-social behavior.
Personnel? Ms. Navarro, the school social worker and behavior specialist as well as the teacher in charge of running "inhouse" that day.
Diana Browning Wright, Behavior/Discipline Trainings
3
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
By
when
By
June
2016

Who
Malachi

Will do X
behavior
(line 9)
Will request
assistance
using
appropriate
strategies

For the
purpose
of y
(line 8)
Receiving
attention
from his
teachers

Instead of Z
behavior
(line 1)
Inappropriately
calling out his
teachers' names
and distrupting
other students

For the
purpose
of y
(line 8)
Being in
close
proximity
with his
teachers

Under what
contingent
conditions

At what
level of
proficiency

During
independent
math and
reading

during
60% of
the time

Examples:
raising his
hand,
patiently and
quietly
approaching
the teacher, if
appropriate

As
measured
by whom
and how
As
determined
by the
teacher
through
observation
and data
collection.

Option 1: Increase General Positive or Decrease Problem Behavior

By when

Who

Will do what, or
will NOT do what

At what level of
proficiency

Under what
conditions

Measured by
whom and how

Option 2: Increase General Positive or Decrease Problem Behavior

By when

Who

Will do what, or
will NOT do what

At what level of
proficiency

Under what
conditions

Measured by
whom and how

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 students need to use the problem behavior
Observation and Analysis Conclusion:
Are curriculum accommodations or modifications also necessary? Where described: ..............................
Are environmental supports/changes necessary?.................................................................................................
Is reinforcement of replacement behavior alone enough (no new teaching is necessary)?..................................
Are both teaching of new replacement behavior AND reinforcement needed?.....................................................
This BIP to be coordinated with other agencys service plans?.............................................................................
Person responsible for contact between agencies Ms. Navarro and Ms. Raffenaud.........................................

Diana Browning Wright, Behavior/Discipline Trainings

4
For the electronic expandable version, see www.pent.ca.gov/forms.htm.

yes
yes
yes
yes
yes
yes

no
no
no
no
no
no

COMMUNICATION

PART V: COMMUNICATION PROVISIONS

Manner and content of communication

14.
1. Who?

1. Who?

1. Who?

2. Under what
condition(s)
(Contingent?
Continuous?)

2. Under what
condition(s)
(Contingent?
Continuous?)

2. Under what
condition(s)
(Contingent?
Continuous?)

PARTICIPATION
Student

3.
Delivery
Manner

3.
Delivery
Manner

3.
Delivery
Manner

4. Expected
Frequency?

5. Content?

4. Expected
Frequency?

5. Content?

4. Expected
Frequency?

5. Content?

Parent/Guardian

Educator and Title

Ms. Raffenaud, Elementary Special Education EI Teacher

Educator and Title

Miss Flory, Teacher's Assistant

Educator and Title

Ms. Navarro, School Social Worker and On-Site Behavior Specialist

Administrator

Other

Miss Lewis, Observer, College Student

Other

Diana Browning Wright, Behavior/Discipline Trainings

5
For the electronic expandable version, see www.pent.ca.gov/forms.htm.

6. How will this be

two-way
communication

PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Parent/Guardian

6. How will this be

two-way
communication

6. How will this be

two-way
communication