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CO NF ID E NT I AL D O NO T DI S P L A Y
This BIP attaches to: IEP date: 504 plan date: Team meeting date:
What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)
Observation &
5. when she is given classwork, working on math problems, home life, abusive boyfriend, foster care.
Analysis
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. The home life needs to be more stable.
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. Modified classwork and assignments. Sarah needs to be given chioces.
Who will establish? Mrs. Sipple Who will monitor? Mrs. Sipple Frequency? Daily
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 &
What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
Intervention
replacement behavior/s)
10. Role Play how to appropriately deal with emotions. Sarah may need counciling.
Who will establish? The Special Education teacher Who will monitor? The general Education teacher Frequency?
Twice a week.
What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
Intervention
11. There will be a reward system like extra computer/ game time and fast food lunch.
Selection of reinforcer based on:
reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? Frequency?
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
purpose of purpose of measured
By when Who behavior Z behavior contingent level of
y y by whom
(line 9) (line 1) conditions proficiency
(line 8) (line 8) and how
End of Sarah they will go to get ahold bursting to get ahold in the 95% of the teacher
the to the cool of her out to get of her classroom the time by
school down room emotions attention emotions observation
year.
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
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?)
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?)
Student
Parent/Guardian
Parent/Guardian
Educator and Title General Education teacher
Educator and Title Special Education Teacher
Educator and Title
Administrator
Other
Other