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

This form

CO NFI DE NTI A L DO NO T DIS P L AY

B E H AV I O R I N T E RV E N T I O N P L A N
For Behavior Interfering with Students Learning or the Learning of His/Her Peers

This BIP attaches to: IEP date: 504 plan date: Team meeting date:

Student Name Jonah Todays Date 11/3/17 Next Review Date

1. The behavior impeding learning is (describe what it looks like) Disruptive behavior during class time (hands
to self, take turns, stay focused)
2. It impedes learning because Does not complete work
3. The need for a Behavior Intervention Plan early stage intervention moderate serious
extreme
4. Frequency or intensity or duration of behavior 25x - 1 hour
reported by Gen Ed. Teacher, Ed Specialist, PARA and/or observed by

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. This behavior typically occurs whlie in the "math" academic setting. Jonah is typically checked out after lunch (math
Observation &

is right after lunch). Additionally, Jonah does not like math because he gets frustarted when he does not know the
answer and is challenged with new material.
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. Jonah during math should be moved to his own table. This is because he cannot use the manipulatives (i.e. blocks,
foam counters), due to his PICA. When Jonah stays at the table this causes the problem behavior, because he wants
to use the manipulatives for his math too.

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. Move Jonah to his own table with the para-educator. This well help keep Jonah focused on his math and not
distracted with the manipulatives at his table.

Who will establish? Ed Specialist Who will monitor? Para-Educator Frequency? Duraction of math

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)
8. Avoidance: Jonah tends to demonstrate this behavior because he either does not want to simply do his math work
Observation &

and/or because he does not understand the material.

Accept a replacement behavior that meets same need-----
Analysis

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. Teach student to have a positive attitude. Also, teach and demonstrate to try and do the best that he can. And/or
assign partner to help him with his work (peer motivation).

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. Jonah needs to see modeling, demonstration, and positive feedback/assistance. Some successive teaching steps
that could be use for Jonah could be the following: model how to complete the math assignment without
manipulatives, modify/shorten work to complete, have a peer come join Jonah at a different table.

Who will establish? Ed Specialist Who will monitor? Para-Educator Frequency? Para-Eductaor
Intervention

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. Token board (positive reinforcemnt chart) -- Jonah typically works for either: highlighters, slinky, books, swings,
coloring. Jonah will be rewarded a token every time he deonstartes the ability to stay focused, complete his work
quitely and independently, when he asks for help in the proper manner, and/or when trying his best.

Selection of reinforcer based on: Interests

reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? Para-Educator Frequency? Duration of math

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 If token board is no longer being a positive reinforcement for Jonah
then he will be given verbal prompts from teacher
2. Describe how staff should handle the problem behavior if it occurs again Considering this positive reiforcemtn chart works
pretty well for Jonah there should not be too many issues. However, if there starts to be a pattern of this system not
working then the staff needs to get together and brainstorm some new ideas.
3. Positive discussion with student after behavior ends With Jonah he likes attention. Therefore, when behavior ends and he is
back on task it is important to praise him and reward him.
Optional:
4. Any necessary further classroom or school consequences N/A
Personnel? N/A

OUTCOME PART IV: BEHAVIORAL GOALS

Behavioral Goal(s)
13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
For the Instead of For the Under
Will do X At what As measured
purpose Z purpose what
By when Who behavior level of by whom
of y behavior of y contingent
(line 9) proficiency and how
(line 8) (line 1) (line 8) conditions
December Jonah will increase in Does not of talking Does not during with 100% As measured
15th staying want to to his want to math accuracy by teacher
focused and complete peers, complete instruction three out using interval
completing his his work getting his work of five data sheets,
work angry, days in a direct
independently and not five day observations,
keeping week and frequency
hands to period. behavior
himself. charts.

Diana Browning Wright, Behavior/Discipline Trainings 2

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Option 1: Increase General Positive or Decrease Probl em 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

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

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: Math............................... yes no
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 agencys service plans?............................................................................. yes no
Person responsible for contact between agencies Ed Specialist........................................................................ yes no

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?)
Para Continuous summaries Through Weekly If non-desired behavior Para Educator to Ed
Educator, of the data sheets and emai and occues then the outbound Specialist
Gen. Ed direct observtaions verbal data of the data sheets
Teacher, between these staff communi should be exchanged,
Ed members. cation while the inbound
Specialis responses to the data
t should be how to address
this and/or alter
responses to intervention.

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 3

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 Jonah
Parent/Guardian Mom
Parent/Guardian
Educator and Title Gen Ed. Teacher
Educator and Title Ed Specialist
Educator and Title Para Educator
Administrator
Other
Other

Diana Browning Wright, Behavior/Discipline Trainings 4

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