Functional Behavior Assessment/Behavior Intervention Plan

Student’s Name:

Student’s Date of Birth:

Gender:

Date Plan Developed:

1. Description of Target Behavior (Operationally defined, easily observable and measurable; include examples as well as duration, frequency, and intensity):

2. Hypothesis/Summary Statement of the Function of the Behavior (Developed based on data analyzed from the FBA):

3. Antecedent Modifications (What can be done to support the student and prevent the occurrence of this behavior? What changes can be implemented to create a safe, inclusive, and culturally responsive learning environment that engages the student in meaningful learning activities and social interactions? Describe the modifications in enough detail for them to be implemented):

4. Behavioral Goal (Develop a behavioral goal that includes the condition, student, replacement behavior, criterion, and timeframe):

5. Replacement Behaviors (What new behavior will be taught or what current behavior will be increased that serves the same function as the behavior targeted for reduction and allow the student to achieve the same outcome. How will the replacement behavior be taught to the student? How will the student be rewarded for engaging in the new or emerging behavior in a way that addresses the function of the behavior?):

6. Strategies for Reducing the Target Behavior (What will be the response should the target behavior occur? This response should not maintain the behavior):

7. Crisis Plan (How should others respond if the strategies for reducing the target behavior are not effective or if the target behavior occurs in a manner that jeopardizes the safety of the student or others? Include the procedures for safely and appropriately intervening when the student is in crisis):

8. Laws (What are the laws impacting decisions about students with disabilities? Describe the procedures (law) required for suspending a student with a disability demonstrating a clear understanding of MDR and its relationship to the FBA/BIP):

9. Benefits of the Plan (How does this BIP encourage the student’s emotional well-being, positive social interactions, and self-determination, independence, self-awareness, self-management, self-control, self-reliance, self-esteem, and self-advocacy?)

10. Culturally Responsive Practices (How does the plan demonstrate an understanding of the student’s language, culture, and family background?):

11. Generalization (How can this plan be carried out in different settings? Emphasize the development, maintenance, and generalization of behavioral skills and teaching the student to adapt to different environments):

12. Progress Monitoring (Data Collection and monitoring of the target and replacement behaviors. What type of data will be collected, when, and by whom? Once the data are collected, how often will the data be monitored and by whom? Based on the data, how often will updates be made to the BIP?):

13. Collaboration & Communication (How will the BIP be communicated to other teachers and paraprofessionals? How will the plan involve and be communicated to parents? How will daily and weekly progress be communicated with parents?):

14. Appendices (Required items: (a) Behavioral Contract; (b) Self-monitoring plan for student use; (c) Record keeping document(s); (d) Communication with other educators; (e) Communication with family):