502 Intervention Plan
Ryan Adams
Professor Gust
EDUC 350
27 April 2010
Behavior Intervention Plan
Student: Nigel Bomb
Class: Life Skills—Mrs. Beacon
Date: April 27, 2010
Behavioral Definitions:
Target Behavior:
Reduce talking out of turn—stimulates self by blurting out answers or talking to self or
neighbors while teacher is delivering a lesson and misses key information.
Reduce sharing of irrelevant information—stimulates self by sharing inappropriate stories when
choosing to talk out during lessons.
Replacement Behavior:
Nigel will raise his hand and wait to be called on before sharing information with the class.
Nigel will write down what he wants to say and decide whether the information is appropriate to
share and whether it is the correct time to share the information.
Rationale:
If Nigel does not stop talking out of turn and sharing inappropriate information, he will not meet
his ISTAR standards that he must meet by the end of the school year. If Nigel does not stop
talking out of turn and sharing inappropriate information, it could place stress on his classmates
and make it difficult for them to meet standards.
Baseline Data:
When observed for thirty minutes during a whole class review session, Nigel was involved with
the target behavior (talking out and sharing inappropriate information) at least once or twice
during every five minute time slot. During these time slot observations, Nigel would yell out
answers to questions being asked by the classroom teacher and share stories about guns with the
whole class or just one student. Nigel would ask the teacher to repeat questions and get frustrated
when the teacher just moved on to another question.
Antecedents Behavior Consequences
Teacher asks a question that
Nigel knew the answer to
Loudly yelled out the answer Teacher signaled and told
Nigel to be quiet and raise his
hand
Given a question that Nigel
does not know or does not
want to answer
Shares inappropriate stories
with the class
Teacher verbally tells Nigel
that the story is inappropriate
and that he needs to keep quiet
and keep the story to himself.
Function of the Behavior:
Nigel’s behaviors provide him with individualized attention from students, teachers, and aides in
the classroom.
Behavioral Objective:
1. When given the desire to speak aloud, Nigel will put his hand up and wait to be called on before speaking 90 percent of the time.
2. When wanting to share inappropriate/irrelevant information, Nigel will write down his thoughts in his personal notebook eight of ten times. (*Nigel would be the only one
seeing this notebook*)
Intervention Procedures:
Antecedent modifications:
Tier 1: All students within the classroom will raise their hands and wait for the teacher or aide to
call on them before sharing information with the class. A classroom rule will be put into place
about sharing irrelevant information during lessons and inappropriate information in the
classroom.
Tier 2: The teacher will stand by Nigel while talking with the class and point to his notebook
when he starts sharing irrelevant information. The teacher or aide will tap Nigel on the shoulder
when he is going to be called on to answer a question.
Tier 3: The teacher will provide Nigel with an answer sheet to write answers down on and star
(*) the questions he will get to answer aloud. (Directions on the sheet will indicate that the
starred questions can only be answered if he raises his hand and waits to be called on to answer.)
If Nigel is unable to stop sharing irrelevant/inappropriate information, his parents will be notified
by either phone, e-mail, or letter home, and he will have to serve a Friday night school.
Comment [jcg1]: This should be 2 different objectives. What if he puts his hand up but doesn’t
wait, or vice versa?
Positive Reinforcement for target and/or replacement behavior(s):
1. If Nigel puts his hand up and waits to be called on with a proportion of seven to one related to speaking out of turn, he will be given the choice of one of the following: an
additional five minutes of computer times or answering three problems at the board.
2. If Nigel goes the four out of five class periods without blurting out inappropriate information he will be given ten minutes at the end of the day to work on any homework
that needs to be completed or read a magazine silently.
3. If Nigel goes three out of five class days without blurting out inappropriate information and talking out, he will be given the option of a free homework pass (good for one
assignment) or lunch in the classroom with two friends.
Extinction of problem behavior:
1. If Nigel does not put his hand up and wait to be called with a proportion of seven to one related to speaking out of turn, he will not be able to answer questions at the board or
have any computer time.
2. If Nigel does not go four out of five class periods without blurting out inappropriate information, he will not be given any free time at the end of the day to read a magazine or
work on homework.
3. If Nigel does not go three out of five days without blurting out inappropriate information and talking out, he must complete all homework on time and eat lunch in the lunchroom
at his assigned seat.
Fading and Generalization Plan:
Fading
1. After four consecutive days of not demonstrating the target behaviors, Nigel will no longer receive a sheet of paper that provides him with the answers and signal to when the
teacher will call on him. He will also not receive Friday night school.
2. After seven consecutive days of not displaying the target behavior, the teacher or aide will no longer point to Nigel’s notebook or place his/her hand on his shoulder. Nigel will
still be required to write the inappropriate information he wants to share with the class in
his notebook.
3. After three weeks with four or fewer appearance of the target behavior, Nigel will be weaned from receiving rewards such as eating lunch in the classroom, free homework
passes, and additional free time. Nigel will also be able to stop writing thoughts down in
his notebook if he chooses to do so or he can continue to use the notebook.
Comment [jcg2]: Why would he be assigned to Friday night school in the first place? This is a jump for the reader.
Generalization
1. All students in the classroom will be required to raise their hands and wait for the teacher or aide to call on them before sharing information.
2. All students in the classroom will not be allowed to share inappropriate information with the class or share information that is irrelevant to the lesson being taught. If any student
chooses to share this information, the teacher or aide will warn them verbally.
Data to be collected during Intervention:
The teachers or aides that are involved in Nigel’s education will take notes in a behavior log
when Nigel talks out of turn or shares irrelevant/inappropriate information. The teachers and
aides documenting information should note what caused the target behaviors and what the
consequence that Nigel faced. Teachers and aides should also keep a tally of how many times
Nigel does not exhibit the target behavior in a class period.
BIP Review Date:
May 10, 2010
Personnel and Roles
Mrs. Beacon (Special Education Teacher)—Mrs. Beacon will be in charge of teaching all the
tiers of the behavior intervention plan to Nigel. (All students will be taught all skills necessary
under tier one.) The last two tiers of the behavior intervention plan should only be taught if
necessary. The different tiers will only be taught if the behaviors worsen and that tier of
intervention is needed. Mrs. Beacon will also tell Nigel what he must do to obtain rewards like
additional free time and lunch with friends within the classroom. She will also work with other
teachers, aides, and Nigel’s parents to education them on how they are going to try and eliminate
the target behaviors. While talking to the parents, aides, and other teachers, she should help them
understand how to implement the plan when the behavior occurs in places where the special
education teacher is not present. Mrs. Beacon will also teach aides and teachers how to
effectively collect data on Nigel’s target behavior.
Aide or paraprofessional—aides or paraprofessionals will assist Mrs. Beacon in collecting data
on Nigel’s target behaviors. They will also be asked to place their hands on Nigel’s shoulder
when necessary to remind him to raise his hand and wait to be called on to share information
with the class.
Other staff members/teachers in contact with Nigel—other people that interact with Nigel in
the school environment will be asked to implement the same interventions that are outlined in
this document. They will also help Mrs. Beacon collect data on the target behaviors by
documenting times when Nigel demonstrates the target behavior. These people should also
notify Mrs. Beacon when Nigel is not blurting out or sharing irrelevant/inappropriate
information. (These people may verbally report incidents to Mrs. Beacon if time does not allow
them to fill out the behavior log.)
Emergency Procedures:
If Nigel becomes so frustrated that he starts yelling and using inappropriate language he will be
asked to leave the room and sit in the small conference beside room 105. While in the conference
room, an aide or paraprofessional would sit with Nigel while he completed his work.
If teachers and aides cannot control Nigel’s outbursts, the crisis team will be dispatched to
Nigel’s location and his parents will be contacted.
Manchester College BIP for EDUC 350
Name: ___Ryan Adams_____________________ Due Date : __April 27, 2010________________
Criteria Points
1 4-6 7-9 10
Replacement
behavior
Replacement
behavior(s) is not
defined, specific,
observable, or in
competition with
problem behavior.
Replacement
behavior(s)
defined, but not
specific enough,
easily observed, or
in competition
with problem
behavior.
Replacement
behavior(s) is
defined, specific,
easily observed,
but may not be in
direct
competition with
problem
behavior.
Replacement
behavior(s) is
clearly defined,
very specific,
easily observed,
and in direct
competition with
problem
behavior.
__10__
Behavioral
objective
Objective is not
written using the
ABCD method.
Objective is
written using the
ABCD method,
but the conditions
and/or degree of
performance is not
easily
implemented.
Objective is
written using the
ABCD method;
however, the
degree of
performance is
not reasonable.
Objective is
accurately written
using the ABCD
method.
_8- first
objective
should be 2
different
objectives
___
Intervention
Procedures Intervention
Procedures are not
Intervention
Procedures are
Intervention
Procedures are
Intervention
Procedures are _10___
planned, feasible, or
directly related to the
replacement of the
target behaviors with
acceptable
behavior(s).
planned, but do
not clearly relate
directly to the
replacement of the
target behaviors
with acceptable
behavior(s) and
may not be
feasible.
planned, relate
directly to the
replacement of
the target
behaviors with
acceptable
behavior(s) but
may not be
feasible.
well planned,
feasible, and
relate directly to
the replacement
of the target
behaviors with
acceptable
behavior(s).
Positive
reinforcements
Positive
reinforcements that
are planned are not
appropriate or
feasible.
Positive
reinforcements
that are planned
may not be
appropriate, but
are feasible.
Positive
reinforcements
that are planned
are appropriate
but may not be
feasible.
Positive
reinforcements
that are planned
are appropriate
and feasible.
9
Extinction,
Fading, and
Generalization
Plan
Plans for extinction of
the problem behavior,
fading of prompts,
and assistance with
generalization of
skills learned are not
appropriate or
feasible.
Some plans for
extinction of the
problem behavior,
fading of prompts,
and assistance
with generalization
of skills learned
are appropriate and
feasible.
Most plans for
extinction of the
problem
behavior, fading
of prompts, and
assistance with
generalization of
skills learned are
appropriate and
feasible.
Plans for
extinction of the
problem
behavior, fading
of prompts, and
assistance with
generalization of
skills learned are
appropriate and
feasible.
10
Total----> _47/50___
Teacher Comments: