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CONFIDENTIAL – DO NOT DISPLAY |
Behavior INTERVENTION Plan
For Behavior Interfering with Student’s Learning or the Learning of His/Her Peers
This BIP attaches to: FORMCHECKBOX IEP date: FORMCHECKBOX 504 plan date: FORMCHECKBOX Team meeting date:
Student Name Today’s Date Next Review Date
1. The behavior impeding learning is (describe what it looks like)
2. It impedes learning because
3. The need for a Behavior Intervention Plan FORMCHECKBOX early stage intervention FORMCHECKBOX moderate FORMCHECKBOX serious FORMCHECKBOX extreme
4. Frequency or intensity or duration of behavior
FORMCHECKBOX reported by and/or FORMCHECKBOX observed by
PREVENTION PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES |
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Observation & Analysis |
What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.) 5. 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. |
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Intervention |
Remove student’s need to use the problem behavior-----What environmental changes, structure and supports are needed to remove the student’s need to use this behavior? (Changes in Time/Space/Materials/Interactions to remove likelihood of behavior) 7. Who will establish? Who will monitor? Frequency? |
ALTERNATIVES PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT |
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Observation & Analysis |
Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something) 8. 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. |
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Intervention |
What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn replacement behavior/s) 10. Who will establish? Who will monitor? Frequency? |
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Intervention |
What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)? 11. Selection of reinforcer based on: FORMCHECKBOX reinforcer for using replacement behavior FORMCHECKBOX reinforcer for general increase in positive behaviors By whom? Frequency? |
EFFECTIVE REACTION PART III: REACTIVE STRATEGIES |
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What strategies will be employed if the problem behavior occurs again? 12. 1. Prompt student to switch to the replacement behavior |
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2. Describe how staff should handle the problem behavior if it occurs again |
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3. Positive discussion with student after behavior ends |
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Optional: 4. Any necessary further classroom or school consequences Personnel? |
OUTCOME PART IV: BEHAVIORAL GOALS |
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Behavioral Goal(s) 13. Required: Functionally Equivalent Replacement Behavior (FERB) Goal By when Who Will do X behavior (line 9) For the purpose of y (line 8) Instead of Z behavior (line 1) For the purpose of y (line 8) Under what contingent conditions At what level of proficiency As measured by whom and how
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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
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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: FORMCHECKBOX Increase use of replacement behavior and may also include: FORMCHECKBOX Reduce frequency of problem behavior FORMCHECKBOX Develop new general skills that remove student’s need to use the problem behavior |
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Observation and Analysis Conclusion: |
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Are curriculum accommodations or modifications also necessary? Where described: |
FORMCHECKBOX yes FORMCHECKBOX no |
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Are environmental supports/changes necessary? |
FORMCHECKBOX yes FORMCHECKBOX no |
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Is reinforcement of replacement behavior alone enough (no new teaching is necessary)? |
FORMCHECKBOX yes FORMCHECKBOX no |
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Are both teaching of new replacement behavior AND reinforcement needed? |
FORMCHECKBOX yes FORMCHECKBOX no |
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This BIP to be coordinated with other agency’s service plans? |
FORMCHECKBOX yes FORMCHECKBOX no |
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Person responsible for contact between agencies |
FORMCHECKBOX yes FORMCHECKBOX no |
COMMUNICATION PART V: COMMUNICATION PROVISIONS |
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Manner and content of communication 14. 1. Who? 2. Under what condition(s) (Contingent? Continuous?) 3. Delivery Manner 4. Expected Frequency? 5. Content? 6. How will this be two-way communication
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1. Who? 2. Under what condition(s) (Contingent? Continuous?) 3. Delivery Manner 4. Expected Frequency? 5. Content? 6. How will this be two-way communication
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1. Who? 2. Under what condition(s) (Contingent? Continuous?) 3. Delivery Manner 4. Expected Frequency? 5. Content? 6. How will this be two-way communication
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PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT |
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FORMCHECKBOX Student FORMCHECKBOX Parent/Guardian FORMCHECKBOX Parent/Guardian FORMCHECKBOX Educator and Title FORMCHECKBOX Educator and Title FORMCHECKBOX Educator and Title FORMCHECKBOX Administrator FORMCHECKBOX Other FORMCHECKBOX Other |
Note: Numbers correspond with the scoring system on the BIP Quality Evaluation Guide
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Diana Browning Wright, Behavior/Discipline Trainings
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Diana Browning Wright, Behavior/Discipline Trainings
For the electronic expandable version, see www.pent.ca.gov/forms.htm .