Behavior intervention plan

Behavior Teaching Plan

Student _________DOB ___________________ Grade_______________ School ________________ Teacher(s) _____________________________________________________________ EC Case Manager ______________________ Contact Number_________________________ Plan Start Date ____________________________ Plan End Date _______________________ (Plan start and end date must coincide with current Annual Review/Addendum IEP start & end date.) The plan will be monitored by the EC Case Manager and documentation of progress recorded at interim and report card periods every 6 weeks for elementary schools and every 4 ½ weeks for middle/high schools. (If concerns are noted and changes to the plan necessary, the team must reconvene. The IEP Team must discuss revisions to plan if no progress has been documented after 9 weeks.) Report of Progress: Date __/__/__ Notes: KEY: Date __/__/__ Notes: A=Achieved/Maintaining Date __/__/__ Notes: B=Progressing at a sufficient rate Date __/__/__ Notes: C=Progressing below the sufficient rate Date __/__/__ Notes: D=Other: ________________ Date __/__/__ Notes: Date __/__/__ Notes: Date __/__/__ Notes:

Competing Behavior Pathway based on FBA completed __________ by IEP Team at Reevaluation

Develop a behavioral objective incorporating the replacement behavior:

1. Brainstorm possible elements of behavior support [Make problem behavior irrelevant, inefficient and ineffective]. 2. Select those elements that are contextually appropriate for final plan

[Make problem behavior irrelevant] [Make prob beh inefficient] [Make prob beh ineffective]

Setting Event Strategies	Antecedent Strategies Behavior	Teaching Strategies	Consequence Strategies

Behavior Support Plan Specifics

1. Strategies to prevent problem behavior from occurring

a. Modifications to setting event

     

b. Modifications to trigger/antecedent

     

2. Strategies to teach new behaviors

a. Teach the alternative behavior

     

b. Teach the desired behavior

     

3. Strategies to reinforce appropriate (alternative and desired) behavior

     

4. Strategies to respond to minor problem behaviors:

     

5. Consequent procedures (if needed): Socially appropriate aversive event delivered contingent on problem behavior

     

6. Safety procedures (if needed): Steps to ensure the safety of all in a dangerous situation

     

Practices for Implementation

1. Target date to begin implementation:      

2. Getting the support plan started: (what materials/resources are needed? what training is needed?)

     

3. Process for informing parents and student (who, what, when)

     

4. Others who need to be informed (Who else might intervention impact?)

     

5. Plan for notifying substitutes of intervention

     

Evaluation, Review and Adaptation

1. How will we know if the plan is being implemented? (What information will be collected, by whom, how summarized, and when reviewed?)

     

2. How will we know if the plan is being successful? (What student outcomes will be monitored, by whom, how summarized, and when reviewed?)

     

Team Members and their responsibilities for implementation:

Member Responsibilities

____________________________ __________________________________

____________________________ __________________________________

___________________________ __________________________________

___________________________ __________________________________

___________________________ __________________________________

___________________________ __________________________________

____________________________ __________________________________

____________________________ __________________________________

____________________________ __________________________________

· The IEP Team members should now review and sign the student’s IEP.

· If this BIP is used by a team of regular educators, such as the School Assistance Team, the team members should place their signature under the “member” column of this page.

Setting Event

Desired Behavior

onsequence

Alternative Behavior

Current Consequence

Trigger/Antecedent

Problem Behavior(s)

Maintaining Consequence