FUNCTIONAL BEHAVIOR ASSESSMENT TEMPLATE
Student’s Name: Jill Smith Student’s Date of Birth: May 10, 2010
Gender: Female Date of Interview: July 24, 2022
Interviewer: Alexandra Young Respondents: Mr. and Mrs. Smith, Jill’s siblings
and Jill’s teachers
A. DESCRIBE THE BEHAVIORS
1. For EACH of the behaviors of concern, define the topography (how it is performed), frequency
(how often it occurs per day, week, or month), duration (how long it lasts when it occurs), and
intensity (how damaging or destructive the behaviors are when they occur).
Behavior Topography Frequency Duration Intensity
a. Cry/moan
loudly
Crying/moaning
loud
Each time her
routine is
disrupted
Until someone
attends to her
needs
Not very
destructive
b. Appears
confused
Repeats the word
“school”
Weekends and
some weekdays
Monday when
school starts
Not destructive
c. Seldom
interacts with
classmates
Doesn’t interact
with them directly
aside from saying
“hello (name)”
Often throughout
school
Throughout each
school day
Not destructive
d. Easily
aggitated
Obsessed with
order and routine.
Every time there
is a change in the
environment.
During fire drills,
classroom
visitors, or ½
days.
High destruction
e. Frustrated She will cry and
say “no, no, Jill”
Each time Jill
thinks there’s
something
missing from her
desk.
Until her teacher
shows Jill all the
items are present.
Medium
destruction
f. Develops an
aversion
Sit and stare at her
desk
When students are
instructed to eat
inside because of
the cooler
weather.
Until her
paraprofessional
assists with the
transition
Medium
destruction
g. Jill will rock
or sway back
and forth
while walking
to lunch and
will often
begin to slap
Rocks or sway
back and forth
while humming
and walking and
slaps her leg
During transition
to the cafeteria
Until the end of
lunch.
High destruction
her leg
h. Cover her ears
and
repeatedly cry
“no, no Jill”
May hit other
students when
rocking or
slapping her leg.
When she enters
the cafeteria
Until she is
removed from the
cafeteria.
High destruction
i. Loud noises She slaps herself
in her head with
an open palm,
screaming “No, no
Jill” and rocks
violently.
When she heard
the trumpet sound
Almost an hour High destruction
j.
2. Which of the behaviors described above are likely to occur together in some way? Do they occur
about the same time? In some kind of predictable sequence or “chain”? In response to the same
type of situation? Discuss in detail.
B. DEFINE ECOLOGICAL EVENTS (SETTING EVENTS) THAT PREDICT OR SET UP THE PROBLEM
BEHAVIORS
1. What medications is the person taking (if any), and how do you believe these may affect his or
her behavior?
Jill’s parents have not sought pharmaceutical interventions, they instead use dietary and all
natural food supplements.
2. What medical or physical conditions (if any) does the person experience that may affect his or
her behavior (e.g., asthma, allergies, rashes, sinus infections, seizures, problems related to
menstruation)?
Jill was diagnosed with ASD (Austism Spectrum Disorder) just after she turned three. She
is also large for her age, she weighs 134lbs at just 12-years-old. Jill gets agitated easily and
can be distant.
3. Describe the sleep patterns of the individual and the extent to which these patterns may affect his
or her behavior.
Jill often forgoes sleep when she is in search of a missing item from one of her collections,
she will not rest until she finds it. She has also experienced night terrors in the past, which
caused her to only sleep a few hours at a time. If Jill’s parents allow her to watch TV in the
evening’s she’ll typically fall asleep within an hour. If Jill has a rough day she may not sleep
at all that night, instead she’ll rock on the floor and sometimes hit her head on her bedpost
on rare occations.
4. Describe the eating routines and diet of the person and the extent to which these may affect his or
her behavior.
Inside the household Jill consumes only organic, all natural foods and dietary supplements.
At school Jill is only offered healthy, organic food options. She has very little access to
sweets and treats. Jill prefers to eat white rice to anything and does not like foods with loose
consistency like pudding or sauce.
5.
a. Briefly list below the person’s typical daily schedule of activities. (Check the boxes by those
activities the person enjoys and those activities most associated with problems.)
Time Activity Description Enjoys Problems
6:00 AM Wakes up and waits at the kitchen counter to be served
cereal
X
7:00 If anyone wakes up late Jill will cry or moan X
8:00 Jill’s mom drives her to school X
9:00 Jill will sit and walk with her class but rarely interacts X
10:00 If a firedrill or classroom visitor frustrate Jill X
11:00 Jill enjoys recess and playing on the swings X
12:00 PM Being in the cafeteria causes anxiety for Jill X
1:00 Jill is removed from the cafeteria because of her behaviors X
2:00 A guest music teacher came to demonstrate different
instruments. Jill enjoyed the presentation until she heard
the trumpet.
X
3:00 Returns home from school X
4:00 Jill rests in her room X
5:00 Jill goes through her collections and becomes agitated if
something is missing.
X
6:00 If Jill hasn’t foung the missing item from her collection she
will forgoe eating.
X
7:00 She will spend hours searching for her missing item until it
is replaced or found.
X
8:00 Free time X
9:00 Watches “The Tom and Jerry Show” with no sound and
will fall asleep wthin an hour
X
10:00 If Jill’s day was upsetting, she may not sleep at all X
b. To what extent are the activities on the daily schedule predictable for the person, with regard
to what will be happening, when it will occur, with whom, and for how long?
Each activity throughout Jill’s day is very predictable for her. If she gets upset
throughout the day it is unpredictable how long she will be upset for.
c. To what extent does the person have the opportunity during the day to make choices about his
or her activities and reinforcing events? (e.g., food, clothing, social companions, leisure
activities)
While at home Jill has various opportunities with the activities she can choose to do. At school
Jill’s activities are limited by her classroom scedule.
6. How many other persons are typically around the individual at home, school, or work (including
staff, classmates, and housemates)? Does the person typically seem bothered in situations that are
more crowded and noisy?
7. What is the pattern of staffing support that the person receives in home, school, work, and other
settings (e.g., 1:1, 2:1)? Do you believe that the number of staff, the training of staff, or their
social interactions with the person affect the problem behaviors?
At home Jill is around her sister’s, mother, and occational her father. At school Jill is aroung
her classmates, her teacher, and her teacher assist, with the exception of lunch and when the
guest music teacher came. Jill be came easily disturbed when she is experiencing loud noises
such as the crowds in the cafeteria and the trumpet sound.
C. DEFINE SPECIFIC, IMMEDIATE ANTECEDENT EVENTS THAT PREDICT WHEN THE BEHAVIORS ARE
LIKELY AND NOT LIKELY TO OCCUR.
1. Times of Day: When are the behaviors most and least likely to happen?
Most likely: 10 am, 12pm, and 2pm
Least likely:9am, 11am, and after school
2. Settings: Where are the behaviors most and least likely to happen?
Most likely: In the cafeteria, in the music room, and during instruction
Least likely: When she is with her classmates, at recess, and at home
3. People: With whom are the behaviors most and least likely to happen?
Most likely: Near more students that attend her school (cafeteria), during instruction time
when a visitor or firedrill is likely to happen and with the guest speaker in the music room
Least likely: With her classmates or with her family
4. Activity: What activities are most and least likely to produce the behaviors?
Most likely: Lunch, classroom visitors, drills, disturbance in the routine, lost/missing items
Least likely: Recess, uninterrupted instruction time, Coloring/drawing, and watching tv in
the evening
5. Are there particular or idiosyncratic situations or events not listed above that sometimes seem to
“set off” the behaviors, such as particular demands, noises, lights, clothing?
Riding the bus, being startled, distrupting her rountine or order, and loud noises
6. What one thing could you do that would most likely make the undesirable behaviors occur?
Rearrange some of her items on her desk at school.
7. Briefly describe how the person’s behavior would be affected if...
a. You asked him or her to perform a difficult task.
This would possibly result in Jill rocking back and forth while humming.
b. You interrupted a desired activity, such as eating ice cream or watching TV.
Jill would become frustrated because I interrupted her order/routine.
c. You unexpectedly changed his or her typical routine or schedule of activities.
Jill would begin to cry or moan until her needs are attended to.
d. She or he wanted something but wasn’t able to get it (e.g., a food item up on a shelf).
This would most likely agitate her especially if it were in her daily routine.
e. You didn’t pay attention to the person or left her or him alone for a while (e.g., 15 minutes).
Jill enjoys her freedom so this wouldn’t affect her much.
D. IDENTIFY THE CONSEQUENCES OF OUTCOMES OF THE PROBLEM BEHAVIORS THAT MAY BE
MAINTAINING THEM (I.E., THE FUNCTIONS THEY SERVE FOR THE PERSON IN PARTICULAR
SITUATIONS)
1. Think of EACH of the behaviors listed in Section A, and try to identify the specific consequences
or outcomes the person gets when the behaviors occur in different situations.
Behavior Particular situations What exactly
does he or she get?
What exactly
does she or he avoid?
a. Crying or moaning Interrupted routine
or loud noises
Her needs attended
to
Missing her breakfast
or interrupting her
morning routine
b. Appears confused Jill gets confused on
the weekend because
she thinks she’s
supposed too be at
school.
The clarification of it
being the weekend
and that shed return
to school on
Monday.
Nothing
c. Seldom interacts
with classmates
Everyday during
school
Nothing Talking to her
classmates
d. Easily aggitated When her daily
school routine is
interrupted by a fire
drill or classroom
visitors.
To keep get daily
routinr the same
Changing her
environment
e. Frustrated When the items on
her desk are
rearranged or
missing
To keep her items in
the order that she
prefers
Any change in the
order of her items
f. Develops an
aversion
Usually when she is
asked to get her
lunch
Assisted by the
teacher assistant
Getting her lunch
g. Jill will rock or
sway back and
forth while walking
to lunch and will
often begin to slap
She is on the way to
the cafeteria
Nothing Staying in a place that
makes her
uncomfortable
her leg
h. Cover her ears and
repeatedly cry “no,
no Jill”
She is walking
through the cafeteria
where it is very loud
Getting to leave the
cafeteria
Staying the cafeteria
where the loud noise is
i. Loud noises She got startled by
the trumpet sound
Nothing Loud noises
j.
E. CONSIDER THE OVERALL EFFICIENCY OF THE PROBLEM BEHAVIORS. EFFICIENCY IS THE
COMBINED RESULT OF (1) HOW MUCH PHYSICAL EFFORT IS REQUIRED, (2) HOW OFTEN
THE BEHAVIOR IS PERFORMED BEFORE IT IS REWARDED, AND (3) HOW LONG THE PERSON
MUST WAIT TO GET THE REWARD
Problem Behavior
Low
Efficiency
High
Efficiency
a. Cry or moan 1 2 3 4 5
b. Confused 1 2 3 4 5
c. Seldom interactions 1 2 3 4 5
d. Agitated by change 1 2 3 4 5
e. Frustration 1 2 3 4 5
f. Aversion 1 2 3 4 5
g. Rocking/swaying and hitting her leg 1 2 3 4 5
h. Covers ears and yells 1 2 3 4 5
i. Loud noises 1 2 3 4 5
F. WHAT FUNCTIONAL ALTERNATIVE BEHAVIORS DOES THE PERSONAL ALREADY KNOW HOW TO DO?
1. What socially appropriate behaviors or skills can the person already perform that may generate
the same outcomes or reinforcers produced by the problem behaviors?
Jill interacts with her classmates by greeting them. She also answers questions on her level that
are asked to her with short responses. She enjoys playing at recess and it very neat and
organized with her things no matter where she is.
G. WHAT ARE THE PRIMARY WAYS THE PERSON COMMUNICATES WITH OTHER PEOPLE?
1. What are the general expressive communication strategies used by or available to the person?
These might include vocal speech, signs and gestures, communication boards and books, or
electronic devices. How consistently are the strategies used?
Jill communicates verbally with short phrases. She communicates with gestures when she
sees her father come home her face lights up. She loves bright colors so Jill’s teacher uses
brightly colored manipulatves to use throughout the day. She will also rock/sway and hum in
different occations when she’s upset.
1. On the following chart, indicate the behaviors the person uses to achieve the communicative
outcomes listed:
Communicative
Functions
Complex speech (sentences)
Multiple-word phrases
One-word utterances
Echolalia
Other vocalizing
Complex signing
Single signs
Pointing
Leading
Shaking head
Grabbing/reaching
Giving objects
Increased movement
Moving close to you
Moving away or leaving
Fixed gaze
Facial expression
Aggression
Self-injury
Other
Request
attention
X X X X X
Request help X X X X X X X
Request
preferred
food/objects/act
ivities
X X X
Request break X X X
Show you
something
or some place
X
Indicate
physical pain
(e.g., headache,
illness)
X X X
Indicate
confusion
or unhappiness
X X X X X X X
Protest or reject
a
situation or
activity
X X X X X X X
2. With regard to the person’s receptive communication, or ability to understand other persons...
a. Does the person follow spoken requests or instructions? If so, approximately how many? (List if
only a few.)
Jill does follow spoken requests and instructions. She tends to use very short or one word
responses when answering a question given by her teacher. Jill also complies when she is assisted
by the paraprofessional and if she gets upset she takes some time with her to calm down.
b. Does the person respond to signed or gestural requests or instructions? If so, approximately how
many? (List if only a few.)
Jill follows her paraprofessionals directions but seldom interacts with others including here
classmates.
c. Is the person able to imitate if you provide physical models for various tasks or activities? (List
if only a few.)
Jill seldom interacts with her classmates but she does follow her per paraprofessional.
d. How does the person typically indicate yes or no when asked if she or he wants something,
wants to go somewhere, etc.?
If Jill doesn’t want to do something she will follow the request by getting upset, crying, saying “no,
no, Jill”, or even begin rocking/swaying. If Jill wants to indicate “yes” she will just comply with
whatever is being asked.
H. WHAT ARE THINGS YOU SHOULD DO AND THINGS YOU SHOULD AVOID IN WORKING WITH AND
SUPPORTING THIS PERSON?
1. What things can you do to improve the likelihood that a teaching session or other activity will go
well with this person?
To improve the likelihood that the session will go well with Jill I would create activities around
the things Jill likes. I would allow her more freedom within the classroom, so Jill isn’t as
limited throughout the day. I would talk to Jill about any types of interruptions there will be
throughout the day and reassure her that I will be with her throughout the whole situation.
2. What things should you avoid that might interfere with or disrupt a teaching session or activity
with this person?
I would try to avoid change any routines to make sure Jill is as comfortable as can be by also
avoiding any loud environments. I would also move Jill’s desk so not as many stuents will
bump her desk or bother her items.
I. WHAT ARE THINGS THE PERSON LIKES AND ARE REINFORCING FOR HIM OR HER?
1. Food items:
Cereal, white rice, and foods with consistency
2. Toys and objects:
She collects bottle caps and twist ties and enjoys bright colors, shiny objects and
manipulatives
3. Activities at home
Watching “The Tom and Jerry Show” and sticking to her routine
4. Activities/outings in the community
She likes swinging, walking around the playground and humming, and coloring/drawing
5. Other
Noises that aren’t loud
J. WHAT DO YOU KNOW ABOUT THE HISTORY OF THE UNDESIRABLE BEHAVIORS, THE
PROGRAMS THAT HAVE BEEN ATTEMPTED TO DECREASE OR ELIMINATE THEM, AND THE
EFFECTS OF THOSE PROGRAMS?
Behavior How long has this
been a problem?
Programs Effects
a. Cry/moan Years Removes Jill from the
area to calm her down
Crying and moaning is
decreased
b. Self abuse Years Removes Jill from the
area to calm her down
Slapping is redirected
c. Rocking and swaying Years Removes Jill from the
area to calm her down
Decreased rocking or
swaying
d. Agitation Years Removes Jill from the
area to calm her down
Allowed individual
attention reduces
behavior outbursts.
e. Humming Years Removes Jill from the
area to calm her down
Jill’s humming is
decreased
f.
g.
h.
i.
j.
K. DEVELOP SUMMARY STATEMENTS FOR EACH MAJOR PREDICTOR AND/OR CONSEQUENCE
Distant Setting Event
Immediate
Antecedent
(Predictor) Problem Behavior
Maintaining
Consequence
a. Music room Loud instruments Crys/moans and hits
self
Paraprofessional
along with other
teachers help with
restraining and
calming
Write summary statement
A in a complete sentence:
Some instruments that were presented in the music room produced loud
noises, induces negative reactions out of Jill.
b. Cafeteria Changes in rountine
by eating indoors
rather than outdoors.
Rocks/sways, hums
and self harms
Jill will have to be
removed from the
cafeteria
Write summary statement
B in a complete sentence.
Eating in the cafeteria requires a change in Jill’s routine and presents
her with loud noises that she is uncomfortable with.
c. Classroom Changes in Jill’s
routine or items
moved/missing on her
desk
Rocks/sways and crys
or repeats words
The teacher shows Jill
that all of her items
are accounted for
Write summary statement
C in a complete sentence.
Jill begins to rock, sway or repeat words when items on her desk are
misplaced/rearranged and for her to calm down, the teacher must show
her all of her items are accounted for.
d. Home Changes in routines Crying/moaning Her mom or sisters
will need to attend to
her needs
Write summary statement
D in a complete sentence.
Jill will get upset, moan, and cry if her routine is interrupted and will not
calm down until her needs are met.
e. Church Clapping and loud
noises
Rocking/swaying People volunteer to sit
with Jill but her
mother denys.
Write summary statement
E in a complete sentence.
f.
Write summary statement
F in a complete sentence.
g.
Write summary statement
G in a complete sentence.
h.
Write summary statement
H in a complete sentence.
i.
Write summary statement
I in a complete sentence.
j.
Write summary statement
J in a complete sentence.
How confident are you that Summary Statement A is accurate?
Not very confident Very Confident
1 2 3 4 5 6
How confident are you that Summary Statement B is accurate?
Not very confident Very Confident
1 2 3 4 5 6
How confident are you that Summary Statement C is accurate?
Not very confident Very Confident
1 2 3 4 5 6
How confident are you that Summary Statement D is accurate?
Not very confident Very Confident
1 2 3 4 5 6
How confident are you that Summary Statement E is accurate?
Not very confident Very Confident
1 2 3 4 5 6
How confident are you that Summary Statement F is accurate?
Not very confident Very Confident
1 2 3 4 5 6
How confident are you that Summary Statement G is accurate?
Not very confident Very Confident
1 2 3 4 5 6
How confident are you that Summary Statement H is accurate?
Not very confident Very Confident
1 2 3 4 5 6
How confident are you that Summary Statement I is accurate?
Not very confident Very Confident
1 2 3 4 5 6
How confident are you that this Summary Statement J is accurate?
Not very confident Very Confident
1 2 3 4 5 6
BEHAVIOR INTERVENTION PLAN
Student’s Name: Jill Smith Student’s Date of Birth: May 10, 2010
Gender: Female Date Plan Developed: July 24, 2022
Description of Target Behavior (operationally defined, easily observable and measurable, include
examples, as well as duration, frequency, and intensity):
When Jill is asked to perform a task that requires her being in our around a loud crowd, like the
cafeteria, Jill will begin to get uncomfortable and signs of her being uncomfortable will be her rocking,
swaying, humming and can escalate into harming herself.
Hypothesis/Summary Statement of the Function of the Behavior (developed based on information
gathered from the FBA):
Jill is likely to become upset, start cupping her ears, rocking back and forth, humming, repeating words
and possibly hitting herself when she is startled or bothered by loud noises. This definitely puts herself in
harms way but also puts other students in harms way because in the process of harming herself, she
ends up bumping into other students or hitting other students. Jill is aware of areas that are loud and
crowded, so leading up to the area is when you’ll begin to see the signs of her being uncomfortable. The
function of the behavior is to escape the environment Jill is uncomfortable with.
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):
To support Jill and prevent the occurences of her behaviors, I would try to avoid the areas/situations
that make her uncomfortable. Instead of having her eat in the cafeteria, where it is a loud crowded area,
I would have her eat in the classroom where she is more comfortable. Another way to avoid Jill being
uncomfortable would be to give her noise canceling headphones. Doing this will provide a more
comfortable area for Jill and could prevent anymore negative behaviors while in the cafeteria. To creat a
inclusive, safe, and culturally responsive learning environment I would start by teaching in bright colors
because that is one of her interests. Doing this will engage Jill in the lesson.
I would also remind Jill that we shouldn’t hurt ourselves, even when we are upset. I could create a chart
with bright green and bright red colors. The green would represent good behaviors and represent
negative behaviors and I would continually remind Jill that harming ourself is a red choice.
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?
To start implementing replacement behaviors I would begin with better communication tactics.
Rocking, swaying, humming, and repeating words can be confusing when trying to figure the issue
the student is having in the moment. I know most students can’t help with this type of behavior but
maybe trying this method could encourage more of a verble communication.
Next, I would use a brightly colored lanyard and allow Jill to wear it in uncomfortable areas to help
distract her from the loud noises or crowds. This lanyard would be a symbol to stay calm and let her
know that everything will be okay even though it makes her a little uncomfortable. If it begins to fail
I could put a sensory item on the end to better distract her. For example, I could put a pop socket key
chain on the end so she can play with it. The more this works, the more items I could put on the
lanyard to “add to her collection”. If this method proves to be successful I will get a separate lanyard
for Jill to use at home to help her in uncomfortable situations at church.
Strategies for Reinforcing Replacement Behavior (What is the immediate benefit 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?):
The immediate benefit to Jill will be receipt of colorful items collected on her lanyards. Since Jill loves
bright colors and collecting items, it should be an appropriate strategy for reinforcing replacement
behavior in order to help reduce the amount of times she rocks/sways, hums, or gets upset. This could
result in an even better reward such as extra recess time.
Strategies for Reducing the Target Behavior (What will be the response should the target behavior occur?
This response should not maintain the behavior):
If the target behavior occurs, I will simply remind her what the lanyard means and remind her that if
she behaves or is at least better in the uncomfortable situations that I will reward her with another item
for her lanyard collection.
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):
If Jill is not responding appropriately and continues to jeopardize the safety of her or other students, I
will redirect her back to the classroom where she is more comfortable and allow her time to calm down.
If her actions continue to be inappropriate and harm herself and others I will research other strategies
that could potentially help Jill in these situations and test out each one to see which Jill responds to the
best.
Laws (Describe the laws and procedures required for suspending a student with a disability. Specifically
describe the Manifest Determination Review (MDR) as it relates to the FBA/BIP.)
When suspending a student with a disability, the laws are the same as if the student wasn’t disabled.
According to the Public Law 105-17, students with disabilities who exibit less serious infractions of
school conduct may be disciplined in ways similar to students without disabilities.
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?)
The BIP I have mentioned gives Jill the opportunity to expand her comfort places instead of feeling
triggered in areas such as the cafeteria. The potential goal for Jill is to gain better self-control over her
actions and verble cues while she’s in uncomfortable situations rather than rocking, swaying, humming,
and potentially harming herself or others.
Culturally Responsive Practices: How does the plan demonstrate an understanding of the student’s language,
culture, and family background?
This plan allows an easy reward system, which could become more accessible when being the only
parent in the household the majority of the time. Assisting her family of Jill’s disability can be life
changing for not only Jill but all of her family members in the household as well. With Jill being mostly
non-verbal, this method is one that Jill could easily adjust to as well and it is connected with Jill’s
interests.
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):
This plan can be carried out in different settings by implementing this plan to Jill’s mother. Her mother
could communicate this plan to other caretakers of Jill’s such as her other teachers or even people at her
church. As Jill gets older the plan can change based on Jill’s interests.
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?
The data should be collected each time Jill is ecpected to get upset. The data should be taken by
recording her actions on a paper and provide the actions leading up to the event along with the
time, date, and setting for each occurrence. This will provide as evidence of Jill’s target behavior to
prove whether or not this behavior is improving or not.
Communication: How will the BIP be communicated to other teachers and paraprofessionals? How will
daily and weekly progress be communicated with parents/guardians?
The communication would be with Jill’s mother, in person. The paraprofessional, the teacher, Jill’s
mother, and any other administrators would attend this meeting to go over Jill’s BIP and the
intended intervention. The paraprofessional, teacher, and Jill’s mother can meet weekly to discuss
whether or not the methods being used are improving Jill’s moods or not and if the method needs
to be adjusted. The teacher or paraprofessional will also provide the evidence of the target
behavior to have further proof of the methods outcome on Jill.
ATTACHMENTS
(You may copy and paste your attachments here: (a) Behavioral contract; (b) Record keeping document; (c)
Communication with family.)
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