Behavior Intervention Plan:

Student Information Name: Ryan Date:

3/17/17
School: Jackson Elementary Grade: 3rd
BIP Report by: Maggie Kirst
Problem Behavior: Off-task behavior:
This student engages in many forms of off-
task behavior. This includes: talking over the
teacher and other students, wandering around
the classroom, tilting his chair, refusing to
participate in activities, humming, tapping,
zoning out, throwing pencils, crawling around
the classroom, picking up and dropping his
chair, making noises, and playing with the
materials on his desk.

This student specifically struggles with not

Hypothesized function of the behavior:
Replacement Behavior:
sitting in his seat properly, talking out of turn,
zoning out, and not listening to instructions.
Combination of a need for attention
(specifically from the teacher, not classmates)
and self-stimulation.
The student is expected to:
- Only talk at the appropriate
times
- Stay engaged during
instruction
Actively participate in
the lesson by obeying
instructions and
answering questions
Not zone out or talk
to other students
during the lesson
Remain in his seat
during the lesson
- Keep his chair on all four legs
(he is permitted to stand if he
needs)
- Obey instructions the first time
he hears them

Method of Teaching Replacement The student will be taught the desired

Behavior: behavior by implicit shaping. Although the
student will not be aware of what is going on
or the intervention plan (per request of his
parents), the constant positive attention from
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Intervention
Accommodations
Method of Measuring Progress:
Frequency of monitoring:
Identified Reinforcer:
Reinforcement Schedule:
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his teacher will [hopefully] shape his behavior
in a positive way.
Positive reinforcement will be put into place
to help the student successfully develop the
appropriate replacement behavior.
Specifically, the teacher will offer the student
verbal praise and positive attention
consistently throughout the day.
Clear, concise directions
Proximity
Prompts: verbal or nonverbal
Frequent breaks
Option to stand as he works
Opportunity to speak his thoughts at some
point
More attention from the teacher
With parent consent:
Self-monitoring program
Preferential seating
An IEP or 504 plan (individualized
instruction)
Incentives for appropriate behavior
Signal to inform teacher he needs a break
Classroom aide
Data will be collected using a partial interval
recording. Every ten seconds, the recorder
will mark down whether or not the student
engaged in off-task behavior (as defined
above). If at any point during those ten
seconds the student was off-task, he will
receive an X. If he was on-task throughout
the whole ten seconds, he will receive an O.
The duration of these observations will vary.
The behavior will be monitored by the writer
of this report on four separate occasions
throughout the semester. Each session will be
17-20 minutes in length. As discussed above,
the students behavior will be recorded every
ten seconds.
Positive attention from the teacher/student
teacher.
The student will receive positive attention
 from the teacher every two to three minutes
during individual work time and as
consistently as possible during instructional
time.

Plan for Generalization In order to help the student develop the

appropriate behavior outside of just his
general education classroom, I will train his
other teachers (art, PE, music) on how to
implement positive reinforcement and
attention for Ryan. That way, he will be
receiving positive attention throughout the
entire day, not just in his academic classes.

Plan for Maintenance Initial goal: the students on-task behavior

will increase from 20% to 60%. This will be
the direct result of the above reinforcement
schedule.

Upon reaching this initial goal, the teacher

will fade reinforcement to an intermittent
schedule (instead of interval). The ultimate
goal is that the student will continue the high
percentage of on-task behavior with
intermittent reinforcement.

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