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Note: Numbers correspond with the scoring system on the BIP Quality Evaluation Guide

This form
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: IEP date: 05/2/19 504 plan date: Team meeting date:

Student Name "Max" Today’s Date 04/28/19 Next Review Date 05/1/20
1. The behavior impeding learning is (describe what it looks like) Max’s behavior that impedes learning is his
verbal and physical aggression. When approached with a non-preferred activity, when triggered by noise or
proximity, or when he’s told he can’t do something he will engage in the challenging behavior which
consists of yelling at staff to leave him alone; cursing at other students and staff; hitting staff with an open
hand, closed fist, kicking, biting, or head-butting; spitting; eloping; throwing items; and hitting items with
with a closed fist.
2. It impedes learning because Max refuses to partake in any academic activities and therefore is unable to
progress towards his academic goals. Also, when he is triggered and an "event" happens, it is challenging
to return back to normal and it usually takes about an hour of instructional time in order for him to regain
composure and return to the classroom.
3. The need for a Behavior Intervention Plan early stage intervention moderate serious extreme
4. Frequency or intensity or duration of behavior Daily; 30 minutes - 1 hour per event
reported by School Staff and/or observed by School Psychologist & District LMFT

PREVENTION PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES

What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)
5. Max engages in the mentioned behaviors when presented with non-preferred activities or when asked to do more of
any academic activities, typically those involving writing or reading. Other predictors are when he is denied access
Observation & Analysis

to his laptop. If he is triggered by another student, due to someone making loud noises, getting too close to him, or
any other type of undesired interaction, he will also engage in the behaviors.

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. The environment in the classroom is challenging, especially since the students often trigger each other
unintentionally, resulting in heightened emotions and a higher likelihood of an event where Max engages in physical
aggression with another student or staff member. Apart from this, Max would also benefit from specific work
expectations, First/Then contingencies, and frequent breaks along with a decrease of expected work completition
(ex. only having to finish one worksheet per day).

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)
Intervention

7. At this point, we will significantly reduce Max's task completion in order to focus on his behavior. He will complete
one math worksheet per day and after completing the worksheet he will receive a prize daily and can build up to a
week-long and month-long prize for completing the assignment consecutively for a longer period of time. He is also
on a shortened day schedule and this will continue for the remainder of the school year. The introduction of the
"chill spot" as well as sessions with the LMFT where they discuss emotions, will also be provided to support him in
his ability to work on self-regulation of his emotions.

Who will establish? Aides, Teacher, LMFT, School Psych. Who will monitor? One-on-one aide Frequency? Every hour

Diana Browning Wright, Behavior/Discipline Trainings 1


For the electronic expandable version, see www.pent.ca.gov/forms.htm.
ALTERNATIVES PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT

Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)
8. The function of his behavior seems complex and multi-faceted, however, the ultimate function seems to be in
Observation & Analysis

response to his low frustration tolerance. Whether its task-avoidant, in response to triggers, or in protesting
something he doesn't want to do, the common thread is his inability to deal with his frustrations and his use of
verbal and physical aggression to express the frustration and anger.

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. Whenever it is clear that he is being triggered or that he is in a heightened state, his one-on-one aide or any near
by staff member will tell Max to go to his "chill out" spot (a curtained off section under the counter) and he will
eventually get into the habit of self-regulating his emotions and going to his "chill out" spot immediately when he
starts to become triggered.

What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)
Intervention

10. In order to use the "chill out" spot for Max, we must first show him that the spot is actually a good space intended
to help him, and not a punishment. Then we need to use it consistently and whenever he gets heightened, tell him
to go to the "chill out" spot. He will be rewarded every time he uses the "chill out" spot appropriately. Eventually,
the goal is that he will use the spot independently without being told to use it.

Who will establish? Aides, Teacher, LMFT, School Psych. Who will monitor? One-on-one aide Frequency? When
needed - daily

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. Every time Max uses his "chill out" spot correctly - without verbal aggression to protest - he will get to choose a
prize from the prize box. When he does this for 10 consecutive times, he will get an additional prize of his own
choice. Once we move upwards and he is able to use the "chill out" spot correctly, then we will adjust the
Intervention

reinforcement procedures to help him rely less on his motivators and learn to generalize the self-regulation
techniques that the "chill out" spot is encouraging.

Selection of reinforcer based on: Max really enjoys toys and fidgets and these work as a motivator for good behavior, and
have worked with him in the past. However, it is important to note that the fidgets don't work as a motivator for work
completion.
reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? One-on-one aide & teacher Frequency? Daily before going home

EFFECTIVE REACTION PART III: REACTIVE STRATEGIES

What strategies will be employed if the problem behavior occurs again?


12.
1. Prompt student to switch to the replacement behavior If the behavior occurs again, the first step will be to prompt Max to
switch to the replacement behavior (going to his chill out spot) and telling him that his options are to go to the chill out
spot, or to be shadowed until he can regain emotions.
2. Describe how staff should handle the problem behavior if it occurs again If the problem behavior occurs again, even after Max
is reminded to use his "chill out" spot and it doesn't work, his one-on-one aide and another aide will stay with him in the
classroom to wait out the incident (using restraints only if necessary), and the teacher will quickly take the rest of the
students out of the classroom and into an available room to continue class.
3. Positive discussion with student after behavior ends After the behavior ends and he has calmed back down, Max is expected
to clean up the mess he made during the incident and the next day, a discussion will take place with him where we
identify what made him angry in that moment and what we could do next time to prevent it from happening - etc. going to
his "chill out" spot right when he starts to feel angry.

Diana Browning Wright, Behavior/Discipline Trainings 2


For the electronic expandable version, see www.pent.ca.gov/forms.htm.
Optional:
4. Any necessary further classroom or school consequences If the problem behaviors continue or get worse, even with the
shortened work load and new self-regualation techniques, Max will be considered for transferance to a more-restrictive
school due to severity of outburts and incidents.
Personnel?

OUTCOME PART IV: BEHAVIORAL GOALS

Behavioral Goal(s)
13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
For the Instead of For the
Will do X Under what At what As measured
By purpose Z purpose
Who behavior contingent level of by whom
when of y behavior of y
(line 9) conditions proficiency and how
(line 8) (line 1) (line 8)
May Max Will When he Instead of When he Without With an 80% As measured
2020 independently gets throwing, gets yellling or proficiency by teacher and
go to his chill angry or hitting, or angry or cursing at his level based aides through
out spot (with frustrated kicking frustrated aide/teacher on the observations
one small things when asked percentage and a daily
reminder) to go to his of time he tracker.
spot uses it
correctly
versus not

Option 1: Increase General Positive or Decrease Problem Behavior

Will do what, or At what level of Under what Measured by


By when Who
will NOT do what proficiency conditions whom and how

May 2020 Max Will reduce his to 0-3 times per in the presence As measured by
instances of week of possible teacher and aides
verbal and triggers and with through
physical reminders from observations and
aggression his one-on-one a daily tracker.
aide and his use
of his "chill out"
spot or other
techniques to
self-regulate

Option 2: Increase General Positive or Decrease Problem Behavior

Will do what, or At what level of Under what Measured by


By when Who
will NOT do what proficiency conditions whom and how

The above behavioral goal(s) are to: Increase use of replacement behavior and may also include:
Reduce frequency of problem behavior Develop new general skills that remove student’s need to use the problem behavior

Observation and Analysis Conclusion:


Are curriculum accommodations or modifications also necessary? Where described: Max will be on
yes no
modified curriculum and only needs to complete 1 worksheet of math per day .........................................
Are environmental supports/changes necessary? ................................................................................................. yes no
Is reinforcement of replacement behavior alone enough (no new teaching is necessary)? .................................. yes no
Are both teaching of new replacement behavior AND reinforcement needed? ..................................................... yes no

Diana Browning Wright, Behavior/Discipline Trainings 3


For the electronic expandable version, see www.pent.ca.gov/forms.htm.
This BIP to be coordinated with other agency’s service plans? ............................................................................. yes no
Person responsible for contact between agencies School Psychologist ........................................................... yes no

COMMUNICATION PART V: COMMUNICATION PROVISIONS

Manner and content of communication


14.
2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)
Parents, Continuous collection On the Daily tracker Communication with be Everyone has access
LMFT, of daily summaries on daily is completed on (1) Max's use of the to the live document
admin, Max's progress, as well tracker at the end of replacement behavior, (2) where the daily
school as documentation of as well as each day, and his progress on tracker occurs and
psych, any incidents meetings meetings with decreasing verbal and there are weekly
teacher, all parties physical aggression, (3) emails to remind
aides takes place bi- his current work everyone to check the
weekly on completion rates and tracker as well as
Fridays ideas on how to increase communication
it and if he's ready for before every meeting
more tasks based on his between all parties on
current behavior time, place, and any
materials or data
needed.

2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)

2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)

PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Student "Max"
Parent/Guardian "Joan"
Parent/Guardian
Educator and Title Alix Rives, Special Education Teacher
Educator and Title Patricia, LMFT
Educator and Title
Administrator Rafaela, Vice Principal
Other Herenia, School Psychologist
Other Jenny, Special Education Aide

Diana Browning Wright, Behavior/Discipline Trainings 4


For the electronic expandable version, see www.pent.ca.gov/forms.htm.

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