Indianapolis Public Schools

BEHAVIOR INTERVENTION PLAN

Name: James
Date Written: 2/28/15
Dates to Review: 1/29/16
Target Behavior >
Replacement
Behavior

General Education Teacher: Johnson

Date of FBA: 2/28/15
1.

Non- Compliance > Compliance

Examples of behavior: The student highly refuses to follow directions, listen to adults, make
transitions, or complete his work. He does what he wants when he wants instead of complying
to doing what is asked of him.
Goals:

2.

James will follow directions within 30 seconds of the request without talking back.
James will begin tasks within 30 seconds of being asked.
Aggression > Non- Aggression

Examples of behavior: The student verbally yells at and threatens adults and peers. The
student physically hits, pushes, and kicks peers, adults, and classroom materials. The student
throws screaming tantrums when he is asked to do something he does not want to do.
Goals:

Triggers & Setting

Events to be Modified

James will remain calm when he is asked to do something he doesnt want to do.
James will keep his hands and feet to himself.
James will not use verbal or physical aggression towards his peers.
James will not use verbal or physical aggression towards adults.
James will not use verbal or physical aggression towards classroom materials.
James will learn to cope with his anger during frustrating situations.

Based on information from the students FBA, the function of the students behavior is to
receive adult attention or something tangible and to escape from peer interaction.
Some triggers for the students behavior are: request to perform academically, request to go
somewhere he doesnt want to be, redirection, being ignored, transitions, independent work,
partner work, small group work, whole group work, when needing a sensory break, and loss of
reward.
The student will attend school from 10:00am to 1:30pm. A daily visual schedule is available
for the student.
The teachers will out the students behavior chart throughout each part of his day to document
his behavior. For every 5 points for good behavior, the student will have the opportunity to
receive a reward from his reward box. The student can receive a point for completing his
work, keeping his hands and feet to himself, and following directions.

Skills to be Taught to
Support Replacement
Behavior

Reinforcement
Strategies
(What, when, how, & who)

School staff members will teach and verbalize the following when interacting with the student:
Coping skills to replace negative behaviors: expression of negative feelings in a calm
manner, physical activity, sensory breaks, drawing or journaling, deep breathing,
removing oneself from conflict
Self-monitoring to remove himself from frustrating situations
Verbal praise as much as possible to encourage positive behavior
Verbal reminders of goals to work towards points for reward system
Teach student how to receive positive attention
Model and bring attention to desired behaviors
School staff members will use the following strategies when interacting with the student:
Instead of ignoring when the behaviors begin, allow the student to have a sensory
break before the behavior escalates.
When the behavior escalates, verbalize the expectations to the student, reminding him

about his points and reward system.

When the behavior escalates, give the student 2 choices.
Speak to the student clearly and without an emotional tone.
Slowly reduce verbal expression when the student is escalating and begin focusing on
helping others around him.
Behavior chart
Parent/teacher communication
Tangible reward (game time, game time with a peer, reward box)
Verbal praise
Visual models of positive behavior

Behavior
Reduction Strategies
(What, when, how, & who)

School staff members will use the following strategies to reduce negative behavior when
interacting with the student:
Visual schedule
Behavior chart
Advanced notice about schedule changes or transitions
Gentle verbal expression when redirecting or correcting behavior
Offer minimal choices with tasks, activities, rewards (2 or 3)
Constantly look for opportunities to praise positive behavior (participation,
completing a little bit of work, working with a peer, following procedures/directions)
Use sensory breaks when needed

Additional Supports
(Role of school personnel
& parents)

School personnel and guardians will reinforce the following expectations:

James is at school to learn and be a student.
James will choose to calm down instead of becoming angry.
James will allow his classmates to learn.
James will not be aggressive with his peers, adults, or classroom materials.
James will try to complete the tasks and requests that are asked of him.
James is a member of a classroom and the teacher is there to support each student in
the classroom as much as he or she can.

Crisis
Management Plan
(If indicated)

In a situation where the student, his peers, or others are in danger, school personnel will:
Remove peers to a safe location
Call Building Level Crisis Team according to school procedures
Utilize CPI deflection procedures with the student until the Crisis Team arrives
Crisis team members will keep a calm composure and calm facial expressions to
prevent further escalation of behavior and to prevent the child from getting further
negative attention.
Consequences will be determined after the childs behaviors have de-escalated
The Crisis Team will debrief after to document evidence and make sure everyone is
okay.

Evaluation Plan
(Who collects what data)

School personnel will use:

Classroom behavior chart reports (updated by general education and special
education teacher each day)
Office referrals