MARIN

SELPA
IEP
10/13

Behavior Intervention Plan

For behavior interfering with the students learning or the learning of his/her peers.
Complete a Behavior Intervention Plan for each target behavior identified.

Student: Nile

Date: 3/18/15

IDENTIFICATION
1. The behavior impeding learning is:
(description of what the behavior looks like)

Nile makes noises and comments at inappropriate times throughout the school day. His behavior often occurs during
whole class activities when others are talking or during transition times. He will comment, start clapping, or quietly
singing while the teacher or another student is talking. These comments and noises are loud enough so that students near
him can hear, and usually so can the whole class. Nile's comments are usually comical and a response to what is being
discussed, but at other times these comments seem to be unrelated personal thoughts. Although the rest of the students
have begun to mostly ignore his comments, his talking still often momentarily distracts those around him. Nile will
interrupt others, which includes walking into the classroom and immediately starting to talk without looking to see what is
currently happening, even when the class was engaged in an academic activity when he left the room. During transitions,
he will walk around the room to talk to different students rather than preparing for the next activity. This distracts the
students he is talking to as well as those in the surrounding area from following teacher directions.
2. It impedes learning because: Other students are momentarily distracted when Nile blurts out during group activities.
Nile's learning is also impeded because he is distracted with his own thoughts rather than listening to what is going on in
the classroom.
3. The need for a Behavior Support Plan is:
Early Intervention
Moderate
Serious
Extreme
4. Frequency or intensity or duration of behavior This behavior occurs throughout the day during whole class activities and transition
times. Each individual comment or noise lasts less than a minute, but he frequently makes two to three comments in a five to ten
minute span. The behavior occurs 9-22 times a day overall based on observations and discussions with his teacher. Based on ABC
records and a frequency chart, Nile exhibits the behavior an average of 8 times each morning between the time that school starts at
8:14 am and 10:10 am when recess begins.
reported by
and/or observed by Kelsey Olson.
PREVENTION: PART 1 - ENVIRONMENTAL FACTORS AND NECESSARY CHANGES
5. What are the predictors for the behavior?
(Situations in which the behavior is likely to occur: people, time, place, subject, etc)
This behavior occurs throughout the day, but it is most likely to occur during whole class activities when students are
expected to participate in some way. In particular, math activities as well as community circle times when the class has
personal and class discussions are difficult times for Nile behaviorally. While he does have students that he is closer with
socially, he will talk during class to anyone who is near him. There are not specific people who are more likely to cause
him to exhibit the target behavior.
6. What supports the student using the problem behavior?
(What is missing in the environment/curriculum or what is the environment/curriculum that needs changing?)
This class in general is a very talkative and social class. There are a lot of times built into the schedule throughout the day
for participating and sharing. Since other talking is occurring often, Nile's problem behavior is supported. In addition,
there is an expectation that everyone in the class participates frequently, which could be intimidating for a student who is
not confident in his abilities. In regards to the curriculum, Nile has a difficult time understanding newly introduced math
concepts.

Remove students need to use the behavior

7. What environmental changes, structures, and supports are needed to remove the students need to use the behavior?
(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)
Nile currently has a desk towards the back of the room in a group with two other desks and is asked to move to a desk in
the front by his teacher when he is having a difficult day. I think Nile should be prompted to think of the desk in front as a
good choice for his own learning so that he is able to move to the front when needed without the teacher prompting him
to. I believe it would be positive to continue to discuss Nile's behavior with him and remind him how this type of behavior
is causing others in the class to perceive him. Teaching Nile how to self-monitor his behavior so that he is involved and
more aware of his actions should help increase his ability and desire to reduce the number of instance where he exhibits
the target behavior. Nile should be taught how to make a tally mark on a post-it note or paper form every time he blurts out
in the morning before the recess bell rings. These tally marks should be compared to a teacher's recordings in the
beginning, but ideally this will be phased out and Nile will be in charge of monitoring his own behavior. If Nile is able to
successfully monitor himself and decrease the number of behavior instances that occur in the morning.
I think that it would also be helpful to give Nile more time to process information and tasks that he finds difficult or
intimidating. If he is able to preview the day's math lesson with the teacher in the morning with he might feel more
confident and thus more engaged during math activities. By preparing him privately in advance for what he will be
expected to do later that day, he will have a moment to ask questions and process what he will need to do later. There is
already an agenda on the board and for long projects the directions are posted in a visible location, but it would likely be
beneficial to Nile to also have steps for each activity posted. For example, for math the directions might look like: 1) Take
out your math journal, 2) Open to page 80, 3) Read the directions, 4) Start working, 5) Check your work, 6) Read if you
finish early. These directions could act as a visual reminder for all students and could also be used to prompt Nile to get

back on task when he exhibits the target behavior. In addition, starting off the activity with a few easier problems could
help Nile feel more confident to participate in the activity in a positive way and display his learning and success to the
other students. I think it is important to give Nile opportunities to participate in a successful manner, but it is also
important to not put him on the spot unexpectedly when he does not feel prepared, this includes extra classes like P.E.
Placing attention on Nile when he thinks he will fail negatively affects his behavior.
Who will established?

Kelsey Olson- Student Teacher

Who will monitor?

Kelsey Olson- Student Teacher

Nile's instances of the problem behavior and the replacement behaviors will be recorded daily
during the morning activities (between the start of school and the start of recess)

Frequency?

ALTERNATIVES: PART 2 - FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT
8. Team believes the behaviors occur because:
(Function of behavior in terms of getting, protest, or avoiding something)

I believe the function of the behavior is to avoid failure in front of others.

Accept a replacement behavior that meets same need
9. 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?)
1) Instead of making distracting comments and noises during class activities, Nile should ask for help by raising his hand or waiting
to approach the teacher after she has finished giving the directions.
2) Instead of singing or blurting out during group discussions, Nile should practice keeping his thoughts to himself so that he does
not draw attention to his inability to perform a task. This connection should be explained to Nile often so that he is reminded how his
behavior looks to the students around him and thus how it impacts their opinion of him. Nile should be prompted by the teacher, if
appropriate, to write in a separate journal if he is having a difficult time keeping his private thoughts to himself.
3) In order to help increase Nile's understanding of his behavior and accountability towards reducing the number of time he blurts
out, he should be taught to self monitor his behavior.
10. What teaching strategies/necessary curriculum materials are needed?
(List successive teaching steps for student to learn replacement behavior(s) and/or curriculum materials needed)
1) Nile should be prompted to raise his hand or wait for an appropriate time whenever he blurts out an answer or question before his
question or comment is addressed. Reminding the class as a whole before a question is given or a discussion is started to raise
their hand if they would like to speak will likely be a beneficial reminder particularly for Nile. Previewing math lessons with Nile in the
morning so that he has the opportunity to prepare for the day and privately receive additional needed support in an area that he
struggles with could help increase his confidence and decrease the problem behavior. Nile should have frequent check-in time with
the teacher, particularly during challenging activities such as math in order to make sure that he is understanding the material and
directions. Posting clear directions on the board when there are multiple steps to an activity or block of time will also help hold Nile
accountable for his behavior and act as a reminder as to what he should be doing.
2) Nile's teacher should remind him that his behavior is bothering the other students and drawing attention to himself. Prompting him
to differentiate between "speaking" thoughts and "thought bubble" thoughts could be done after teaching him this concept by
drawing cartoon speaking and thinking bubbles on the board and discussing what each one means. A smaller version of this visual
could be placed on Nile's desk to remind him. When Nile is having a hard time keeping private thoughts silent, he should be
prompted by the teacher to write these things down in a separate journal and then rejoin the class quietly.
3) Nile should be shown how to make a tally mark on a recording sheet every time he "blurts", beginning with just tracking during the
morning activities. This action should help remind Nile to keep his comments to himself or raise his hand to share. Nile should be
prompted to record a tally mark by the teacher whenever he exhibits the behavior until he is able to successfully self-monitor. Nile
should know that a teacher will also be keeping track of his behavior to help motivate him to record accurately.
11. What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
1) A reinforcement procedure to establish a replacement behavior for when Nile is asking for help inappropriately is to verbally
remind him first to raise his hand or wait for the appropriate time and then ignore his comments or questions until he has followed
the prompt. In order to establish a pattern of asking for help when he needs it, Nile's teacher should check-in with him after
directions have been given in order to create a routine where he is able to privately ask for help. If Nile is able to ask for help in a
more positive way he should be rewarded in an agreed upon way such as earning a certain number of golden eagle tickets, getting
extra reading time, or having a stool for a morning.
2) A reinforcement procedure to establish a replacement behavior for when Nile is blurting unrelated statements during class is to
point to a visual of a cartoon thought bubble and speaking bubble to remind him that somethings need to be kept quiet. Nile should
then be prompted to briefly write his thoughts in a journal instead of blurting them. When Nile does go to write in his journal on his
own or when he is able to reduce the number of blurts each morning he should be verbally rewarded in a different agreed upon way
such as earning a certain number of golden eagle tickets, getting extra reading time, or having a stool for a morning.
3) A reinforcement procedure to establish self monitoring is to secretly signal and remind Nile to record a tally mark when he
exhibits the problem behavior. His recording sheet should be checked against a teacher's recordings in order to ensure that he is
successfully monitoring his own behavior. If Nile is able to correctly monitor his behavior for an entire morning he should be
positively rewarded in an agreed upon way.
Selection of reinforcer based on: Nile's lack of impulse control and desire to avoid failing in front of others. The reinforcement
procedures support Nile in asking for and receiving help in a positive way, visually differentiating silent, private, thoughts from those
that need to be spoken, writing in a journal when he does have silent thoughts that he needs to get out, and monitoring his own
behavior so that he is more aware of how he is appearing to his classmates. Nile's behavior will be monitored by himself and his

student teacher during each morning class period (between the start of school and the start of recess.) The frequency of the
problem behavior as well as the frequency of replacement behaviors will be recorded in order to monitor Nile's improvement and
determine needed areas of further support.
reinforcer for using replacement behavior
By whom:

reinforcer for general increase in positive behaviors

Kelsey Olson- Student Teacher

Frequency?

EFFECTIVE REACTION: PART 3 REACTIVE STRATEGIES

12. What strategies will be employed if the problem behavior occurs again?
If the problem behavior occurs again, Nile should be reminded to use either the replacement behavior of raising his hand
or the replacement behavior of writing in his thoughts journal. Nile's blurts should not be addressed otherwise until he
corrects his behavior. Frequent check-ins regarding the curriculum and his behavior should be done privately in order to
remind Nile to exhibit more positive behavior and to keep him involved and invested in the process.
1. Prompt student to switch to the replacement behavior Nile should be prompted through a previously determined signal to
raise his hand if he is talking out of turn. If Nile is blurting unrelated statements during class then he should be reminded
also silently to remember to keep personal thoughts private. This reminder could be to point to a visual of a thought
bubble or to verbally ask him to take a break, which he would understand means to return to his desk and quickly write in
his journal.
2. Describe how staff should handle the problem behavior if it occurs again Nile should be prompted by school staff to exhibit positive behavior
through private reminders which are established with Nile's help. Other than reminding Nile to correct his behavior, his blurts should be
ignored as much as possible.

3. Positive discussion with student after behavior ends At the end of a class period where Nile has exhibited the problem
behavior, a teacher should have a positive discussion with Nile to talk about what he could have done differently.
Optional
4. Any necessary further classroom or school consequences
Personnel? N/A
OUTCOME: PART 4 BEHAVIORAL GOALS
Use the following charts as a guide and transfer the information to a Marin SELPA Annual Goal form
13. Behavioral Goal(s)
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
By When

By June 11,
2015

Who

Nile

Will do X
behavior

Will
increase his
positive
participatio
n by raising
his hand

For the
purpose of
Y

To avoid
failing in
front of
others

Instead of Z
behavior

Instead of
making
distracting
comments
and noises

For the
purpose of
Y

To avoid
failing in
front of
others

Under what
conditional
conditions

At what
level of
proficiency

During the
morning
class time
between
the start of
school and
the start of
recess

70% of the
time.

As
measured
by whom
and how
As
measured
by the
student
teacher
through
recording
how many
times Nile
waits to be
called on
before
speaking
and how
many times
he talks out
of turn.

Option 1: Increase General Positive or Decrease Problem Behavior

By When

By June
11, 2015

Who

Nile

Will do what, or will not do what

Will ask for help in a non-disruptive

way by either asking the teacher
privately or by raising his hand
when he is confused or does not
know what he is supposed to be
doing.

At what level of
proficiency

60% of the time

Under what
conditional
conditions

During the morning

class time between
the start of school
and the start of
recess

As measured by
whom and how
As measured by
the student teacher
through recording
how many times
Nile asks for help
and how many
times he exhibits
the target behavior
each morning.

Option 2: Increase General Positive or Decrease Problem Behavior

By When

Who

Will do what, or will not do what

At what level of
proficiency

Under what
conditional
conditions

As measured by
whom and

Will practice differentiating private,

As measured by
silent, thoughts from important
During the morning the student teacher
thoughts that need to be shared
Nile will reduce his
class time between through recording
and reduce the number of off topic
number of off topic
the start of school
how many times
By June
and personal thoughts shared with
comments to 3
and the start of
Nile blurts out each
11, 2015
Nile
the class
each morning
recess
morning.
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 students need to use the problem behavior
Observation and Analysis Conclusion:
Are curriculum accommodations or modifications also necessary? Where described: Nile should be given
an opportunity to preview math lessons at the beginning of the day in order to have a private opportunity
to ask questions and receive any additionally needed support.

Yes

No

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

This BSP to be coordinated with other agencys service plans?

Yes

No

Person responsible for contact between agencies

COMMUNICATION: PART 5 COMMUNICATION PROVISIONS

Manner and content of communication

1. Who?

2. Under what
conditions?
(contingent/continuous)

Kelsey OlsonStudent Teacher

will communicate
with Nile's
classroom teacher,

1. Who?

Continuous

2. Under what
conditions?
(contingent/continuous)

1. Who?

2. Under what
conditions?
(contingent/continuous)

4. Expected
Frequency?

5. Content?

6. How will this

be a two-way
communication?

Verbally

Daily

Improvements in
Nile's behavior,
his progress
towards goals,
and how often he
is exhibiting the
replacement
behaviors

Theclassroom
teacher will also
share her
observations of
Nile's behavior and
progress.

3. Delivery
method?

4. Expected
Frequency?

5. Content?

6. How will this

be a two-way
communication?

3. Delivery
method?

4. Expected
Frequency?

5. Content?

6. How will this

be a two-way
communication?

3. Delivery
method?

PARTICIPATION: PART 6 PARTICIPANTS IN PLAN DEVELOPMENT

Student
Parent/Guardian
Parent/Guardian
Educator and Title
Educator and Title
Educator and Title
Administrator
Other