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

This form
CO NFI DE NTI A L DO NOT DIS P LAY

B E H AVI O R I N T E R VE N T I O N P L AN
For Behavior Interfering with Students Learning or the Learning of His/Her Peers
This BIP attaches to:

IEP date:

Student Name Catherine Nguyen

504 plan date:

Todays Date 05/17/16

Team meeting date: 05/17/16

Next Review Date

1. The behavior impeding learning is (describe what it looks like) disengagement behaviors that serve the function
of avoiding work, espeically during writing instruction. Behaviors include sitting and staring at the
assignment or playing with the materials at her desk instead of beginning the assignment when instructed
to do so, asking for excessive trips to the bathroom or to get a drink of water, responding immediately to
questions with "I don't know" without taking the time to think about the question, and starting off-topic
conversations.
2. It impedes learning because it results in a reduction of learning time. When the student is engaging in any of
these behaviors, the student cannot learn the content that is intended to be learned at the time. Her behavior
is not conducive to learning, but rather it is adverse to learning.
3. The need for a Behavior Intervention Plan
early stage intervention
moderate
serious
extreme
4. Frequency or intensity or duration of behavior Making off-topic conversation occurs most frequently at a rate
of five times per hour. Responding immediately to questions with "I don't know" occurs at a rate of 4.5 times
per hour, and walking away occurs at a rate of 1.5 times per hour. These behaviors occurred most often at
the onset of language arts instruction and during writing activities. When instructed to begin a writing
activity, Catherine has sat and fiddled with the materials in front of her for up to seven minutes.
reported by frequency data sheets and/or
observed by Marianne Ngo
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.)

Analysis
Observation &

5. Behaviors are likely to occur during language arts instruction, moreso during writing instruction than during reading
instruction, and when the student is working independently. Problem behaviors are more likely with larger writing
tasks, those requiring the student to write a paragraph or more, than they are with smaller writing tasks, those
requiring the student to write only a few sentences.
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 student's problem behavior supports itself in that it allows the student to avoid writing tasks when she engages
in these behaviors. Furthermore, the student behavior is supported for a longer duration when the student is not
redirected to begin the task at hand. Structures need to be implemented to motivate Catherine to begin and
complete larger written assignments.

Intervention

Remove students need to use the problem behavior----What environmental changes, structure and supports are needed to remove the students need to use this behavior?
(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)

7. Pacing and order of language arts tasks need to be changed to remove the student's need to use the problem
behaviors. Writing tasks should be restructured and broken down into smaller parts to help motivate Catherine and
to orient her to the task at hand. Checklists can be used to help her monitor her progress and work towards
completion of writing tasks in small steps. Freedom of choice as to the order the items on the checklist are
completed should be added to help work towards completion of all items.
Who will establish? Teacher Who will monitor? Teacher
lessons involving writing tasks

Frequency? Checklists should be used during all language arts

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)

Analysis
Observation &

8. Based on the FBA, the team believes the the behavior serves the function of avoid writing tasks.
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. The team has suggested that the problem behavior be replaced with the use of checklist during language arts
instruction. The checklist should include all of the language arts tasks the student is required to complete, but
the student is given choice over the order in which the checklist items are completed. This behaivor serves the
same function as her problem behavior as it allows her to put off, and thus avoid, writing tasks, but does so
responsibly as it sets the expecation that the writing task must be completed at some point and cannot be
avoided altogether.
What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)

Intervention

10. In order to teach the student the FERB, a checklist for language arts tasks must be created for each day language
arts instruction is planned. Before the intevention is implemented, the team must meet with the student to
introduce and explain the use of the checklist. During the first few weeks of implementation, the teacher will
provide guidance and support as the student learns to use the FERB, modeling and redirecting as needed. As the
student learns to use the checklist, support from the teacher will be gradually reduced and removed until the
student is able to apply the strategy independently. Reinforcement prodecures need to be used throughout the
implementation of the FERB to ensure student motivation is maintained and to increase student use of the
replacement behavior.

Intervention

Who will establish? Teacher Who will monitor? Teacher Frequency? Daily during the first week and will gradually
reduce in frequency as the student learns to use the FERB independently
What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?

11. To establish the the use of the FERB, the student will be allowed to use the teacher's scented gel pens, which the
student has expressed she likes and has asked to use in the past, for the remainder of the day. The student will be
allowed to use the pens to work on the language arts assignments and any subsequent tasks assigned that day. If
the teacher observes the student beginning a language arts task immediately after the teacher instructs the class
to begin or if the student immediately begins after the first verbal redirection, the teacher will place the gel pens on
the student's desk and praise the student for demonstrating the FERB, so the student understands why she is
being rewarded. This reinforcement procedure will be communicated to the student prior to its implementation. To
maintain the student's use of the FERB, the reinforcement of the gel pens will gradually be faded, and instead, the
student will be reinforced with a sticker. After earning three stickers, the student will earn a reward of her choice,
such as free time, permission to use the swivel chair, work with a partner, etc. The student will be included in the
determination of the rewards that can be earned in order to maintain motivation. This reinforcement procedure will
gradually be faded until the student is required to earn five stars in order to earn a reward. In order to generalize
the FERB, the student will not earn a sticker until all items on the checklist are completed. This will generalize the
behavior of beginning and completing all assignments with the support of the checklist. Nonreinforcement
procedures, such as completing work during recess if the student does not begin the task after the third verbal
redirection, will be used in conjunction with the reinforcement procedures.
Selection of reinforcer based on: student's interests and preferences
reinforcer for using replacement behavior
reinforcer for general increase in positive behaviors
By whom? Teacher Frequency? contingent and immediate upon student starting a language arts task after being
instructed to do so up to first verbal redirection

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 Teacher will use gestural prompt by walking over to student's desk and
pointing to the student's checklist or use direct verbal prompting to isntruct the student to use the FERB. The teacher will
also remind the student of the consequences and rewards the can be earned depending on whether the student chooses
to respond to the prompt or not.

Diana Browning Wright, Behavior/Discipline Trainings

2
For the electronic expandable version, see www.pent.ca.gov/forms.htm.

2.

Describe how staff should handle the problem behavior if it occurs again Staff will need to reevaluate the reinforcement
procedures to ensure that the reinforcments being used are of interest to the student. The team will also need to
reevaluate the curriculum to ensure that the task load is appropriate and achievable for the student. If it is not, larger
tasks will need to be broken down in to smaller tasks and reflected on the checklist. This will help to increase the efficacy
of the intervention in replacing the problem behaviors. The team may also

3.

Positive discussion with student after behavior ends The team will discuss and provide student with praise for areas in which
the student is showing signs of improvement. Following the discussion on growth, the team will provide the student with
feedback on how she can improve even further. The team will also include the student in discussion about the her
thoughts regarding the efficacy of the intervention and value the student's input. If there is an aspect of the intervention
plan that is not working for the student, the team will work on accomodating the student and revise the intervention plan
to increases its effective in decreasing problem behaviors.

Optional:
4. Any necessary further classroom or school consequences
Personnel?
OUTCOME

PART IV: BEHAVIORAL GOALS

Behavioral Goal(s)

13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
By
when
11/17/16

Who
Catherine
Nguyen

Will do X
behavior
(line 9)
Will use
a
checklist
to begin
and
complete
language
arts task

For the
purpose
of y
(line 8)
Avoiding
writing
tasks

Instead of Z
behavior
(line 1)
Engaging in
disengagement
behaviors (i.e.
asking to go to
the restroom
or to get a
drink of water,
sitting and
staring at the
assignment,
playing with
materials)

Diana Browning Wright, Behavior/Discipline Trainings

3
For the electronic expandable version, see www.pent.ca.gov/forms.htm.

For the
purpose
of y
(line 8)
Avoiding
writing
tasks

Under what
contingent
conditions

At what
level of
proficiency

Given a
checklist of
all language
arts tasks that
must be
completed,
Catherine will
be able to
begin and
complete all
items on the
checklist
independently
during
language arts
instruction
with no more
than one
verbal
prompt.

in 80% of
opportunties
when
exposed to
reinforcement

As
measured
by whom
and how
Checklists
will be
collected
daily to see
whether
student
has been
using it to
check off
completed
tasks.
Frequency
chart to
record
number of
times per
language
arts lesson
Catherine
needs to
be
redirected
to begin
tasks, and
student
work
samples to
measure
the number
of writing
tasks
completed.

Option 1: Increase General Positive or Decrease Problem Behavior

By when
11/17/16

Who
Catherine
Nguyen

Will do what, or
will NOT do what

At what level of
proficiency

Under what
conditions

Measured by
whom and how

Student will
decrease
disengagment
behaviors,
namely asking to
leave the room
either to visit the
bathroom or to
get a drink of
water, sitting and
staring at the
assignment, and
playing with
materials at her
desk.

7 out of 10 (70%)
opportunites to
begin a task
independently
when exposed to
reinforcement

During
independent
work time during
languages arts
instruction

Check-in/Checkout sheet will be

used to measure
number of times
students asks to
leave the room.
ABC charts to
measure
behavior and
consequences
immediately after
instruction to
begin
assignment.

Under what
conditions

Measured by
whom and how

Option 2: Increase General Positive or Decrease Problem Behavior

By when

Who

At what level of
proficiency

Will do what, or
will NOT do what

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: ..............................
Are environmental supports/changes necessary?.................................................................................................
Is reinforcement of replacement behavior alone enough (no new teaching is necessary)?..................................
Are both teaching of new replacement behavior AND reinforcement needed?.....................................................
This BIP to be coordinated with other agencys service plans?.............................................................................
Person responsible for contact between agencies ......................................................................................
COMMUNICATION

yes
yes
yes
yes
yes
yes

PART V: COMMUNICATION PROVISIONS

Manner and content of communication

14.
1. Who?
Teacher

2. Under what
condition(s)
(Contingent?
Continuous?)
Continuous

3.
Delivery
Manner
Informal
face-toface
meetings

4. Expected
Frequency?
Weekly

Diana Browning Wright, Behavior/Discipline Trainings

4
For the electronic expandable version, see www.pent.ca.gov/forms.htm.

5. Content?
To discuss progress of
student in meeting the
goals and reviewing data
that has been collected
that week

6. How will this be

two-way
communication
Teacher and team will
be working in
collaboration during
meetings

no
no
no
no
no
no

1. Who?
Parents

1. Who?

2. Under what
condition(s)
(Contingent?
Continuous?)
Contingent on problem
behavior reoccuring or
if there is halt in
progress. If student
continues to progress
without any setbacks,
the team will
communicate student's
progress to parents.

2. Under what
condition(s)
(Contingent?
Continuous?)

PARTICIPATION
Student

3.
Delivery
Manner
Over the
phone or
by email,
but team
will make
availabilit
y to meet
in person
per
parents'
request

3.
Delivery
Manner

4. Expected
Frequency?
Twice a month

Lan Anh Bui

Parent/Guardian

Tung Nguyen

Educator and Title

Marianne Ngo (Tutor)

Educator and Title

Educator and Title

Other

5. Content?

PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Parent/Guardian

Other

To discuss student's
progress in meeting the
goals and to share any
information that the
parents should know

4. Expected
Frequency?

Catherine Nguyen

Administrator

5. Content?

Diana Browning Wright, Behavior/Discipline Trainings

5
For the electronic expandable version, see www.pent.ca.gov/forms.htm.

6. How will this be

two-way
communication
Parents will be able to
contact the team at
any time via phone or
email to discuss the
student's intervention
plan or any concerns
they may have

6. How will this be

two-way
communication