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: 504 plan date: Team meeting date:

Student Name Sarah Goodard Todays Date 03/7/17 Next Review Date 03/7/18
1. The behavior impeding learning is (describe what it looks like) Angry and Defiant
2. It impedes learning because She cant communicate her feelings.
3. The need for a Behavior Intervention Plan early stage intervention moderate serious extreme
4. Frequency or intensity or duration of behavior Frequency: 3 times every 10 days
reported by Math Teacher and/or observed by Special Education TEacher

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.)
Observation &

5. Neglect in the general education classroom. Also doing math work.

What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the
Analysis

environment curriculum that needs changing?)

6. Lectures.There is no place or time for her to relieve her stress.

Remove students need to use the problem behavior-----

Intervention

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. There needs to be a break for Sarah between lectures and homework.
Who will establish? The Math teacher Who will monitor? The math teacher Frequency? Everyday she has math

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)
Observation &

8. Sarah is seeking attention and also needs help. Doesnt understand the homework.
Accept a replacement behavior that meets same need-----
Analysis

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. When frustrated Sarah should go to the teachers desk and do something she likes for a few minutes.

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

replacement behavior/s)
10. Role play with Sarah what she should do when she gets frustrated.
Who will establish? Math teacher Who will monitor? Math teacher Frequency? Once a week.
Intervention

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. Prompting/reminding the options of what Sarah can do.
Selection of reinforcer based on:
reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? Math Frequency? As needed. After she has acted out and it in her calm stage.

Diana Browning Wright, Behavior/Discipline Trainings 1

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 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 Invite Sarah to go over the the teachers desk and color.
2. Describe how staff should handle the problem behavior if it occurs again Continue to remind Sarah to take a break when she is
frustrated.
3. Positive discussion with student after behavior ends The teacher and sped teacher will talk with Sarah about how to control
her behavior next time.
Optional:
4. Any necessary further classroom or school consequences N/A
Personnel?

OUTCOME PART IV: BEHAVIORAL GOALS

Behavioral Goal(s)
13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
For the For the As
Will do X Instead of Z Under what At what
purpose of purpose of measured
By when Who behavior behavior contingent level of
y y by whom
(line 9) (line 1) conditions proficiency
(line 8) (line 8) and how
Annual Sarah will go to the For the Instead of For the while in the 100% of as
IEP teachers purpose of becoming purpose of math class the time measured
Meeting desk and getting the angry and mainting by the math
color when help and defiant her teacher.
she gets attention during emotions.
frustrated. that she classwork.
needs.

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

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 students need to use the problem behavior

Observation and Analysis Conclusion:

Are curriculum accommodations or modifications also necessary? Where described: .............................. 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 BIP to be coordinated with other agencys service plans?............................................................................. yes no
Person responsible for contact between agencies ...................................................................................... yes no
Diana Browning Wright, Behavior/Discipline Trainings 2
For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 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?)
Mrs. when she a notices a will email everytime Will state Sarah's The general math
Sipple behavior occurs in the behavior behavior and what was teacher will
classroom occurs implamented to help her. communicate this via
email with the special
education teacher.
The Sped teacher will
provide feedback.

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 Sarah Goodard

Parent/Guardian Ms. Goodard
Parent/Guardian
Educator and Title Lori Sipple, Math teacher
Educator and Title Shawn Quinn, Sped Edu Teacher
Educator and Title
Administrator Doona Bray, Asst. Principal
Other Margaret Hudson, social worker
Other

Diana Browning Wright, Behavior/Discipline Trainings 3

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