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Positive Behavior Intervention Support Plan (BIP)

Clark County School District Student Name: Tony Travis Student Number: H008332A Student Grade: 2nd Date: November 10, 2011 Teacher of Record: Diana Zrate School: Pinewood Elementary School

Step 1: Description of Targeted Behavioral Concerns Hyperactive: According to frequency data samples collected at ten-minute intervals over the course of four weeks, it was documented that Tony was unable to sit and listen to instruction for ten minutes for 26 ten-minute intervals. Non-Compliance: According to frequency data samples gathered daily for four weeks in the general education classroom, Tony left class without permission 17 times and failed to participate or begin a task when asked 7 times in a fifty-minute period. Step 2: Functional Behavior Assessment Data Setting Events: Classroom, lunch Antecedents: 1. When the class has a discussion and he is asked to participate (Non-Compliance) 2. During Math lessons when new topics are covered (Non-Compliance) 3. In reading time where all students are expected to quietly read in their desks ( Hyper-Active) 4. When tests are being administered he mumbles to himself and seems uninterested. He does not put effort in completing tests (Non-compliance) 5. When Tony is with his friends in the lunch area he tends to misbehave. (attention-seeking) Functions: 1. Work avoidance 2. Gain attention 3. Escape frustration Other: N/A Step 3: Replacement Behaviors and Services (Task Analysis) These skills will be taught through, modeling, practicing, direct instruction 1. Listen to instructions a. Listen carefully while the instructions are being given. b. Have instructions written down for the student so they can refer to the instruction list. c. Have the students show a response for understanding can be a nod of the head, thumbs up, etc. d. Model proper behaviors: sitting in chair quietly, raising hand, working thru a hard problem, etc. 2. Student participates/ being on task a. Student is to review instructions, and get all materials necessary out and ready for use
Rev. 6/5/07

Positive Behavior Intervention Support Plan (BIP)


Clark County School District b. Have student explain what they need to be doing, or any issues they are having that day. c. Show students self-talk; student should talk positively to oneself and repeat goals, objectives, etc. 3. Allowing him to go to his alternative seat or his favorite spot in the room a. This could be a place where the lighting is more comfortable for him to work at or a place where he can listen to calming music without disturbing others to keep his focus on the given assignment. 4. Teacher provides verbal prompts or a non-verbal cue a. The verbal prompt can be a reminder of the directions or of his token economy. The non-verbal cue to remind him to stay on task can simply just be the teacher tapping the desk where the worksheet is to refocus his attention on the work. 5. Tony is non-compliant during new math lessons, so to help him stay on task a. Perhaps he can serve as a teacher helper. b. Like passing out the worksheets/notes c. having him provide numbers for the math problem i. Examples the whole class can work on together as they're learning a new topic. This can encourage Tony to stay on task since he has become a part of the instruction in a way- he might gain a feeling of importance and in the process gain a love for math because it finally means something else to him. Step 4: Proactive Strategies (Individualized Positive Behavior Change Strategies) Tony will be reinforced with a token for each of the following replacement behaviors: (As a timeline, Tony should have the opportunity to earn a preferred activity about every 10-15 minutes) Participating in class Sitting still and quietly for 10 minutes Not leaving the room without permission For completing assignments and tests Eating lunch in a quiet undisrupted manner Once Tony receives 10 tokens he will immediately be able to turn his stickers in for a preferred activity of his choice. Such preferred activities include, but are not limited to: playing a game with a classmate, computer use, puzzles, or treasure box. Activities will be 7 minutes in duration. Tony will also be given a verbal prompt to sit quietly and read during silent reading. Step 5: Positive Strategies to Modify the Environment
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Teachers will provide Tony an alternative seating arrangement; for example, seated in the front during instruction, or a standing workstation during independent work. Assignments may be modified in all subject areas; for example, every other math problem or shortened writing assignments. Tony may listen to calming music on an iPod or mp3 player during long assignments. A Daily Report Card can be administered and signed by the parent/guardian daily. When appropriate lighting can modified in the classroom. Have more staff supervise the lunch area. Provide aid or tutor as needed during math lessons.

Rev. 6/5/07

Positive Behavior Intervention Support Plan (BIP)


Clark County School District Step 6: Reactive Strategies (Include Crisis Management Strategies, if needed) Tony will be taught with direct instruction, modeling, practice, and nonverbal cues on how to deescalate and reduce stress (cool down techniques). Examples of these may include count to 10, deep breathing, muscle relaxation exercises, stretches, calming music, room lighting, and art. When signs of hyperactivity are shown (fidgeting, getting out of seat, squirming), Tony can be prompted to use his cool down techniques. If Tony is non-compliant, disrupting the class (attention seeking), Tony can go to his preferred area to complete his independent work as needed. Tonys preferred area of relaxation cool down is a secluded area in the back of the class that has low lighting, book shelves that surround the area giving a sense of seclusion, and a comfortable bean bag. -When Tony becomes hyperactive, he may go to his preferred area for 2 minutes to listen to calming music on an IPod. (This is for him to refocus his energy) -When Tony demonstrates non-compliance behavior, he will be reminded with a verbal cue of the Token Economy. -If Tony's behavior continues, he will go down the hall (to another teacher's room) to use his "staying on task" skills. Perhaps going to another environment will help him focus on the given assignment. -Alternative cool down technique 1. Stop 2. Quiet hands 3. Take a deep breath 4. Count to 5 5. I am ready (if not start over) De-escalating steps: 1. Redirect using a calm assertive voice and tone. 2. Remind Tony of his choices using a neutral voice (Ask Tony if he wants to continue with the activity with the rest of the class or take a break in his Cool down area). 3. If undesired behavior continues, remind Tony to go to his Cool down area. (Set the timer for 5 minutes and remind him to use his cool down techniques to calm down ( count to 10, deep breathing, muscle relaxation exercises, stretches, hum a song, or draw a picture. After the 5 minutes are up ask Tony if he is ready to join the class and be on task, if he says he is not ready yet reset the timer and give him 5 more minutes). 4. If the cool down area has not worked in relaxing and calming Tony and his undesired behavior persists, ask him to go to the hallway and have him do some of his cool down techniques. The teacher can model the techniques and do them with Tony (e.g. deep breathing, stretching). 5. If undesired behavior continues, contact administrator for assistance. 6. After Tony has overcome his crisis and calmed down, become on task, explain what was wrong of his behaviors. Explain why his behaviors disrupt the class, and why they are not appropriate in the classroom. Also let Tony know that you have high expectations for him and do not want to see these behaviors again
Rev. 6/5/07

Positive Behavior Intervention Support Plan (BIP)


Clark County School District and want him to continue practicing his cool down techniques when he is stressed out or needs to Cool down or tune in on a class lesson (Math/reading).

Step 7: Progress Monitoring Data Collected that Determines Effectiveness a) All staff will get together to review BIP and data collection techniques every 9 weeks. b) Frequency of target behaviors will be collected three times a week for 8-12 weeks. Data will be collected in all school settings (all classrooms, including specials classrooms, recess, and lunch) for 30-minute intervals. c) Data will be charted once a week and transferred into graphs and spreadsheets that are legible and measurable. d) Data will be analyzed every 4 weeks to determine if target behaviors are decreasing. A criterion of mastery will be considered if target behaviors have decreased by 80%. e) Reports will be written for any hyperactivity or non-compliance behaviors that result in Tonys removal from class or referral to the principals/deans office. f) A daily report concerning Tony's behavior will be sent home each day. Frequency data records will be sent home once per week. g) All staff working with Tony will be notified and given a copy of this BIP. Step 8: Intervention Outcome Process Intervention will begin January 17 2012, and be assessed 9 weeks after, March 15 2011 this will be an all staff meeting, All IEP members are required to attend. Effectiveness, appropriateness and observations, charts, data will be assessed.

Rev. 6/5/07