Behavior Intervention Plan---Sonoma County SELPA

For Behavior Interfering with Students Learning or the Learning of Peers

This BSP attaches to: IEP (date): 09/04/14 504 plan (date): Team meeting (date):
Current Primary Placement: Gen Ed Special Ed 504 Plan
This is an initial BIP This BIP is a revision of the BIP dated

Student Name: Todays Date: 09/04/14 Plan Review Date: 9/04/15
School: DOB: 07/12/2004 Teacher:
Grade: 5 Case Mgr: Psychologist:
Assistant: Behavior Specialist:

1. Student Strengths:
Adam is kind to peers.
Math and reading are areas of academic strength.
Adam enjoys imaginary play.

2. Target Behavior: Description of problem behavior(s) from mild to more intense
Adam engages in temper tantrums when frustrated. When tantruming he will stomp, scream,
rip up work, cry, and slam doors. When teacher approaches, Adam will speak in a
disrespectful tone and refuse to follow adult directives.



3. Frequency, and/or Intensity, and/or Duration of Target behavior:
Tantrums vary from multiple times throughout the week to multiple times in a day.


4. Antecedents & Prevention:

Triggers within curriculum, instruction,
environment and/or intra/interpersonal
situations in which behaviors are likely to
occur:
Changes needed by staff to remove
likelihood of behavior occurring:
Curriculum
Math
Writing










Instruction
Adam does not always follow teacher
directions.
He becomes frustrated and may tantrum
Curriculum
Excused from copying all math notes.
Only required to copy examples
Reduced number of problems when
needed
Sensory breaks
Work in back room to limit noise and
distractions
Use of a graphic organizer
Use of color coding to organize ideas
for essays
Scaffolding of writing instruction


Instruction
Gain eye contact and prompt to attend.
Verbal prompts.
Revised 9/17/08
when asked to perform non-preferred tasks
or is asked to correct work.
Adam has poor organizational skills.
Adam experiences difficulty with self-
regulation.
Adam has difficulty with a change of
routine.

Intrapersonal
Adam has challenges working in
collaborative groups with his peers.
Explicit directives regarding time required
to complete tasks.
On-task and respectful behavior paired
with reinforcement.
Sensory breaks and strategies when
beginning to feel frustrated.
Preferential seating.

Intrapersonal
Strategic group placement.






5. Function of Behavior: ( i.e. to get or obtain, to avoid or escape, and/or sensory regulation)
To assist sensory regulation.
To communicate frustration and anger.


6. Replacement Behaviors: Describe & define an acceptable alternate behavior that meets the
same function of the target behavior
With adult support, Adam will follow routine and participate in classroom instruction.
When frustrated, Adam will use problem-solving/regulation strategies.



7. Instructional Strategies to teach the Replacement Behaviors/Skills to the student:




8. Reinforcement Procedures to use for establishing, maintaining and generalizing the
replacement behaviors:
Positive attention and reinforcement throughout the school.
Recognize success.
Use of preferred activities when non-preferred activities are completed.


9. Reactive Strategies to use when the target behavior occurs - from mild to more intense:
Prompt the replacement behavior
Time away from the classroom to calm himself down.
Adam will not receive the positive reinforcers when he is disrespectful and/or throws a tantrum.
Call to parent.
Revised 9/17/08
School discipline procedures.


10. Communication: How, to whom, (all participants) and at what frequency, will the
progress/data be reported?

Method: Trimester Report Card grading period progress on goals

11. Data Collection following Implementation of this Plan:
Target Behavior (how often, by whom)
o General education and RSP teacher
Replacement Behavior (how often, by whom)
o General education RSP teacher

12. Criteria for Success: (How will plan be faded? How will you know when the plan is
successful?)

Progress noted in goals and objectives.
Reduction of discipline referrals.
Lessened teacher prompts to complete tasks in the directed manner.
Lessened temper tantrums and increase use of problem-solving strategies.