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: 02/2/16

Student Name David Reyes

504 plan date:

Todays Date 02/24/16

Team meeting date: 02/24/16

Next Review Date 09/24/16

1. The behavior impeding learning is (describe what it looks like) Aggression(i.e.,Not keeping his hands to himself,
pushing, hitting, and yelling)
2. It impedes learning because David loses instructional time and shuts down in class, which prevents him from
from completing his work.
3. The need for a Behavior Intervention Plan
early stage intervention
moderate
serious
extreme
4. Frequency or intensity or duration of behavior 3 to 5 times a week
reported by Mallory Mc Clintock & Trang Garvy and/or
observed by Mallory Mc Clintock & Trang
Garvy
PREVENTION

PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES

Analysis
Observation &

What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)

5. Being corrected by adultsor peers/Being told "No"/Getting a consequence for not following a direction;
Confrontational situations (even horse play) could lead to physical altercations or becoming verbally aggressive and
loud.
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. Peers making comments about him or talking to him about what he is doing.

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. Providing a silent cue to remind him of appropriate behavior (agreed upon cue). Teach conflict resolution skills and
social skills. verbal praise for correct behaviors and verbal redirection with a steadfast tone.
Who will establish? Gen./Spec.Ed Teachers/

ALTERNATIVES

Who will monitor? Gen./Spec.Ed Teachers/

Frequency? Hourly/Daily

PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT

Analysis
Observation &

Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)

8. External Reward (David tries to gain attention or classroom responsibilities assigned by the teacher.
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. Teach David pro-social skills for accepting criticism or directions from adults. Teach him how to accept feedback
from peers.

Diana Browning Wright, Behavior/Discipline Trainings

1
For the electronic expandable version, see www.pent.ca.gov/forms.htm.

What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)

10. Teach David the social skill of "Accepting decisions of authority" that involves the specific steps of 1. Look at the
Intervention

person. 2. Remain calm and monitor your feelings and behavior. 3. Use a pleasant or neutral tone of voice. 4.
Acknowledge the decision by saying "Okay" or "Yes, I understand". 5. If you disagree, do so at a later time. 6.
Refrain from arguing, pouting, or becoming angry. Use planned teaching at a neutral or quiet time. Teach David a
preventative prompt. Practice the skill and role play in a safe setting. In addition, Accepting Criticism or
Consequence: David will be taught the social skill steps of "Accepting Criticism or Consequence" as modeled
and/or practiced with teacher or aide. The steps include: 1. Look at the person 2. Say 'Okay' 3. Don't argue. The
student will learn all steps of this skill and use it in 8 of 10 trials successfully as measured by teacher records and
observations.

Intervention

Who will establish? Gen./Spec.Ed Teachers/SLP

Who will monitor? Gen./Spec.Ed Teachers/SLP

Frequency? Daily

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?

11. Reinforce David each time he engages in a pro-social behavior, accepts a decision/consequence appropriately, or
responds to a peer's suggestion appropriately with verbal praise, special tasks or activities.
Selection of reinforcer based on: Parent, Teacher, Student choice
reinforcer for using replacement behavior
reinforcer for general increase in positive behaviors
By whom? Gen./Spec.Ed Teachers/SLP Frequency? Hourly

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 Use silent cue, verbal reminder or private conversation to remind
David of replacement behaviors. Ask him if he needs to take a break or give him the choice of another activity.

2.

Describe how staff should handle the problem behavior if it occurs again Remind David what he is working towards and what
behaviors are expected of him. Give him space and allow time for him to calm down. Do not engage him until he appears
calm enough to respond. Refer to an administrator/designee and call home. Individual classroom teacher to determine
consequences on an individual basis. Follow school assertive discipline chart.

3.

Positive discussion with student after behavior ends Debrief with David about what led to the behavior and any other
contributory factors. Discuss strategies for preventing the behavior in the future and have him describe in his own words
what he is to do. Explain the consequences and why they were chosen. Allow him time to reflect on what occurred and
discuss how he can correct the current situation and prevent future situations. Verbal praise for appropriate behavior

Optional:
4.

Any necessary further classroom or school consequences Regular discipline procedures apply that may include suspension
or expulsion. Individual teachers are to discuss possible consequences for a given classroom with David and his
parents. Make sure to explain what behaviors are acceptable and what are not. Be clear about what behavior leads to
what consequence. Both positive and negative consequences should be incorporated into a given class.
Personnel? Teachers, Administrators, and Aides

Diana Browning Wright, Behavior/Discipline Trainings

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

OUTCOME

PART IV: BEHAVIORAL GOALS

Behavioral Goal(s)

13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
By
when

Who

02/24/17

David

For the
purpose
of y
(line 8)

Will do X behavior
(line 9)
David will accept
decisions/consequence
s by adults on 3 out 4
occurrences in all
school settings.

Gaining
access
to
activitie
s
provided
by the
teacher.

Instead of Z
behavior
(line 1)
Being
aggresssiv
e towards
peers and
staff

For the
purpose
of y
(line 8)
Gaining
access
to
activitie
s
provided
by the
teacher.

Under
As
what
At what
measured
conditiona
level of
by whom
l
proficiency
and how
conditions
In all
3/4
Teacher/SLP
school
logs
settings

Option 1: Increase General Positive or Decrease Problem Behavior

By when
11/6/14

Who
David

Will do what, or
will NOT do what
Accept decisions
from adults and
feedback from
peers

At what level of
proficiency
3/4

Under what
conditions
In all school
settings

Measured by
whom and how
Gen./Spec.Ed
Teachers logs

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
conditions

Measured by
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: ..............................
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 ......................................................................................

Diana Browning Wright, Behavior/Discipline Trainings

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

yes
yes
yes
yes
yes
yes

no
no
no
no
no
no

COMMUNICATION

PART V: COMMUNICATION PROVISIONS

Manner and content of communication

14.
1. Who?
Gen./
Spec.Ed
Teachers

1. Who?

1. Who?

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

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

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

PARTICIPATION
Student

3.
Delivery
Manner
Log

3.
Delivery
Manner

3.
Delivery
Manner

4. Expected
Frequency?
Weekly

Parents and school staff

can share David's
behavior for the week via
log.

4. Expected
Frequency?

5. Content?

4. Expected
Frequency?

Parent/Guardian

Patricia Reyes

Parent/Guardian

Educator and Title

Mallory Mc Clintock, Resource Specialist

Educator and Title

Trang Garvy, General Education Teacher

Educator and Title

Erica Jenson, Vice Principal

Other

Robert Garcia, School Psychologist

Other

Gerardo Sanchez, School Psychologist

Diana Browning Wright, Behavior/Discipline Trainings

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

6. How will this be

two-way
communication
Parent and teacher
can communicate with
notes in log.

6. How will this be

two-way
communication

5. Content?

PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

David Reyes

Administrator

5. Content?

6. How will this be

two-way
communication