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

This form
CO NFI DE NTI A L DO NO T DIS P L AY

B E H AV I O R I N T E RV E N T I O N P L A N
For Behavior Interfering with Students Learning or the Learning of His/Her Peers

This BIP attaches to: IEP date: 04/4/16 504 plan date: Team meeting date:

Student Name Mark Villalobos Todays Date 02/3/16 Next Review Date 05/03/16
1. The behavior impeding learning is (describe what it looks like) Talking louder than peers at inappropriate times,
inappropriate jokes/comment, frequently off task, murmuring under breath, laughs at inappropriate times.
2. It impedes learning because Marks behavior is impeding the learning of his peers as well as his own
learning. Students respond to Marks target behavior, therefore, reinforcing Marks target behavior. The
students laugh at Marks jokes and Mark gets attention from teachers as well when he displays the target
behavior
3. The need for a Behavior Intervention Plan early stage intervention moderate serious extreme
4. Frequency or intensity or duration of behavior Displayed the target behavior, mentioned in the FBA, from
1/13/16-1/14/16. In addition to 1/21/16. The behavior occurred frequently during those days. The specific
time observed was 9:30am to 10:30 am.
reported by Mr. Jackson and/or observed by

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. Behavior is most likely to occur in Mr. McGreevys class when independent work is assigned. The behavior is also
more likely to occur when Mark is sitting at a table with peers instead of an individual desk.
Analysis

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. Mark is encouraged when his peers react to his inappropriate jokes. According to his teacher, Mark behaves a bit
better when he is sitting an an individual desk instead of at a table with his peers.

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. Have Mark sit at an individual desk instead of sitting at a table with his peers.
Who will establish? Mrs. Johnson Who will monitor? all teachers Frequency? on going

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. Gain attention from peers.


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. Mark will remain on task by sitting quietly without talking when instructions are given out. He will also
understand the difference between an appropriate joke and an inappropriate joke.

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. Mark will first need to learn what an appropriate joke is and what an inappropriate joke is. He will learn this through
role playing with Mrs. Johnson. He will do this with Mrs. Johnson because he already has a positive relationship
with her. First, Mrs. Johnson will explain what an appropriate joke is and why it is important for Mark to only tell
appropriate jokes. Once Mrs. Johnson is through explaining this to Mark, she will role-play situations that display
appropriate jokes. For example, to start off, Mrs. Johnson may say something like "Mark I'm going to tell you some
jokes that I think are funny. What I want you to do is tell me if you think they are jokes that can be told in school". It
will then be Mark's job to determine what is appropriate or not. After Mrs. Johnson gives examples of each type of
Intervention

joke, she will explain to Mark what is appropriate and what is not and why the joke is appropriate or not. Then Mark
will show he understands what an appropriate joke is by giving Mrs. Johnson examples (telling jokes to Mrs.
Johnson). This may take a few sessions to completely master. The first two sessions will be conducted every
Monday morning with Mark and Mrs. Johnson. The following two sessions will include Mark and Mr. McGreevy.
Mark will also have a self-management system in place during Mr. McGreevy's class. For this, Mark will be given a
notecard that describes what on-task behavior looks like. For example, the card could say "I am on-task when...I
am sitting quietly when Mr. McGreevy is giving instructions...." This can serve as a non-verbal reminder as well
because during class if Mark is off task, Mr. McGreevy can walk over to Mark's desk and tap the card as a reminder
for Mark to stay on-task. This card will stay taped on Mark's desk for at least three months ( When the three
months are up, Mr. McGreevy may take it away without telling Mark to see if Mark remembers what on-task looks
like without the reminders. If Mark reverts back to his problem behaviors, Mr. McGreevy can simply tape the card
back on and continue to give Mark non-verbal ques to stay on task.

Who will establish? Mrs. Johnson Who will monitor? all teachers Frequency? duration of class.
Intervention

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. Mark will participate in an individualized positive reinforcement system. In the beginning of this system, every time
Mark sits quietly without talking or whispering to anyone while instructions are being given he will be rewarded
with one point. Mark will also be given the opportunity to earn one point every time he continuously works on an
assignment for 10 minutes, or for the duration of the assignment. The points will be tallied on a sheet of paper that
is specific for the reinforcement system. For every point, Mark will be allowed to tell one appropriate joke to his
peers at the end of the class period. Mark will go over what an appropriate joke is with his teacher prior to class.
Over time, the goal is for the teachers to fade out the reinforcement system. Teachers will make a decision as to
when they feel it is most appropriate to fade out the system. To fade out the system they will begin to increase the
number of points in order to tell a joke. For example, instead of being allowed to tell a joke every time he gets a
point, it will be for every 10 points. Eventually, the teacher will tell Mark what an amazing job he has been doing
staying quiet when instructions were given, how great he has been with working on his assignments and staying
on task. They will let him know that now because of how well he is doing they will periodically give him points
when he is caught doing the right thing. This way Mark will have to remain on his best behavior, knowing he
might not always get a point. The rest of the rules for the reinforcement system will remain in place. Note, this
system does not limit Mark to only telling jokes in the classroom, if Mark desired he could tell appropriate jokes at
lunch; however, if he wanted to tell jokes in the classroom he would have to follow this system.

Selection of reinforcer based on: previous reinforcement system already in place that works for Mark.
reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? Mr. McGreevy Frequency? during the whole class period

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 In the event that the reinforcement system fails, Mark will first be given
verbal prompts to stay on task; however, if this fails
2. Describe how staff should handle the problem behavior if it occurs again If the inappropriate comments continue despite the
individual positive reinforcement system the staff should get back together and figure out a different system. However,
based on how well Mark responded to the positive reinforcement system already in place, there shouldnt be any
problems with implementing the same system throughout all his classes.
3. Positive discussion with student after behavior ends After Mark's behavior problem fades completely out, the teacher will sit
down with Mark and let him know how great he is doing. The teacher will also say something like "Mark, do you
remember a while ago when you displayed X behavior? Well what would happen if you did that again?" Then the teacher
would remind Mark of the consequences.

Diana Browning Wright, Behavior/Discipline Trainings 2


For the electronic expandable version, see www.pent.ca.gov/forms.htm.
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
For the For the Under
Will do X Instead of Z At what As measured
By purpose purpose what
Who behavior behavior level of by whom
when of y of y contingent
(line 9) (line 1) proficiency and how
(line 8) (line 8) conditions
5/3/16 Mark Mark will Gain Talking louder Gain During With a Measured by
Villalobos remain on attention than peers at attention Math time. 100% all the
task by sitting from inappropriate from accuracy teachers
quietly peers. times, peers. on three using the
without inappropriate out of reinforcement
talking when jokes/comment, five days system
instructions frequently off of a five originally put
are given out. task, murmuring day week into place by
He will also under breath, period. Mrs. Johnson.
understand laughs at
the difference inappropriate
between an times.
appropriate
joke and an
inappropriate
joke.

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 3


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?)

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 Mark Villalobos


Parent/Guardian Tatiana Villalobos
Parent/Guardian
Educator and Title Mr. McGreevy, Math Teacher
Educator and Title Mrs. Johnson, English Teacher
Educator and Title Mr. Jackson, Case Manager
Administrator Mrs. McNamara, Special Education Administrator
Other
Other

Diana Browning Wright, Behavior/Discipline Trainings 4


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