Alison Scalfano & Nicolette Dimora

Sample Behavioral Intervention Plan

Student Name: Sally Smile Address: 123 Rainbow Lane Phone: 123-456-7890
Age: 10 Grade: 5 Parent(s) Names: John and Jill Smile Emergency Contact: John Smile, 222-222-2222
Team Members and Roles:
Mr. Smith (General Education Teacher)
Classmates (Students)

Annual Goal: Sally will improve the amount of appropriate interactions she has with her peers.

Present Level of Behavioral Objectives Intervention Technique Service Provision Progress Monitoring Review Procedures
Performance
Target Behavior Objective 1: Intervention Technique: Beginning Date of Progress Data Collection Date of Review:
Addressed: Sally will raise her hand Social Positive Services: Procedures: April 17, 2018
Hand raising before speaking at least Reinforcement April 3, 2018 Event recording
1 time per class.

Statement of Present Objective 2: Positive Replacement Frequency Per Week: Frequency Per Week: Methods of Parental
Level of Performance: Sally will raise her hand Behavior: 5 days per week 5 days per week Notification:
In Phase A1 the mean before speaking 2 times Hand raising 1. Email
level of hand raising per class. 2. Phone call
was .25 occurrences. Positive Consequence: Duration Each Day: Intervention Implementation 3. Daily report sheets
When Sally raises her 12:00pm-3:00pm (3 Data Collection Procedures:
hand, the teacher will hours) See intervention implementation
make eye contact and say form.
Objective 3: “Thank you for raising Location(s):
Based on Data Sally will raise her hand your hand Sally”. General education Intervention Implementation Statement of Progress:
Collected Through the before speaking 3 times classroom Data Collection Schedule: In Phase B2, the mean level of
Following Procedures: per class. -5 days a week for 1 week hand raising was 11.6
Event recording -4 days a week for 1 week occurrences.
Negative Consequence: -3 days a week for 1 week
None -2 days a week for 1 week
-1 day a week for 1 week
-1 day every 2 weeks for 2 weeks
-1 day every 3 weeks for 3 weeks

Sample Intervention Implementation Plan

Adapted from Tankersley, M., Landrum, T. J., Cook, B. G., & Balan, C. (2000). Developing behavioral intervention plans for students with
disabilities. In C. F. Telzrow & M. Tankersley (Eds.), IDEA Amendments of 1997: Practice guidelines for school-based teams (pp. 241-270).
Washington, DC: National Association of School Psychologists.
 Alison Scalfano & Nicolette Dimora
Student Name: Sally Smile Address: 123 Rainbow Lane
Age: 10 Grade: 5 Parents’ Names: John and Jill Smile Emergency Contact: John Smile, 222-
222-2222
Team Members and Roles:
Mr. Smith (General Education Teacher)
Classmates (Students)

Annual Goal Addressed Through this Plan:

Sally will improve the amount of appropriate interactions she has with her peers.

Behavioral Objectives Addressed Through this Plan:Sally will raise her hand before speaking 2 times per class; Sally will raise her hand before speaking 3 times per class;
Sally will raise her hand before speaking 4 times per class.

Intervention Strategy: Beginning Date: Location(s): General Frequency Per Week: Primary Interventionist:
Social Positive April 18, 2018 education classroom 5 days per week Mr. Smith (General Education
Reinforcement Teacher)

Steps for Implementing
Intervention Strategy:
1.When Sally raises her hand,
the teacher will approach her.
2. Teacher makes eye contact
with Sally.
3. The teacher says, “Thank
you for raising your hand,
Sally!”, “Great job raising
your hand Sally!”, “Wow! I
love how you raised your
hand Sally!”, or “Sally, I like
how you remembered to raise
your hand!”.
Materials Needed for
Implementing Intervention:
Tally Counter:
To count how many times
Sally raises her hand.
List of positive phrases:
1.“Thank you for raising your
hand, Sally!”
2.“Great job raising your
hand Sally!”
3.“Wow! I love how you
raised your hand Sally!”
Supports Needed for
Implementing Intervention:
1.Mr. Smith (General
Education Teacher)
2. Sally Smile (student)
3. Peers (students)
Describe Procedures for Teaching
the Intervention Procedures to the
Student:
See Attached Script
Describe Procedures for
Programming for Generalization:
The desired behavior change is for the
student to raise their hand, instead of
shouting. Hand raising should occur
inside the classroom, when
surrounded by any individuals,
especially the teacher and peers. The
teacher should use social positive
reinforcement to reinforce the student,
each time the student raises their
hand, in order for generalization to
occur.

Materials Needed for Describe Procedures for

Implementing Intervention Programming for Generalization
(cont.): (cont.):
Adapted from Tankersley, M., Landrum, T. J., Cook, B. G., & Balan, C. (2000). Developing behavioral intervention plans for students with
disabilities. In C. F. Telzrow & M. Tankersley (Eds.), IDEA Amendments of 1997: Practice guidelines for school-based teams (pp. 241-270).
Washington, DC: National Association of School Psychologists.
 Alison Scalfano & Nicolette Dimora

4.“Sally, I like how you Methods:

remembered to raise your 1. Vary your choice of words:
hand!”. The teacher should use a
variety of phrases when
using social positive
reinforcement, so that the
student is more likely to
continue the positive
behavior.

2. Have other people present

sometimes and not other
times: The teacher should
have guests in the room such
as another teacher or parents
for specific purpose
throughout the school year.
This will allow the student to
feel comfortable exhibiting
the appropriate behavior,
despite who is in the room.
3. Vary the decorations,
furniture, and their locations:
Switching up the room will
help the student understand
the importance of hand
raising, no matter what the
room looks like.

Adapted from Tankersley, M., Landrum, T. J., Cook, B. G., & Balan, C. (2000). Developing behavioral intervention plans for students with
disabilities. In C. F. Telzrow & M. Tankersley (Eds.), IDEA Amendments of 1997: Practice guidelines for school-based teams (pp. 241-270).
Washington, DC: National Association of School Psychologists.
 Alison Scalfano & Nicolette Dimora
Describe Procedures for Describe Methods for Evaluating
Addressing Inappropriate Student Progress:
Behaviors:
None 1. Collect data
2. Graph data
3. Analyze data
4. Modify program as needed

Adapted from Tankersley, M., Landrum, T. J., Cook, B. G., & Balan, C. (2000). Developing behavioral intervention plans for students with
disabilities. In C. F. Telzrow & M. Tankersley (Eds.), IDEA Amendments of 1997: Practice guidelines for school-based teams (pp. 241-270).
Washington, DC: National Association of School Psychologists.
 Alison Scalfano & Nicolette Dimora
Intervention Implementation Evaluation
Date: April 25, 2018
Teacher: Mr. Smith Observer: Nicolette Dimora and Alison Scalfano
Student: Sally Smiles Location(s): General Education Classroom
Target Behavior: Hand raising Intervention Strategy: Social Positive Reinforcement
Rate each item on the following scale:
1 = very good
2 = good
3 = needs improvement
NO = no opportunity to observe

Materials required to implement the intervention are available. 1 2 3 NO

Student can explain the intervention to another person. 1 2 3 NO

Teacher implements the intervention without prompting. 1 2 3 NO

Specific steps required to implement the intervention:

1.When Sally raises her hand, the teacher will approach her. 1 2 3 NO

2.Teacher makes eye contact with Sally. 1 2 3 NO

3.The teacher says, “Thank you for raising your hand, Sally!”, “Great 1 2 3 NO
job raising your hand Sally!”, “Wow! I love how you raised your hand
Sally!”, or “Sally, I like how you remembered to raise your hand!”.

Reinforcement is available in the environment. 1 2 3 NO

Inappropriate behaviors are not reinforced or addressed in any way. 1 2 3 NO

Data collected and graphed 1 2 3 NO

Suggestions for improving the fidelity of the intervention implementation:

Adapted from Tankersley, M., Landrum, T. J., Cook, B. G., & Balan, C. (2000). Developing behavioral intervention plans for students with
disabilities. In C. F. Telzrow & M. Tankersley (Eds.), IDEA Amendments of 1997: Practice guidelines for school-based teams (pp. 241-270).
Washington, DC: National Association of School Psychologists.
 Alison Scalfano & Nicolette Dimora
The fidelity of the intervention implementation can be improved by following the steps of the task analysis in a more consistent
manner. When Sally raises her hand, it is important that the teacher approaches her immediately and makes eye contact with
her. This will let Sally know that her positive behavior of hand raising was noticed. It is also necessary for the teacher to use
social positive reinforcement, each time Sally raises her hand, to acknowledge and reinforce the behavior. Following the task
analysis, in this order, on a constant basis, will be beneficial to the intervention implementation.

Date of next intervention implementation evaluation: April 18, 2018

Adapted from Tankersley, M., Landrum, T. J., Cook, B. G., & Balan, C. (2000). Developing behavioral intervention plans for students with
disabilities. In C. F. Telzrow & M. Tankersley (Eds.), IDEA Amendments of 1997: Practice guidelines for school-based teams (pp. 241-270).
Washington, DC: National Association of School Psychologists.