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

This form
CO NFI DE NTI AL – DO NO T DIS P LA Y

BEHAVIOR INTERVENTION PLAN

For Behavior Interfering with Student’s Learning or the Learning of His/Her Peers

This BIP attaches to: IEP date: 02/20/20 504 plan date:       Team meeting date:      

Student Name John Douglas Today’s Date 02/20/20 Next Review Date 02/20/21
1. The behavior impeding learning is (describe what it looks like) Behavior of concern is comically shouting out at
inapporiate times during the day, while distracting his peers from learning and completing their work.
Behavior is mostly present during the start of the period and during times when he is done with his work.
2. It impedes learning because John is trying to grab the attention of his other peers, which distracts them from
completing their school work. John is making jokes throughout the period to get a laugh from his peers
instead of letting them focus of their work which then leads to incompleted work.
3. The need for a Behavior Intervention Plan early stage intervention moderate serious extreme
4. Frequency or intensity or duration of behavior The frequency of the behavior is approximately 8 times over a
class period on average over a week period. The comically shouting out will happen 5 to 12 times within a
class period. The duration of the behavior is one to three minutes in length.
reported by Classroom RSP Teacher and/or observed by School Psychologist

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.)
5. Making jokes or Speaking Randomly
a. Provided with an academic task that has to do with reading logs/reading silently
Observation &

b. At the start of the period, coming in from break

c. Working on independent work such as history/ELA
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. John would benefit from clear expectatins of behavior as well as clear expectations with classroom behaviors. John
may also benefit from transitions expectations especially when entering and exiting the classroom during class
periods. John struggles with reading and comprehension so it would be recommended to provide modified
listening activities to help with his academic success.

Remove student’s need to use the problem behavior-----

What environmental changes, structure and supports are needed to remove the student’s need to use this behavior?
Intervention

(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)

7. To reduce the behavior John will need to be taught a social skills lesson on which behaviors are apporpriate for
inside the classroom and when it is a good time to express himself. John would also benefit from a self
monitoring/self regulating lesson. This would give John the proper skills to help him recognize and regulate his
own behavior and decide when a behavior is apporpriate or not.

Who will establish? Psychologist Who will monitor? RSP Teacher Frequency? Daily/4th Period

Diana Browning Wright, Behavior/Discipline Trainings 1

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 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)
8. John's behavior to making jokes and speaking randoming is to gain the attention of his classmates to make them
laugh. This based on his hyperactivity and implusiveness.
Observation &

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/
Analysis

avoid or get his/her need met in an acceptable way?)

9. The team believes that John should be able to regulate and monitor his behaviors in a classroom setting and
know when it is the apporpriate time to express himself. John should be able to use the classroom hand signals
to either ask a question or comment instead of shouting out. To gain attention, John will use a hand signal and
he will be immediatley be called on in the beginning and as he becomes successful there will be a delay in him
being called on.

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

10. The teacher will be provided with visuals to put in the classroom to show John what hand signals to do to ask a
question or make a comment. The teacher will go over how to use the hand signals at the beginning of the class
period. The school psychologist will come in and do a social skills lesson with the entire class and then do a self
regulating/self monitoring lesson with John. The self regulating/self monitoring lesson will help John journal his
thoughts/jokes that he thinks of during the class period without interrupting his peers.

Who will establish? School Psychologist Who will monitor? RSP Teacher Frequency? Daily/4th Period
Intervention

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. John will be reinforced with positive praise immediately when he used the hand signals correctly. If John uses the
hand signals for the entire class period, he will be able to share a joke from his jornal to the class at the end of the
period. John will have to show the RSP teacher the joke prior to sharing to make sure it is school friendly.

Selection of reinforcer based on: Information obtained from the teacher and student
reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? RSP teacher and school staff Frequency? Daily/4th 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 Verbal prompt: "John remember to use the correct hand signal before
talking? "John remember if you have a joke or thought write it down in your journal."
2. Describe how staff should handle the problem behavior if it occurs again Staff should remind John of his replacement
behavior.
3. Positive discussion with student after behavior ends Remind John that he cannot shout out his jokes to interrupt the class
from academic time instead he needs to journal his jokes and he will be able to tell him joke at the end of the class
period.
Optional:
4. Any necessary further classroom or school consequences If replacement behavior is not workig than there may need to re-
evaluate plan.
Personnel? RSP teacher and school staff

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
For the For the Under As
Will do X Instead of Z At what
purpose of purpose of what measured
By when Who behavior behavior level of
y y contingent by whom
(line 9) (line 1) proficiency
(line 8) (line 8) conditions and how
February John will be able to for the making jokes for the in the 80% or * As
2021 regulate/monitor purpose of purpose of classroom out of 10 recorded
his behavior by getting his and shouting getting his trials and logged
journaling classmates during classmates by the
attention inapporpriate attention classroom
times teacher

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

wiFebruary 2021 John will use the hand 80% or 8 out of in the classroom As recorded and
signals to gain 10 trials logged by the
attention classroom
teahcer

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 student’s need to use the problem behavior

Observation and Analysis Conclusion:

Are curriculum accommodations or modifications also necessary? Where described: John would benefit
yes no
from additional listening activies for his ELA/HIstory assignments...............................................................
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 agency’s service plans?............................................................................. yes no
Person responsible for contact between agencies School Psychologist........................................................... 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?)
RSP written in an email emailed weekly How John was during that John's mother will be
Teacher to John's class period. This will able to email with any
mother include areas he additional
struggled in and areas he questions/comments/
succeeded in the period. concerns

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 John Douglas

Parent/Guardian Michelle Doughlas
Parent/Guardian      
Educator and Title Ms. Jane (RSP Teacher)
Educator and Title Ms. Zamora (School Psychologist)
Educator and Title      
Administrator Mr. Perry (School Site Principal)
Other      
Other      

Diana Browning Wright, Behavior/Discipline Trainings 4

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