CONFIDENTIAL – DO NOT DISPLAY

BEHAVIOR INTERVENTION PLAN

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

This BIP attaches to: ☐ IEP date: ​     ​ ​☐ 504 plan date: ​     ​ ​x Team meeting date: 11/15/2020 ​  

Student Name BG ​ ​     ​ ​Today’s Date 12/6/2020​     ​ ​Next Review Date ​   2/28/2021  
1. The behavior impeding learning is​ slamming the laptop as a form of avoiding his reading work. ​  
2. It impedes learning because ​BG is not able to complete expected reading minutes for his grade. ​     
3. The need for a Behavior Intervention Plan ☐ early stage intervention ​ X moderate​ ☐ serious ☐ extreme
4. Frequency or intensity or duration of behavior: ​Behavior occurs on a daily basis 1-5 times per day. ​     
X reported and observed by Fabiola Gutierrez ​  

PREVENTION PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES

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

Behavior is likely to occur during distance learning when mom tells BG to complete reading work. BG slams
O the laptop closed and goes on to do other things such as eat a snack or go play with toys. Mom tells BG to
b do reading work after 2 hours of synchronous distance learning at 11am. Behavior only occurs when he is
se told to do reading work specifically .      
rv
at
io What supports the student using the problem behavior?​ (​What is missing in the environment/curriculum or what is in the
n
& environment curriculum that needs changing?​)
A
n
al
ys The lack of a visual schedule supports this behavior. Student does not have a visual to remind him that
is reading activity time comes right after. The lack of a break supports this behavior. Student feels fatigued
after 2 hours of synchronous video time. The student also does not have a quiet space to do homeworks
and this leads him to not being able to focus and being overwhelmed. There are no smooth transitions
between activities. Transitions are very abrupt and sudden.

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

A visual schedule should be provided to BG so they know the sequence of activities. BG may also ask for
and take a break if necessary before starting his reading activities. The visual schedule provided should
In also show a break time built in. Teacher and parent will both remind students to ask for a break if necessary
te on a daily basis. After 3 weeks, the parent and teacher will no longer ask BG if he needs a break and he will
rv be expected to ask for a break himself. Behaviorist and school psychologist will observe students daily on
e 2 separate weeks to see if he is able to ask for a break instead of slamming the laptop closed when he does
nt not want to do homework.
io
n

1
Diana Browning Wright, ​Behavior/Discipline Trainings
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)​

It is hypothesized that this function of this behavior serves the purpose of task avoidance. Specifically, it is
Ob hypothesized that the function of slamming the laptop closed serves the purpose of avoiding doing their
ser
vat reading work.
ion
&
An What team believes the student should do INSTEAD of the problem behavior?​ (​How should the​ ​student escape/protest/
aly avoid or get his/her need met in an acceptable way?​)
sis

BG should ask for a break if needed before commencing reading work instead of slamming the laptop
closed as a form of avoiding reading activities.

In What teaching Strategies/Necessary Curriculum/Materials are needed?​ (​List successive teaching steps for student to learn
te replacement behavior/s​)
rv Visual schedule with break written in will be needed to remind BG of the activities and that he may ask for
e break before commencing reading activities. Teacher will make a visual schedule. Teacher and student will
nt remind the student of the break. Teacher and parent will keep track of how many times the student asks for
io
n a break and does not slam the laptop on the sticker sheet. When a student asks for a break 5 times, they will
be eligible for a prize from the prize box.

I What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
n
t
e Student will be told they will be offered a break before reading time. For every time he takes a break instead
r of slamming the laptop closed, he will earn a sticker on his chart. When he receives 5 stickers on his
v chart, he will be able to choose a prize out of the prize box.  ​
e
n Selection of reinforcer based on: ​     
t X reinforcer for using replacement behavior ☐ reinforcer for general increase in positive behaviors
i
o
n Teacher or parent will offer a break on a daily basis for the first 3 weeks and then the student is expected to ask for the break
himself. We will use a sticker chart until 2/20/2021

EFFECTIVE REACTION PART III: REACTIVE STRATEGIES

What strategies will be employed if the problem behavior occurs again?
12.
1. BG will be reminded of asking for break​    
2. If BG slams laptop, he will be reminded of their break and of earning a prize after 5 successful uses of replacement behavior..​ 
3. Positive discussion with student after behavior ends ​     

Teacher and parents will both remind student about their break.   

​OUTCOME​ ​ PART IV: BEHAVIORAL GOALS

2
Diana Browning Wright, ​Behavior/Discipline Trainings
For the electronic expandable version, see ​www.pent.ca.gov/forms.htm​.
 Behavioral Goal(s)

Required: Functionally Equivalent Replacement Behavior (FERB) Goal

Will do X For the Instead of Z For the Under what At what As

By purpose of purpose of measured
Who behavior behavior contingent level of
when y y by whom
(line 9) (line 1) conditions proficiency
(line 8) (line 8) and how
                                                     
2/1/20 BG Will ask for as a form of Instead of as a form of before with 80% as
2 a break task slamming task reading time accuracy measured
before avoidance laptop avoidance. in 3 out of by charted
reading closed and 5 trials observation
activity going to by parent
time play with and
toys/eating teacher.
snacks

Option 1: Increase General Positive

Will do what, or At what level of Under what Measured by

By when Who will NOT do what proficiency conditions whom and how

     2/1/2020                  ​with 85% of            

BG complete his reading minutes during reading as measured by
reading minutes completed time progress report on
student portal

Option 2: 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

     2/1/2020      BG   slamming laptop                  

as a form of task will decrease to les before reading as measured by
avoidance     than 1 episode per time charted
week observation by
parent and
teacher.

The above behavioral goal(s) are to: ​X Increase use of replacement behavior and may also include:
X Reduce frequency of problem behavior X 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: ​      ☐ yes ​ X no
Are environmental supports/changes necessary? X yes ​☐ no
3
Diana Browning Wright, ​Behavior/Discipline Trainings
For the electronic expandable version, see ​www.pent.ca.gov/forms.htm​.
 Is reinforcement of replacement behavior alone enough (no new teaching is necessary)? X yes​ ☐ no
Are ​both​ teaching of new replacement behavior AND reinforcement needed? X yes​ ☐ no
This BIP to be coordinated with other agency’s service plans? ☐ yes​ X no
Person responsible for contact between agencies ​      ☐ yes ​X no

​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?)
                                   
Teacher weekly summaries on email weekly for next summary of how many parent and teacher will
and general positive behavior 2 months times student used FERB send each other emails
parent and use of FERB about BGs progress.

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?)
Teacher,                              
parent and monthly progress Meeting once a grading progress summary on use Parent, teacher, school
school summaries on FERB period of FERB and observations psychologist and
psychologist  behaviorist
 

2. Under what 3. 6. How will this be

condition(s) Delivery 4. Expected two-way
1. Who? Frequency? 5. Content?
(Contingent? Manner communication
Continuous?)
  school                              
psycholog weekly observations on meeting 2 times a notes on if student has met SP and behaviorist will
ist and student using FERB semester FERB goal or if both observe student
behavioris modifications will be made and share their notes
t and thoughts on goal
progress and
modifications if needed

PARTICIPATION ​ PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

☐ Student ​     
X Parent MQ
X Fabiola Gutierrez, School Psychologist ​     
X Behaviorist PO ​     
X Teacher KJ ​     
☐ Other ​     

4
Diana Browning Wright, ​Behavior/Discipline Trainings
For the electronic expandable version, see ​www.pent.ca.gov/forms.htm​.
 5
Diana Browning Wright, ​Behavior/Discipline Trainings
For the electronic expandable version, see ​www.pent.ca.gov/forms.htm​.