Name: Matelyn Yarbrough
ABC
Student: Joey Smith
Date: 1/18/20,
Members Present: Mrs. Smith (parent), Mr. Gym (P.E. Teacher), Ms. Martin (school psychologist), Mr. Park (social worker), Mrs.
Lang (speech & language pathologist), Mrs. Jones (occupational therapist), Mrs. Adams (special education teacher/TC), Mrs. Shepard
(general education teacher)
Antecedents:
What happens before the behavior?
Who, what, where and when?
 Gym is very loud & echoes
 Effortful tasks
 Tasks that are physically hard
for him
 He is perfectionist.
 Lunch/recess/specials
 Doesn’t want to go to recess.
 Social activities/ team activities
Functional Behavior Assessment
FBA
Behavior:
What is the behavior?
Problem Identification:
List behaviors in measurable and
observable terms.
 Difficulty sleeping- hard time
falling asleep (usually 11:00)-
Slow to wake
 Noise in the gym, music class,
increases the need to leave the
room
 Leaves the cafeteria during
lunch
 Crying at home- not wanting to
come to school
Consequences:
What happens after the behavior?
What have been our responses to the
behavior?
Rate impact: I=increased behavior
D=decreased the behavior
N=no impact
 D:Leaves to room for a drink of
water/restroom break
 D: trampoline/ ball chair at
home
 D/I: Talk to him
 D:Moves in classroom- paces in
the back of class

Extended History: What else do we
need to know that will be helpful that
pertains specifically to the problem
behavior?
 ASD
 OT- sensory/motor planning/fine
motor/low tone
 SW- peer social interactions
 Speech & language
 TC- math; used to have
organizational goals
 Uses Alpha Smart/ keyboard
independently
 On anxiety medication
 Crying during social studies
 He will “shut down” and say “I’m
fine”- does not want to talk
about it.
 Disorganized- can’t find
assignments, homework, pencils
 Anxiety, over-stimulated
Prioritize the behaviors based upon
whether they are dangerous,
destructive, or disruptive
 None are considered dangerous
or destructive
 Joey’s anxiety and lack of
organization are disruptive to
his learning.
Analyze data:
 Attain data for how many times
Joe participates in PE (Mr. Gym)
 Attain data: How many missing
assignments. (Mrs. Shepard).
Problem Specification:
(Why do you believe the behavior is
occurring?
 Both the difficulties in PE and
 organization are a direct result
of Joe’s sensory needs/ASD.

BRAINSTORM
What do we need to do differently to decrease the antecedents and responses which are triggering the problem behavior?

 All ideas are good ideas

 Do not over-explain, defend, convince
 Professional Role Elimination
 Focus on developing the best idea in the room

 Stay in for recess in RR room

 Scheduled body/ sensory break in the sensory room
 Ability to move as needed
 Help with assignment book
 Mavis Beacon Typing program to help increase typing speed

Behavior Intervention Plan


Antecedent Strategies:
What can we do to prevent the problem
behavior? How will the environment be
set up to decrease problem behaviors
and increase the likelihood for using
new skills?
(Medication considerations) Ensure
that Joey is receiving his correct
anxiety medications at the time
prescribe during the school day.
Changes in medication or punctuality of
medication distribution may affect
anxiety.
(Differentiation) Provide Joey with a
seat away from peers who chatter to
eliminate added stimulus.
Allow Joey to wear his headphones
during group discussions, group work
time, and any other time where Joey is
surrounded by constant movement and
noise.
Have Joey put his papers into his
BIP
Behavior Teaching:
What skill does the student need to be
successful?(Consider child’s
developmental level.) is this an
acquisition deficit or performance
deficit?
What skills do we want to teach?
(Target Behavior) Disorganization-
Want Joey to be prepared for class
with assignments, homework, and
pencils ready.
(Target Behavior) Over stimulus
induced anxiety- Want Joey to be
recognize when he is overstimulated
and what to do when he is.
What are the replacement behaviors?
(Desired behaviors) Disorganization-
Joey will have an organized and labeled
binder for him to put his assignments
and homework in. Joey will also keep at
least two pencils in every subjects’
Consequences Strategies:
What will be our responses to support
teaching the new behavior?
What are our correction procedures?
Disorganization- Provide Joey a clean,
organized binder that is divided into
subjects. In each subject, include a
small pencil holder, two pencils, a cover
page, an assignment section, and a
homework section. Start by showing
Joey where each of his papers go and
making sure both pencils are included.
Begin to fade supports and have Joey
organize his work independently with
check ins before and after class.
Over stimulus induced anxiety- Review
Joey’s self-rating anxiety chart. Make
sure the phrases he used to describe
his emotions in the original chart still
apply now. Have Joey use his chart
binder as they are given to him. Try to
eliminate giving Joey multiple papers at
once to help alleviate added stimulus.
Use the breakdown of Joey’s preferred
coping strategies to ensure that he is
completing properly and receiving the
anxiety release that he needs to relax.
Allow Joey to use a wobble stool in
class. The wobble stool allows Joey to
stay moving and seated at the same
time.
(Assistive Technology) Joey’s self-
rating anxiety chart can be created and
provided through his iPad. This will
allow Joey to select his choice and will
keep the anxiety chart from getting
lost or ruined. Providing the self-rating
anxiety chart via iPad will make sure
Joey’s parents always have a copy at
home to use with him as well.
If Joey has a specific iPad application
that he uses to relax, it may be added
to his preferred coping strategies list
and encouraged when Joey needs a
pocket.
(Desired behaviors) Over stimulus
induced anxiety- Identify and use
coping and anxiety reducing strategies
to minimize stimulus induced anxieties.
What are specific behavior criteria?
N/A
What data will we collect?
(Data) Disorganization- For each of
Joey’s classes he will have a cover
sheet in his binder. On this cover sheet
there will be a place for each teacher
to sign and date at the beginning and
end of each class. If Joey shows
correct organization, then the teacher
should strictly sign and date. If Joey
needed prompting to reorganize his
binder, the teacher will sign and date
with a “P.” The data from the cover
sheets will allow us to find trends in
Joey’s organizational patterns.
Over stimulus induced anxiety- When
during relaxed times and stressful
times to better prepare him for use of
the self-rating chart while anxious.
Create a list of Joey’s preferred coping
strategies and reimplement and review
each one with Joey in a safe
environment as well as a stimulated
environment.
How will we reinforce the target
behavior?
Disorganization- Joey will have his
binder checked at the beginning and
end of every class. He must have his
assignments and homework in the
correct designated areas and at least
two pencils. If it is correct, sign and
date his cover sheet. If not, help him
organize and fix it. Then sign and date
it with a “P.”
Over stimulus induced anxiety- Provide
Joey with his self-rated anxiety chart.
Encourage Joey to use the special
quiet relaxing activity.
(Joey self-advocate/manage) (Least
“Instrusive” Implementation)
*It is the least intrusive to implement
something that Joey helped come up
with. Joey should also be more willing
to self-advocate/manage through the
use of the strategies provided as well
because he helped create them. Joey
will have ownership over his new
supports making them more worth the
use.
Disorganization- Joey’s new binder
should be made with Joey’s help. Joey
will have a sense of achievement and
pride with his new binder. This may
encourage Joey to use it correctly and
frequently. Joey can pick out the colors
and textures of the materials needed
to organize his binder and put them
where he chooses.
Over stimulus induced anxiety- Joey’s
self-rating anxiety chart should be
made with Joey. Use Joey’s own
phrases and words that express how he
Joey is struggling with over stimulus
anxiety use his self-rating anxiety
chart to collect data. First note
whether or not Joey refuses the self-
rating anxiety chart and the
antecedent to his anxiety. If Joey
chooses to use the self-rating anxiety
chart, then document Joey’s choice in
relation to his anxiety. Then document
what coping strategies Joey attempted
and if they were successful or not.
words on the chart to explain his
feelings. Then provide Joey with the
opportunity to use one of his anxiety
coping strategies.
Crisis Plan: (Crisis Plan) If Joey is
experiencing a crisis mode or meltdown
instruct or escort him to the special
education room.
In the special education room, Joey will
have a safe place to reduce his anxiety.
In his safe place, he will have examples
of coping and relaxing strategies that
work best for him as reminders.
Encourage Joey to use his self-rating
anxiety chart.
After the crisis, have Joey walk
through his experiences using the self-
rated anxiety chart.
feels for each stage of anxiety
provided.

Allow Joey to share his preferred ways

of making himself feel better. Include
those into his choices.

Encourage Joey to use his self-rating

anxiety chart independently when he
begins to feel anxious. Then encourage
Joey to pick his own coping strategy to
implement.
 Action Plan
(Full team participation) (Generalization of skills)
*Everyone but the school psychologist is involved in the implementation of the BIP. The school psychologist does not need to
be involved. Each job given to the team member is provided to generalize the skills across content areas. The more the Joey
is exposed to his target behaviors from all team members, the better the chance that Joey will reach his target behavior.
WHO Will do WHAT By WHEN Status at the time of
Plan Review Date
Special Education Teacher: With SW and Joey, develop 2/18/2020
Mrs. Adams a self-rating anxiety chart
via iPad.
With Joey, create and
organize a binder for his
subjects.
Document Joey’s
organized/unorganized
binder with appropriate
information. (Adding the “P”
if prompted to reorganize.)
Document Joey’s use of the
self-rating anxiety chart.
Document Joey’s choices of
coping strategies used when
anxious.
General Education Teacher: Document Joey’s 2/18/2020
Mrs. Shepard. organized/unorganized
 binder with appropriate
information. (Adding the “P”
if prompted to reorganize.)
Document Joey’s use of the
self-rating anxiety chart.
Document Joey’s choices of
coping strategies used when
anxious.
OT: Mrs. Jones Provide Mrs. Shepard with a 2/18/2020 or ASAP
wobble chair for Joey’s use
in the classroom.
SLP: Mrs. Lang Work on the use of feeling 2/18/2020
words to help Joey advocate
for himself during anxiety
inducing circumstances.
Document Joey’s
organized/unorganized
binder with appropriate
information. (Adding the “P”
if prompted to reorganize.)
Document Joey’s use of the
self-rating anxiety chart.
Document Joey’s choices of
coping strategies used when
anxious.
SW: Mr. Park Work on and develop coping 2/18/2020
 strategies for Joey to add
to his preferred list.
Document Joey’s
organized/unorganized
binder with appropriate
information. (Adding the “P”
if prompted to reorganize.)
Document Joey’s use of the
self-rating anxiety chart.
Document Joey’s choices of
coping strategies used when
anxious.
P.E. Teacher: Mr. Park Document Joey’s 2/18/2020
organized/unorganized
binder with appropriate
information. (Adding the “P”
if prompted to reorganize.)
Document Joey’s use of the
self-rating anxiety chart.
Document Joey’s choices of
coping strategies used when
anxious.
School Psych: Ms. Martin N/A 2/18/2020
Parent: Mrs. Smith Encourage the use of Joey’s 2/18/2020
self-rating anxiety chart at
home.
 Encourage Joey to use his
coping strategies when
becoming anxious at home.
Sign and date Joey’s binder
as frequently as possible
(preferably nightly.) If Joey
needs to reorganize his
binder, write a “P” next to
the signed and dated
section.

Plan Review Date: 2/18/2020

Level Three Plans:

 Behavior Intervention Plan required
 Parental consent required (Use Level Three Parent Consent form)
 Administrative consent required (Use Supervisory BIP approval form)
 Behavior Plan Review Committee approval

Strategies: Emergency restraint, Seclusion Time-out (must follow Student Seclusion and Restraint Guidelines, 5630.01)