WEST SAN GABRIEL. VALLEY SELPA ‘BEHAVIOR INTERVENTION PLAN Stucet Ne: TTT Birthdate: A TEP Date: SS Date of BP SD ‘This Behavior Intervention Plan is based on the folowing (heck al hat pp) (C1 Functional Behavior Assessment from report dated Data Collction (may include observations, interviews, records review, etc.) TD Social Emotional Assessment from report dated 1 other (describe): “The problem behavior impeding learning is (describe what It looks like) Elopement. J.A. leaves the designated area and runs to the nearest ext 10 ‘escape the classroom. LA. runs full speed and is quick and agile. As she is running, she tends to look back to see if she is being followed by adults. ‘When she does not get to run out of the classroom, she rans in the classroom away from adults. Frequency JA. engages in elopement 3 times a Intensity Duration JA. spends 5-10 minutes running day since the beginning of the school year ‘away from adults (Aug. 19, 2021) © Reported By Education Specialist andior 2) Obwerved by Education Specialist and paraprofessional PREVENTION, PARTI: EWIRONMENTAL FACTORS AND NECESSARY CHANGES, [What are the ancerdrats fr the protiem behavior? (Stusios in which We bolnvbr & Bl 1 occur pinalscting, socal sting, strstnal aie, curiculan and ets, schedng facts, degre of dependence, dew of parpuinn, soca ntact, degre of choke, e.) Elopement is more likely to occur: |-Whole group instruction setting | Academic instruction [What environmental structure and supports are needed to reduce the protiem behavior? (Provide specific examples) | -Searing- away from doors and in close praximity to an adult -Introduce academic concepts in small groups frst -During transition to academic work time, remind J.A. to request a break or take a walk | Remind J.A, she can request a break at anytime during a lesson -Read social stories everyday and discuss classroom rules and expectations ANALYSIS, PARTI: FUNCTIONAL FACTORS “Team believes the behavior occurs Because: C1 Tangle: © Bacape: LA. appears to be escaping from an unwanted activity (academic demands). 1 semon: Attention: [FERB, PARTI: FUNCTIONALLY EQUIVALENT REPLACEMENT BEHAVIOR [What team believes the student should do INSTEAD ofthe protiem behavior? (Repbccmen! bshav tht mess the same ie fncton of problem behavior) ..A. should get out of non preferred activity tasks by requesting a break, going fora walk, or puting her head down on her desk for afew mires. List teaching Strategies/Necessary Curicalun/Materials that are needed (List successive teaching tops fr student to earn replacement behaves) -When J.A. is calm and in designated area, staff will work with her 1:1 and explain her break options Staff will model replacement behaviors as needed for J.A. during taining session -Staff will check for understanding before ending training session During class time, saff will remindJ.A. of her choices as she transitions to less preferred activities List relnforcement procedures needed for 1) esaiishing, 2) maintaining, and3) generalizing the replacement behaviors)? 1, As A. learns that she can meet her needs by asking for breaks, staff will reinforce all of her attempts to engage nthe replacement behavior. For example, if she asks for a break during academic time, staff will give her a break from demands. f she requests to go for a walk, staff will allow her to go for a walk (regardless of task completion). 2. Once JA. learns the replacement behavior, and no longer needs reminders, staff will reinforce every other instance. 3. Generallzing- Share BIP with school staff 30 the behavior generalizes across people and settings. After JA. learns to ask for a break instead of eloping staff wil introduce addtional reinforcer to motivate her to stay in class and complete asks, Per parent and teacher observation J.A. enjoys playing with scented playdowgh and magmetic sand.Selection of reinforcer based on: Likely fiction of the behavior RESPONSE TO PROBLEM BEHAVIOR, PART IV: STRATEGIES Student Behaviors Staff Response ‘Student early escalation behaviors may include: -A. starts screaming several times JA. starts eying the door and staff location [Sta response cary escalation txhaviors may ince = [prompting chat srategi, offering dtracns) Offer A. a break from the environment -Remind her of social skill she has been working on Give her a class job that takes her out ofthe room [Student behaviors during protiem behavior may inode: JA. leaves the chairldesignated area and rans to the nearest exit 10 escape the classroom. J.A. runs ful speed and is quick and agile. As she is running, she tends to look back 10 see if she is being followed by adults. When she does not run out of the classroom, she runs in the classroom awe from acl. Staff response daring problem behavior may include: (eg. monitor for safety, one scp directions, neural one and affect) -If ramming in the classroom, staff will stand near doors and block attempts to ran out of classroom if running outside of the classroom, rat for additonal support -Wait for 1A. to show calm behavior before offering options and giving directions Student behaviors during de-escalation may include: JA. sometimes cries LA. will stop running and get quiet [Staff response to promote de-escalation may include: (c. model deep breathing encouragement) Encourage J.A.t0 sit in calming comer Staff members will praise .A. for calming down Student behaviors during post incdeat may ined: 1A. says “try again” Post incident strategies may include: (eg offer choices, refrain from discussing consequences) -Give LA. a choice 10 work in different environment (library or outside table) -Resume all environmental stracture and supports ‘Behavioral Gas) are part ofthe student's TEP, See Goals) numbered: SAT #7