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:       504 plan date:       Team meeting date: 09/8/21

Student Name Sarah Goodard Today’s Date 07/8/21 Next Review Date 08/9/21
1. The behavior impeding learning is (describe what it looks like) Shoving books, screaming, refusing instructions,
verbal lash outs to classmates and teacher.
2. It impedes learning because It stops the class until she does what the teacher says. She distracts her
classmates, and classmates ignore her at other times. She is not doing her work.
3. The need for a Behavior Intervention Plan early stage intervention moderate serious extreme
4. Frequency or intensity or duration of behavior 3 out of 10 days. 8th grade.
reported by math teacher, Lori Sipple and/or observed by Special Ed. Teacher, Shawn Quinn

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.)
Observation &

5. math class, working on problems individually; general education setting.

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. no aid is there, special education teacher is not there, contract is not working anymore.

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. Ask her about challenge in work; report to teacher every start of day how she feels and is; go through schedule with
her and changes made in it.

Who will establish? Special Ed Teacher, Shawn Quinn Who will monitor? Math teacher, Lori Sipple Frequency? daily
and weekly

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. Wanting to avoid classwork and getting attention.
Observation &
Analysis

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/
avoid or get his/her need met in an acceptable way?)
9. Leave class if needed; talking to Sarah about changing contract again; instead of yealling stand up/walk
around/leave and talk to someone (counselor, teacher); have a break.

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

replacement behavior/s)
10. Teach coping skills (or anger management) and social skills; model/roleplay with Special Ed and Math teacher;
when feeling angry, etc. go to corner and write about her feelings or draw.

Who will establish? Lori Sipple and Shawn Quinn Who will monitor? have an aid Frequency? twice a week

Diana Browning Wright, Behavior/Discipline Trainings 1

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
Intervention

11. Get rid of rewards. Give verbal praise; counseling; reminders when she is doing the desired alternative.
Selection of reinforcer based on:      
reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? All teachers Frequency? daily, and/or as needed

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 x giving/reminding her of her options.
2. Describe how staff should handle the problem behavior if it occurs again x Remind of her choices and ignore behavior until
she choses one.
3. Positive discussion with student after behavior ends x Ask what she feels; what happened; what are the alternatives she
could use next time; ask what the teacher can do for them next time/ in a moment of need. What can we do better?
Optional:
4. Any necessary further classroom or school consequences Ignoring the behavior. Guide her out accompanied to talk about
what is happening. Having her clean up/pick up her books, only what she did.
Personnel? Special Ed teacher; math teacher.

OUTCOME PART IV: BEHAVIORAL GOALS

Behavioral Goal(s)
13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
For the As
Will do X For the Instead of Under what At what
By purpose of measured
Who behavior purpose of y Z behavior contingent level of
when y by whom
(line 9) (line 8) (line 1) conditions proficiency
(line 8) and how
by the Sarah will take a getting rid of yelling refusing to when at 4 out of 5 Gen ed. and
end of break and go her and do work or class and times special ed.
the talk to the frustration throwing wanting disruptive for teacher
month counselor and anger things attention class

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

by the end of the Sarah will express her 3 out of 5 times when she gets math teacher and
year needs without frustrated or special ed
yelling (e.g. be angry teacher
given a more
challenging work,
etc.)

Diana Browning Wright, Behavior/Discipline Trainings 2

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

7/11/2021 Sarah take a break 4 out of 5 times when she does teacher and
instead of yelling not want to do counselor
and go talk to work.
counselor

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: provide a corner for
calming down -with worksheets to go through emotions; paper to draw; books to read. Maybe more yes no
challenging work for her, if needed..................................................................................................................
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 teacher with counseling.................................................... yes 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?)
Math Every time Sarah has a text twice a week it will describe what Sarah Talk about it in next
teacher verbal lash out. said and how she did it meeting. Document
and when it happened. by Sped Teacher.

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?)
Special refusal of following e-mail weekly specifically how Sarah tips that can help will
Ed directions refused to follow be provided and it will
teacher directions and what be documented and it
directions. will be discused in the
next meeting with
teachers.

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?)
math when Sarah gets text unknown "please, come help" special ed teacher will
teacher physical-throws things come to assist.

Diana Browning Wright, Behavior/Discipline Trainings 3

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Student Sarah Goodard

Parent/Guardian mother - Ms. Goodard
Parent/Guardian      
Educator and Title Shawn Quinn - Special Ed. Teacher
Educator and Title Lori Sipple - Math teacher
Educator and Title      
Administrator Donna Bray, Asst. Principal
Other Margaret Hudson - school social worker
Other      

Diana Browning Wright, Behavior/Discipline Trainings 4

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