Behavior Intervention Plan Practice

Directions: For your BIP Activity, you will develop a Behavior Intervention Plan for one student
(Tommy). There are four steps to this activity:
1. Read the background info.
2. Read the FBA data.
3. Make a functional hypothesis.
4. Create a BIP.

Background Information
Tommy is a 11 year-old boy who enjoys baseball, swimming, and baking. He does not like art
activities or large crowds. Tommy is above grade level in reading. He enjoys reading, and his
favorite book is the Percy Jackson Lightning Thief series. Tommy has a medical diagnosis of
childhood-onset bipolar disorder and an educational classification of severe emotional and
behavioral disorder. He takes medication for bipolar disorder on a daily basis. He is currently on
a new medication. Tommy has a new baby brother who is 5 months old.

Target Behavior
Tommy has been increasingly disruptive the past few months. He has verbal outbursts and
pushes classroom materials onto the floor after being given an academic task during quiet work
time. His verbal outbursts include yelling that he is not doing the assignment, telling a student to
shut up, using profanity, and calling student’s names. His teachers do feel that they spend about
an hour per day dealing with the behavior, and they usually respond to Tommy’s behavior by
scolding him or by initiating an office referral.

School Classroom Environment

Tommy attends a regular K-5 public elementary school in Florence county. Tommy is new to the
school. Tommy is in the 5th grade. There are 19 students in his homeroom classroom. Tommy
has two instructional blocks in a resource special education class with five other students.
Tommy also has one co-teaching block for math. His teacher is very organized and structured.
She is loving and understanding with regards to Tommy’s needs.

Previous Interventions
Tommy has attended your school for two months now. Initially, he seemed to acclimate to the
new school well. However, things have gotten more difficult for him lately. Tommy’s teacher set
up some rewards for him to earn if he does not engage in disruptive behaviors. His behavior has
not improved and it has been difficult for his team to identify why he is engaging in the behavior.
There is not consensus among his team that the rewards are the appropriate intervention for his
disruptive behavior. His team agreed that they should conduct an FBA and develop a BIP.

Observation Data
Directions: Click on the link below to see data from observations team members conducted on
Tommy’s behavior. The first page is the template to orient you; data start on page 2.
624_Tommy Observation Sheets.pdf

Functional Hypothesis
After reading the FBA data, write a hypothesis statement for Tommy’s target behaviors.
When students are expected to have a positive behavior, Tommy acts out with verbal
aggression and physical class disruptions by pushing class materials onto the floor to obtain the
attention from his peers/teacher.

The Behavior Intervention Plan table begins on the next page.

 Behavior Intervention Plan
Student Name: Tommy Grade: Sixth Date of Plan: text

Category Consideration Ideas

Target Bx What behavior Verbal Aggression

Definition are you
addressing?
(One at a time.)

Function Copy your When students are expected to have a positive behavior, Tommy acts out with verbal aggression
functional and physical class disruptions by pushing class materials onto the floor to obtain the attention
hypothesis from from his peers/teacher.
above.

Replacement What The student will engage in more appropriate language in the the classroom
Bx Definition replacement
behavior(s) will
the student
engage in?

Skills What skills Giving the student frequent check-ins and having reminders around the classroom about polite
Intervention might help this language.
student? Supply fidgets to the child to help with the stress and anger management

Antecedent How could a Before starting a task, checking in with the student and using a more positive verbal attitude
Intervention teacher modify
the antecedent
to increase
appropriate bx?

Consequence How could a Do not feed into the anger of the child, the more attention you give the student when they are
Intervention teacher modify displaying the target BX, the more frequent they are to actually keep behaving in that manner
 the
consequence(s)
the student
receives to
increase
appropriate bx?

Category Consideration Ideas

Target Bx What behavior Physical Class Disruption

Definition are you
addressing?
(One at a time.)

Function Copy your When students are expected to have a positive behavior, Tommy acts out with verbal aggression
functional and physical class disruptions by pushing class materials onto the floor to obtain the attention
hypothesis from from his peers/teacher.
above.

Replacement What The child should be able to sit in his desk without throwing the materials off of the desk when he
Bx Definition replacement is angry
behavior(s) will
the student
engage in?

Skills What skills Fidgets to take the focus off of the materials, repetitive expectations, consistent check in to ask
Intervention might help this how the child is feeling.
student?

Antecedent How could a The teacher should be able to ask Tommy before they start class how he is feeling that day. This
Intervention teacher modify can help comfort him and give him the attention that he is yearning for.
the antecedent
 to increase
appropriate bx?

Consequence How could a Instead of throwing the child out of the classroom, create a separated space that the child can go
Intervention teacher modify to when they are displaying inappropriate behavior.
the
consequence(s)
the student
receives to
increase
appropriate bx?