Note: Numbers correspond with the scoring system on the BIP Quality Evaluation Guide

This form
CO NFI DE NTI A L DO NOT DIS P LAY

B E H AVI O R I N T E R VE N T I O N P L AN
For Behavior Interfering with Students Learning or the Learning of His/Her Peers
This BIP attaches to:

IEP date:

Student Name Caleb E. Grant

504 plan date:

Todays Date 02/2/16

Team meeting date: 3/1/2016

Next Review Date 3/1/2016

1. The behavior impeding learning is (describe what it looks like) The student demonstrates frequent tantrums or
outbursts involving physical aggression, such as kicking, hitting, and biting, that is taken out on his peers
or other adults within close proximity. Though he obviously receives attention from his peers during these
outbursts, his behavior is mainly motivated by the need to obtain ample attention from caring adults.
2. It impedes learning because his outburts are negatively affecting the safety of himself and his peers in
addition to impeding everyone's ability to learn and master class material.
3. The need for a Behavior Intervention Plan
early stage intervention
moderate
serious
extreme
4. Frequency or intensity or duration of behavior Caleb displays this behavior Monday through Friday at school
with outbursts occuring anywhere between one and three times per day. There really seems to be no
particular pattern to his behavior, though he tends to struggle less frequently during specials or when he is
contently playing in the classroom. Situations that put him especially at-risk for harming his peers are
those wherein others are receiving attention or succeeding at a task, when Caleb is working on something
he perceives as being too difficult, or when he himself is the one succeeding, which leads to him feeling
uncomfortable.
reported by Mr. O'Neal and Miss Hop and/or
observed by Miss Lewis
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.)

Analysis
Observation &

5. Academic work time, specifically tasks that are difficult for Caleb to complete independently. He also struggles
when his peers are succeeding and he is not, or when he is doing well, but is unable to fully comprehend his
success, which leads him to feeling discomfort. Furthermore, the behavior is likely to occur when other students
are receiving attention from Mr. O'Neal or Miss Hop and Caleb is not.
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. Caleb is prone to being distracted by his peers, which means that when he feels frustrated and is witnessing the
success of others, he will take his feelings out on his friends that are sitting at his table. He also seems prone to his
outbursts when his teachers are assisting other students. For these reasons, it is recommended that Caleb be given
his own desk or station to work at and it would be preferable that his station be situated close to Mr. O'Neal. It is
hypothesized that this physical change in Caleb's classroom environment will result in decreased expressions of
aggression. Having a quiet place in the room or allowing him to visit Miss Hop's office if he needs a break or is
being unsafe is also hypothesized to have positive results.

Diana Browning Wright, Behavior/Discipline Trainings

1
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Remove students need to use the problem behavior----What environmental changes, structure and supports are needed to remove the students need to use this behavior?
(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)

Intervention

7. It is recommended that the seating arrangement of the classroom be altered, so that Caleb has his own individual
work space that is located close to Mr. O'Neal's desk in his general education classroom setting. He should also be
allowed to have his own quiet place in the room, so that he can ask for a break, if needed, and take some time to
cool-off there. It is recommended that this area be comforting and intimate in that it contains dim or "quiet" lights
and provides Caleb with space to himself, where he is not visible to all of his peers, but is still in Mr. O'Neal's line of
sight. It is hypothesized that doing so will decrease the frequency that Caleb hits, bites, or kicks his peers in
attempts to gain attention because he'll be closer to the teacher and will be better able to ask for assistance. If this
occurs, the rate at which Caleb disturbs his peers will also decrease. Most importantly, we recommend that Caleb
be taught to self-monitor his behavior and self-assess his feelings through the use of a behavioral chart. By doing
so, he should be better able to express his need for a break, so that he does put others' safety at-risk. To ask for a
break, Caleb should raise his hand, show his self-monitoring charts to Mr. O'Neal, and explain why his mood is
prompting him to ask for quiet time. If the teacher cannot immediately come to his side, Caleb should wait quietly
and patiently, or approach Mr. O'Neal, if appropriate.
Who will establish? Mr. O'Neal, Miss Hop, Mrs. Mendiola, and Miss Lewis
Mr. Mendiola Frequency? Every 3 Minutes
ALTERNATIVES

Who will monitor? Mr. O'Neal, Miss Hop, and

PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT

Analysis
Observation &

Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)

8. of the need to receive attention from or be in contact with Mr. O'Neal or Miss Hop.
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. Caleb should begin to make use of a basic self-monitoring behavior chart, such as one with smiley faces, that
also helps him recognize and express his feelings. When he notices that he is beginning to feel frustrated, angry,
or upset, he should explain this to Mr. O'Neal and ask to take a quick break of his choosing, whether that be
resting in his quiet place, visiting Miss Hop, or engaging in a calming classroom activity, such as coloring.

Diana Browning Wright, Behavior/Discipline Trainings

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What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)

Intervention

10. It is recommended that the student first learn to self-monitor his behavior and emotionsby properly filling out a
brief "think sheet," similar to the ones that he has worked with in Miss Hop's room. Such a sheet allows Caleb to
circle the smiley face that best represents his current emotions or feelings, but should also include the added
component of allowing him to talley how often he feels certain emotions or allows them to affect the ways in which
he treats his peers. Then, he should be taught to raise his hand through one-on-one role playing encounters with
the teacher, demonstrating that there are appropriate ways to ask for assistance or breaks. The process for this
situation should occur as follows:
1. Explain to Caleb that he is going to be need to begin by filling out his behavior charts, while also identifying how he
feels every three minutes during classroom work. Because Caleb has seen similar worksheets In Miss Hop's
classroom when he acts up, he should be familiar with the basic structure of such a system. However, it will be
extremely important to note that in this particular situation, Caleb is not filling out such a sheet because he is in
trouble, rather, this is a proactive approach to help him identify situations in which he feels frustrated and might
want to take a break instead of taking his aggression out on his peers. Caleb should be instructed to circle the
smiley face that best fits his current emotional state and he should also learn to talley the number of times that he
feels that way within each interval period of ten minutes. These sheets should be completed during academic work
activities and also function as evidence for when Caleb needs to take a break. Aside from talleying the number of
times that he feels a particular emotion, he should also be encouraged to talley the number of times that he allows
his emotions to get the best of him, in that he begins to disrupt and/or hurt his peers.
2. The best way to begin the process detailed in step one would most likely to be provide concrete examples of filled-out
sheets to Caleb, that way he has a model to work off of. He should also begin by role playing this entire process
with Mr. O'Neal and Miss Hop, who will provide redirection and encouragement as necessary.
3. Once Caleb has mastered filling out his self-monitoring charts, he should be reinforced. He should then be taught
that when he needs a break or is feeling upset, he must ask Mr. O'Neal in an appropriate way, such as by raising his
hand and waiting patiently for Mr. O'Neal to arrive at his work area. If Mr. O'Neal doesn't notice Caleb right away,
Caleb could also be instructed to quietly approach Mr.O'Neal's desk, as long as he is not too busy or speaking with
someone else. When Caleb needs a break, he must also learn to present his behavior chart to his teacher, that way
the teacher will understand how Caleb is feeling and better recognize his need for a break.
4. It is recommended that Caleb be able to select what type of break he wants, such as if he will spend some time in his
quiet space in the general education (Mr. O'Neal's) classroom or go down to Miss Hop's resource room. He should
also be allowed to select what type of activity he'd like to experience, such as coloring, playing with legos, and so
on, in the event that he does not have to be removed from the classroom by force or choose to take quiet time in
his special space. Perhaps this could be presented and practiced through the usage of a choice chart.
5. Once Caleb has role played with Mr. O'Neal and Miss Hop, he should also practice role playing with his peers,
specifically working on noticing situations wherein they are succeeding, but Caleb is growing more and more
frustrated or not receiving attention from the teacher. This will hopefullly help Caleb to learn that he has control
over his responses to his feelings and that even if he's frustrated, he doesn't have to hurt his peers by biting,
kicking, and hitting them. There are other, pro-social ways in which he can express his emotions. It would also be
extremely beneficial to reverse the roles when Caleb practices with his peers. For example, after his peers have
shown success and Caleb has practiced controlling his responses to that situation, his peers should act as if they
are being like Caleb and Caleb should practice being a friend who is receiving attention from Mr. O'Neal. The goal
of this activity would be reinforcing the golden rule. It would hopefully allow Caleb to feel or experience what his
friends do when he takes his aggression out on them. Feeling that sadness and pain, though not in a literal way,
might help support Caleb and convince him that he can and should do better.

Who will establish? Mr. O'Neal, Miss Hop, Mrs. Mendiola, and Miss Lewis
Mrs. Mendiola Frequency? Every Day

Diana Browning Wright, Behavior/Discipline Trainings

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Who will monitor? Mr. O'Neal, Miss Hop, and

Intervention

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?

11. If Caleb succeeds in raising his hand whenever he needs assistance or if he quietly walks up to the teacher to ask
for help or a break at an appropriate time, without hurting others, he will receive a high-five, hug, or a lego added to
his lego tower. Caleb responds very well to contact and attention from adults, so it is hypthesized that a quick side
hug or high five will encourage him greatly. He also loves legos, so perhaps, using this type of reinforcement will
encourage him to continue with his progress. Caleb should be given a lego for his tower, if he so chooses, and
once his tower contains five legos, he should receive play time in the form of an activity that he chooses. Caleb
seems to respond quite well to the class dojo point system which is currently in place in his classroom and this
practice would be very similar. Caleb should always be given social praise, via a hug or high-five, and a lego for
his tower, at least for the two months or so that this intervention is put in place. As was mentioned in the previous
section, Caleb should also receive reinforcement when he is first learning to fill-out his self-monitoring charts.
When Caleb is able to fill out his charts accurately and ask for a break, rather than acting out, he should receive
two legos for his tower, at least for the first month that this practice is in place. Eventually, reinforcement for filling
out the charts can be faded, but his teachers should make sure that he first masters this skill before focusing
solely on his ability to ask for a break in an appropriate way.
1. If Caleb raises his hand or quietly approaches Mr. O'Neal, he will be rewarded with a high-five or hug from his teacher
and a lego for his tower.
2. He will also receive this reinforcement and two legos for his tower if he successfully fills out his self-monitoring
charts.
3. If Caleb manages to stack five legos, he will be allowed to select a play activity of his choice and utitilze it either in his
own classroom or Miss Hop's resource room.
4. The teachers will gradually extend the time between reinforcements and hopefully remove all types of positive
reinforcement other than social praise through hugs or high-fives.

Selection of reinforcer based on: Play sessions with Caleb and informal interviews with Miss Hop
reinforcer for using replacement behavior
reinforcer for general increase in positive behaviors
By whom? Mr. O'Neal, Miss Hop, and Mrs. Mendiola Frequency? Every 10 Minutes

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 The student will be reminded of his goal regarding appropriately selfmonitoring behavior and asking for a break. He will also be reminded that if he is not behaving correctly, he will not
receive his desired outcome, which is attention and praise. An example would be to say "Caleb, remember that you
should raise your hand if you are frustrated and would like assistance or a break. Mr. O'Neal will come to your desk as
soon as he can." The teacher could also remind Caleb of the following: "If it's taking awhile for someone to come help
you, you may approach the teacher and quietly ask for help as long as he is not talking to anyone else."

2.

Describe how staff should handle the problem behavior if it occurs again If the problem behavior occurs again, Caleb will have
one lego removed from his tower. If successive legos have to be removed, Caleb will be told to spend three minutes in
his quiet area, where he will be able to take a quick break, pull himself together, and hopefully decide to make better
choices.

3.

Positive discussion with student after behavior ends If Caleb is able to pull himself together and make better choices, he
should be praised, but not rewarded with another lego or a replacement lego on his tower. He should be given a high-five
or a hug and the teacher should specifically praise him for the area or procedure where he was able to make a correction
and get back on track. The teacher should say something to the effect of "wow, Caleb! Great job today! It got a little
rough there for awhile, but you were able to express your frustrations to me instead of knocking the books off of the
bookshelf. I am proud of you for that good choice!"

Even if Caleb makes a poor choice, the teacher should make it clear that he or she is not angry with Caleb and that Caleb has
not failed. Throughout this process, it will be extremely important that the teachers work together to continue building
Caleb's self-esteem. For example, the teacher should say "hey buddy, I know today wasn't the best in terms of choices,
but bad days happen to everyone and tomorrow we can try again."

Diana Browning Wright, Behavior/Discipline Trainings

4
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Optional:
4.

Any necessary further classroom or school consequences If Caleb is continuing to act up and is severely distracting or
harming his peers, he may be asked to take a quick walk through the hallway and get a drink, or he will be asked to
spend a few minutes downtown in Miss Hop's room, where his work will be sent to him if he chooses or is unable to
return to the classroom. If Caleb is able to make safe choices in Miss Hop's room, he will be allowed to play legos or
have a story read to him by Miss Hop or Miss Lewis. Hopefully this alternative approach will not have to occur. It is
hypothesized that through discussions and reminders, Caleb will be able to work towards his new goal at a healthy pace,
thus allowing him to receive attention through appropriate and pro-social behavior.
Personnel? Miss Hop, Mrs. Mendiola, Ms. Woods, and Ms. Taraski
OUTCOME

PART IV: BEHAVIORAL GOALS

Behavioral Goal(s)

13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
By
when
By
June
2016

Who
Caleb

Will do X
behavior
(line 9)
Will request a
short break
using
appropriate
strategies

For the
purpose
of y
(line 8)
Receiving
attention
from his
teachers

Instead of Z
behavior
(line 1)
Inappropriately
taking his
aggression out
on his peers by
kicking, biting,
or hitting them

For the
purpose of
y
(line 8)
Effectively
expressing
and dealing
with his
negative
feelings

Under what
contingent
conditions

At what
level of
proficiency

During
classroom
instructional
time

During
60% of
the time

Examples: selfmonitoring his

feelings and
behaviors, then
using that data
to reveal to his
teacher how
he's feeling,
which will
provide
evidence for
his need for a
break. Caleb
should raise
his hand, wait
patiently and
quietly, or
approach the
teacher, if
necessary

As
measured
by whom
and how
As
determined
by the
teacher
through
observation
and data
collection.

Option 1: Increase General Positive or Decrease Problem Behavior

By when

Who

Will do what, or
will NOT do what

At what level of
proficiency

Diana Browning Wright, Behavior/Discipline Trainings

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Under what
conditions

Measured by
whom and how

Option 2: Increase General Positive or Decrease Problem Behavior

By when

Who

Will do what, or
will NOT do what

At what level of
proficiency

Under what
conditions

Measured by
whom and how

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 students need to use the problem behavior
Observation and Analysis Conclusion:
Are curriculum accommodations or modifications also necessary? Where described: ..............................
Are environmental supports/changes necessary?.................................................................................................
Is reinforcement of replacement behavior alone enough (no new teaching is necessary)?..................................
Are both teaching of new replacement behavior AND reinforcement needed?.....................................................
This BIP to be coordinated with other agencys service plans?.............................................................................
Person responsible for contact between agencies Miss Hop, Mrs. Mendiola, Ms. Takaski, and Ms. Woods. .
COMMUNICATION

yes
yes
yes
yes
yes
yes

PART V: COMMUNICATION PROVISIONS

Manner and content of communication

14.
1. Who?
Mr.
O'Neal

2. Under what
condition(s)
(Contingent?
Continuous?)
Contingent

3.
Delivery
Manner
Giving
Caleb a
high-five
or hug
and a
lego for
his tower
every
time that
he asks
for a
break in
an
appropria
te
manner
and
doesn't
harm his
peers

4. Expected
Frequency?
Every 10
minutes

Diana Browning Wright, Behavior/Discipline Trainings

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5. Content?
"Great job raising your
hand to ask for a break,
Caleb! You did that all by
yourself and by doing so,
you were able to show
how you felt without
hurting your friends."

6. How will this be

two-way
communication
Mr. O'Neal will praise
Caleb verbally for
making the correct
choice. He'll also be
taking data to make
sure that Miss Hop
and Mrs. Mendiola
(resource room
teachers) also know
how Caleb is doing.

no
no
no
no
no
no

1. Who?
Mr.
O'Neal

1. Who?

2. Under what
condition(s)
(Contingent?
Continuous?)
Contingent

2. Under what
condition(s)
(Contingent?
Continuous?)

PARTICIPATION
Student

3.
Delivery
Manner
Give
Caleb
two legos
for his
tower
and
verbal/so
cial
praise
when he
is
accuratel
y filling
out his
selfmonitorin
g sheets
and
using
them to
explain
why he
needs a
break

4. Expected
Frequency?
Every half
hour

3.
Delivery
Manner

5. Content?
"Thank you for filling out
your worksheet and
showing it to me, Caleb. I
can tell that you are
working very hard! I'm
going to add a few legos
to your tower and allow
you to take a break
because you're doing
such a great job."

4. Expected
Frequency?

5. Content?

PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Parent/Guardian

Parent/Guardian

Educator and Title

Mr. O'Neal, General Education Teacher

Educator and Title

Miss Hop, Resource Room Teacher

Educator and Title

Mrs. Mendiola, Resource Room Teacher

Administrator

Other

Miss Lewis, Observer and College Student

Other

Ms. Taraski, School Psychologist and Ms. Woods, School Social Worker

Diana Browning Wright, Behavior/Discipline Trainings

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6. How will this be

two-way
communication
Mr. O'Neal will praise
Caleb verbally for
making the correct
choice. He'll also be
taking data to make
sure that Miss Hop
and Mrs. Mendiola
(resource room
teachers) also know
how Caleb is doing.

6. How will this be

two-way
communication