Behavior Intervention Plan Form
Student: _______Marcos_______
School: ___Desert View High School ___
Step Action
1 Identify the function of the behavior:
Describe the behavior in
measurable terms.
How does the behavior meet the
students needs?
2 Select a replacement behavior:
What should the student do instead? teacher on a 1:1 basis to complete more required assignments.
What do successful students do?
Will the behavior help the student
meet his or her needs?
3 Design a teaching plan:
The expected behavior includes:
Conditions
Behavior
Teaching examples should:
Describe when to use the behavior.
Be realistic.
Non-examples:
Describe when not to use the
behavior.
Be realistic.
Teacher: ______Alan King_______
Date: _____04/20/2016______
Outcomes
The function of the behavior is to avoid completing work by distracting and
communicating with his peers:
Marcos will constantly play games or music on his phone or computer
instead of completing any work during the class period.
This behavior usually results in him receiving peer attention. This in turn
reinforces the inappropriate behavior.
Student would greatly benefit from working with a paraprofessional or the
Successful students are able to complete assignments independently in a
timely manner.
The new behavior will assist the student in being able to complete
assignments in the classroom independently.
Expected Behavior: Student will complete assignments in timely manner and without disrupting
help from a paraprofessional.
Conditions: Given an assignment in class student will be able to complete it with the hel
Behavior: Student will complete in class assignments by working with a paraprofessiona
complete.
Teaching Examples: The paraprofessional will work directly with the student to ensure he knows
assignments in the classroom setting.
Student will use the behavior in all of his classes throughout the day. Student will engage
an assignment is given to him.

4 Arrange the environment to facilitate
success:
Consider Changes to:
Physical environment.
Classroom procedures.
Task requirements.
Teacher-student interactions.
Non-Examples: Explicitly teach student how to start and finish assignments his is given indepen
Student will be taught that it is not appropriate to engage in the intended behavior for exa
and the teacher is giving a lecture, or when other students are working independently.
Realistically the student will need to engage in the intended behavior several times throu
Teaching Strategies:
Peer Modeling: In using peer modeling in the classroom the student will be able t
him and how to effectively work on assignments independently.
Create a system of verbal and nonverbal cues: I will create a system of verbal and
student and myself. This will allow for the student to know what is expected at th
what he needs to be doing during this time.
Problem Situations:
Physical environment: Problems in teaching the student the intended behavior will arise i
reason for this being that the student to be able to walk in the classroom, hear instruction
on his own. It would be beneficial to this student if he had an assigned seat in the classro
on the task at hand.
Classroom Procedures: As explained above we want the student to be able to complete cl
independently. It would greatly benefit this student if he had a classroom procedure he co
when he is working on assignments.
Task requirements: The task requirements for this student is that he either have his compu
he can use to complete any assignments he may need to work on for that day.
Teacher-student interactions: Teacher-student interactions should have the same requirem
However, since the teacher is the one who will be assigning the assignments to the studen
slightly vary. The teacher needs to ensure that the paraprofessional working with the stud
interaction from the student as the teacher would.
Facilitate Success: In order to facilitate success with the student, it is important that the assignme
his grade level and have been correctly modified to fit the students individual needs. Another w
this student is to input the grades as quickly as I can so that the student is able to see their succes
5 Develop consequences for desired and
undesired behavior (Artificial
consequences should be used only when
natural consequences are not sufficient).
If the replacement behavior is not
exhibited despite natural positive
consequences and prompts.
If the problem behavior continues
despite natural positive
consequences and prompts.
6 Write behavioral objectives:
Learner: Who will demonstrate the
behavior.
Conditions: When, where, and
under what circumstances.
Behavior: A physical description of
what the learner is to do.
Criteria: How much of the behavior
is necessary for the objective to be
complete.
Natural positive consequences: In trying to teach Marcos the importance of
completing assignments in class, he will gain the skills to work on various
assignments independently which in return will raise his grade and give him a
sense of accomplishment.
Withhold access to natural consequences: The student has failing grades in
many subjects in school due to missing or incomplete assignments.
Prompts: The student will receive verbal and nonverbal cues from the teacher
during the class period.
Artificial positive consequences: An artificial positive consequence I would
provide for Marcos would be to listen to music or play a game on his phone or
computer after he has completed the assignment for the day. If the assignment
is lengthy he will only need to complete a certain part of it during that class
period in order to receive his time on his phone or computer.
Negative consequences: Marcos will have a website block put on his computer
as well as the loss of points of extra credit activity opportunities.
Learner: Marcos will be able to complete daily class assignments by
receiving help from the paraprofessional in the classroom.
Conditions: Marcos will complete daily class assignments in all of his
classes throughout the day. He will have the opportunity to work with the
paraprofessional during both of his English classes.
Behavior: The student will be able to get out his computer or paper and
pencil from his backpack. He will be able to login the classroom website
and find the assignment. If he does not have his computer he will be able
to copy the website from the board onto his paper. He will then be able to
get started on the assignment with the help of a paraprofessional until he
is able to do this independently.
Criteria: Marcos will complete assignments in the classroom without
disrupting his peers four out of five days of the school week. To meet the
objective the student will be able to do this successfully four days out of
the five day school week.
.