xxxxxxx
Behavioral Analyst
Turlock, CA 95382
Email:
Phone:
Behavioral Intervention Plan (xx/xx/xx)
Identifying Information
Student:
DOB:
Current age:
School:
#####
###
####
##### School
Intervention Strategies
All intervention goals and techniques shall be based on assessment data (both formal and
functional) and input from #####'s teacher, aide and caretakers. The intervention is to consider
long-range educational goals, long-term objectives and short-term objectives which, when met
will allow ##### to function as independently as possible. The long and short-term objectives
shall be objective, measurable, functional, socially valid, realistic, achievable and beneficial to
##### in an educational environment. Included among these objectives shall be appropriate
self-care skills, simple instruction following and functional communication skills.
Intervention Techniques
1) Provide a varied and functional curriculum with a predictable daily schedule for ##### while
he in the school special education program. This curriculum shall be based on IEP
directives.
2) Provide social contact with other students in a socially meaningful and constructive manner,
insuring the safety of both ##### and the other students.
3) Conduct frequent reinforcer surveys to insure that current consequences are effective in
maintaining desired behaviors. Provide for a frequent and varied contingent reinforcement
schedule throughout the school day.
4) Implement incidental training methods throughout the day involving participant modeling,
graduated guidance, differential reinforcement of successive approximations and fading to
bring about desired behavior changes in following simple requests.
a) It is critical that the request is understandable. Use single words such as "catch",
"throw", "come", etc. as well as distinctive gestures that he is familiar with (such as a
catching motion for "catch" or a beckoning motion for "come"). Another person could
model what we are requesting (a procedure called participant modeling). These are the
ANTECEDENT STIMULI to the requested behavior.
b) If the requested behavior occurs (or at least some approximation of it) reinforce
immediately with social praise (vary this praise between verbal "good job, way to go,
hooray" and pats on the back, clapping, high fives etc.), use access to the TV every now
and then as a reinforcer. Switching to another activity might also function as a reinforcer
in this situation. Delay social contact for noncompliance. This is called SHAPING or
##### (###) BIP
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5)
6)
7)
8)
9)
10)
11)
DIFFERENTIAL REINFORCEMENT OF SUCCESSIVE APPROXIMATIONS if we
gradually raise the criteria for reinforcement as the behavior gets better.
c) If ##### needs help completing a request (can't button his shirt or zip his pants), gently
guide his hands through the movements. This is called GRADUATED GUIDANCE. We
then provide less and less assistance each time he attempts the request (this is called
FADING). Our goal is to fade out most of our assistance as he gets better with the task.
Use every opportunity to train in this manner. If he looks like he wants to do something,
first have him complete a few simple requests and then proceed with what he wants (if
appropriate). This is known as INCIDENTAL TRAINING, or turning everyday
circumstances into training opportunities
d) Be flexible and adjust your intervention style with #####'s behavior, being creative in the
requests made and the types of consequences provided for following the requests.
Provide constant and consistent supervision and instruction by having an instructional aide
(or classroom teacher) with ##### at all times during the school day.
When the tantrum behavior-chain begins, intervene early in the chain with redirection, mild
physical guidance and immediate reinforcement for compliance. Avoid harsh, vocal
reprimands and emotionally motivated physical confrontations.
Develop a good relationship with ##### by providing more positively reinforcing
consequences than aversive ones.
For aggressive and/or self-injurious behaviors have sufficient staff trained in SELPAapproved Behavior Emergency Response Procedures available for assistance.
Provide communication training as part of every activity.
Provide many opportunities for ##### to receive reinforcement for following appropriate
requests.
Collect objective data periodically to evaluate #####'s progress.
Behaviors to Increase
Long-term Objective #1: Increase compliance to simple requests in distractible circumstances to
at least 80% by January 1, xxxx (to accomplish this refer to intervention techniques #3,#4, #10
& # 11 above)
Definition: A simple request refers to a brief statement, sign or picture that is associated with a
particular response. If ##### makes the requested response promptly (without other
responses intervening), compliance has occurred. Distractible circumstances are those where
several other activities or desirable objects are present.
Baseline Data: On 2/x/xx, six observation intervals of 15 minutes each (four in the morning and
two in the afternoon) sampled compliance across a variety of activities and settings. Across the
total 90-minute observation time, 33 requests were made of ##### and he complied 23 times for
a compliance total of 70%. When looked at by time of day and activity, ##### had the highest
compliance percentage (71-100%) in the morning while working at the table or manipulating
objects in the blue room. In distractible circumstances he had the lowest compliance
percentage (20%) (when outside on walks or restroom breaks). The time interval just before
lunch yielded a moderate compliance percentage (50%). Data provided by the classroom
teacher from 2/2-2/5 indicated lower overall compliance percentages (ranging from a low of 17%
on 2/3 to a high of 35% on 2/2). The daily pattern of compliance was fairly consistent with the
highest levels during the first hour and a half in the morning and the last hour of the school day,
followed by the lowest levels during outdoor activities and the hour after lunch.
##### (###) BIP
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Behaviors to Decrease
Long-term Objective #1: Decrease the frequency of tantrums to less than 2 per week for a
duration of less than 2 minutes each at low intensity by July 1, xxxx (to accomplish this refer to
intervention techniques #6, #7 & # 11 above)
Definition: A tantrum is a collection of responses usually including loud whining vocalizations,
hitting himself or objects, resisting or avoiding physical guidance and a general increase in
response intensity. Intensity levels of low, medium and high are defined by the effort exerted
and damage produced. Low means only whining and some physical resistance and no
damage, medium includes throwing of objects and self-injurious behavior and high includes
destruction of property and physical injury to self or others.
Baseline Data: On 2/x/xx two distinct tantrums were recorded. The first occurred in the
morning while walking on the track and the second occurred in the afternoon during his walk
from the restroom. The duration of the first tantrum was 5 minutes and the duration of the
second tantrum was 2 minutes. The intensity of both was low with only loud whining
accompanied by strong resistance of physical guidance. The teacher reported a lengthy and
intense tantrum in the afternoon of 2/4 (when PE time was cancelled because the instructor was
absent) and the afternoon of 2/5 (for which he was sent home).
Further Provisions:
1. The Behavior Intervention Case Manager assigned to monitor this plan is ____________
2. Data probes to assess the effectiveness of this intervention will be conducted by the
Behavior Intervention Case Manager or their designee on a weekly basis and reported in a
monthly summary report available to future IEPs.
3. It is recommended that a VMRC Behavior Intervention Specialist design a corresponding
Behavior Intervention Plan for the home caregiver.
4. It is recommended that medication evaluations be continued and the behavior intervention
team work closely with the prescribing physician/psychiatrist to accurately assess
medication effects.
5. The Behavior Intervention Plan shall be modified as needed by the IEP team and reviewed
at least once a month by the Behavior Intervention Case Manager
6. The Behavior Intervention Plan shall be part of #####'s IEP.
7. The Behavior Intervention Plan shall be implemented consistent with all applicable federal,
State of California, State Board of Education, and local statutes, laws, ordinances, rules and
regulations relating to the required special education services and facilities for individuals
with exceptional needs.
8. Behavioral Emergency Interventions: If serious behavior problems occur which require the
use of behavioral emergency interventions use only SELPA-approved behavior emergency
interventions; use the least restrictive intervention which will successfully address the
emergency; notify the parents or residential care provider within 24 hours; complete a
behavior emergency report consistent with the Hughes Law regulations; collaborate with the
IEP team to modify the plan as necessary and resume implementing the BIP after the
behavioral emergency has passed.