Midway College
EDU 340 Portfolio. Behavior Intervention Plan
EDU 340 Classroom and Behavior Management for LBD
KTS 3 Portfolio Task: Behavior Intervention Plan
Due: Last day of Lesson 61
Task:
To prepare a portfolio item that demonstrates proficiency in developing a behavior
intervention plan (BIP) for challenging behavior
Description: To complete this task, you will be collaborating with an approved LBD teacher and
a child with some type of chronic, inappropriate behavior that is a priority for
improvement. The goals are for you to learn how to design an appropriate individual
plan, and to observe, collect and graph behavioral data. The task involves at least 6
days of data collection, preferably at the same time/subject each day. Three days are
baseline (the behavior before intervention) and three are intervention days
(observation). The intervention may be delivered by the regular class teacher, the
LBD teacher, an instructional assistant or you. Work with your teacher on this since
the intent is to support their work, not create an extra burden. You may work with an
existing BIP, as long as you extend it to meet the following expectations.
Format:
1
The following should be labeled clearly in the written plan (Word document):
 Student (1 paragraph)
o name (fake!)
o age and grade level
o brief, general description of the student in objective language:
academic strengths, academic needs, disability, anything of
particular note
 Behavior of Concern: (1 paragraph). An objective description of the
behavior
o when the behavior occurs,
o what the behavior interferes with,
o what typically happens before and after the behavior, and
o possible function(s) of the behavior for the student (your
“hypothesis”)
 Operational Definition of the Problem Behavior (descriptive sentence or
phrase):
o specific topography - what it looks like, so that anyone observing can
agree if the behavior is occurring
 Behaviors to Increase (list): Positive behaviors that you want the student to
do instead
o The classroom/school rule, if appropriate
o An replacement behavior(s) that is an acceptable alternative to the
problem behavior, that will serve the same function for the student
o Social interaction skills to teach, as appropriate
 Reinforcement Strategies to Encourage Appropriate Behavior (list with
brief description of each)
By the last day of Lesson 6, you should have completed developing the plan, collecting baseline data, and
graphing at least baseline; you may submit intervention data and the final graph later, prior to the last day
of Lesson 8 if it takes you longer to make arrangements for the observations.
Midway College
EDU 340 Portfolio. Behavior Intervention Plan
o
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reinforcer(s) that will be used, both the standard ones available in the
classroom and something that is specific for this child, since the
standard reinforcers are not working yet
o when reinforcers will be given (some immediate, some short-term)
o when you would teach any social skill needed
Strategies to Decrease Behavior (list with brief description of each)
o Ways to prevent or circumvent the behavior from occurring at all
o Response cost or other ways to respond to the problem behavior
when it occurs2
Strategies to Manage Severely Disruptive Behavior (aggression/major
tantrums)
o What circumstances would lead to removal from the class
o How you would remove the student (talk with your teacher!)
The following should be attached to the end of the description:
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____
____
____
2
3
Sample Data Sheet that you used to collect the data
Student Contract/Contingency Agreement
o the agreement you would have with the student
o may include self-recording by the student
Graph of Baseline and Intervention
o You may use Chart Dog or Excel3
Progress Report: Brief note you would send the parent to report progress,
to accompany the graph
Assignment reflects skill in implementing behavioral goals and interventions (KTS IV)
Assignment reflects critical thinking about student behavior (MCTS XI)
Assignment reflects skill in direct observation and assessment of behavior (KTS V)
Assignment reflects collaboration with colleague(s), child and parent (KTS VIII)
Ignoring only works if it is your attention the student really wants! Usually, it is peer attention.
Resources for graphing are in Lesson 4