Behavior Intervention Plan (BIP) June 2020 A Behavioral Intervention Plan (BIP) may be required if a student’s behavior is so severe that it interferes with the learning of the student, or the learning environment and educational experience for other students. The BIP should focus on the positive behavioral interventions necessary to teach the appropriate replacement behavior desired, and include the management tools and consequences necessary to guide the generalization of new behaviors. A functional behavioral assessment (FBA) may be necessary prior to completing a BIP. Parent consent must be obtained in writing prior to completing the FBA. Upon completion, an IEP meeting is held to review results of the FBA and, if necessary, develop a BIP. The BIP becomes a part of the IEP and is written with sufficient detail to assist staff in implementation. The IEP team should review and revise the BIP at the annual IEP review to ensure information address the current needs of the student. Required BIP Contents The IEP team facilitates and supervises all interventions and assessment activities related to a BIP (e.g., observations, data collection, Behavior Checklist). The plan includes the following components: • Relevant Information: Summary of relevant information gathered from an FBA, including an objective and measurable description of targeted behavior(s) and positive replacement behavior(s). • Behavior Interventions: Detailed description of the behavioral interventions to be used, the setting in which they are applied, and the circumstances for their use. • Data Collection & Criteria for Modifying Interventions: Includes the frequency of interventions, targeted and replacement behaviors, specific criteria for discontinuing an intervention, criteria for lack of effectiveness, and procedures for replacing the intervention with an identified alternative. • Environmental Strategies: Detailed description of environmental changes, the circumstances for their use, changes necessary in the classroom, on the campus, during unstructured periods, and transportation. • Instructional Strategies: Detailed description of the instructional strategies to be used and the circumstances for their use including school-based strategies and those that will be used in other settings, such as the home, on the bus or other noneducational settings. Strategies need to include instruction with the student. Additional Information about Interventions Based upon the results of the FBA, positive programming for behavioral intervention may include the following: • Antecedent Alteration: Altering the identified antecedent event to prevent the occurrence of the behavior (e.g., providing choice, changing the setting, offering variety and a meaningful curriculum, removing environmental pollutants such as excessive noise or crowding, establishing a predictable routine for the student). • Alternative Behaviors: Teaching the student alternative behaviors that produce the same consequences as the inappropriate behavior (e.g., teaching the student to make requests or protests using socially acceptable behaviors, to participate with alternative communication modes as a substitute for socially unacceptable attention-getting behaviors, providing activities that are physically stimulating as alternatives for stereotypic, self-stimulatory behaviors). • Adaptive Behaviors: Teaching adaptive behaviors (e.g., choice-making, selfmanagement, relaxation techniques, and general skill development) which alleviate negative conditions that promote the display of inappropriate behaviors. • Positive Reinforcement: Positively reinforcing alternative and other acceptable behaviors and ignoring or redirecting unacceptable behaviors. • Positive Approaches: In general, the interventions should involve positive approaches that require looking at problematic behavior from various perspectives including: all aspects of a student’s life, including environment, relationships, activities the unique qualities and personal history of the student assuming all behavior has meaning and communicates wants and needs a focus on increasing desirable behavior rather than decreasing undesirable behavior through punishment building skills and competencies, creating opportunities, and offering choices viewing behavior support not as a “supplement” to curriculum, but rather infused into all aspects of teaching and learning providing viable on-going support alternatives Acceptable Responses When the targeted behavior(s) occurs, positive response options include but are not limited to one or more of the following: • Ignoring: The behavior (but not the student) is ignored. • Redirection: Verbal or physical redirection to an activity. • Feedback: Provision of feedback to student (e.g., "You are talking too loudly"). • Acknowledgement: The message of the behavior is acknowledged (e.g., "You are having a hard time with your work"). • Brief Physical Prompt: A brief, physical prompt is provided to interrupt or prevent aggression, self-abuse, or property destruction. Assessment of the BIP Effectiveness The effectiveness of the BIP is determined through the following procedures: • Baseline Data: Baseline measures of the frequency, duration, and intensity of the targeted behavior, taken during the FBA. Baseline data shall be taken across activities, settings, people, and times of the day. The baseline data shall be used as a standard against which to evaluate intervention effectiveness. • Data Measures: Measures of the frequency, duration, and intensity of the targeted behavior shall be taken after the BIP is implemented at scheduled intervals determined by the IEP team. These measures are taken across activities, settings, people, and times of day, and may record data in terms of time spent acting appropriately rather than time spent engaging in inappropriate behavior. • Documentation: Documentation of program implementation as specified in the BIP (e.g., written instructional programs and data, descriptions of environmental changes). • Review of Data: Measures of BIP effectiveness will be reviewed by the teacher(s), the BIP case manager, parent or care provider, and others (as appropriate) at scheduled intervals determined by the IEP team. This review may be conducted in meetings, by telephone conference, or by other means, as agreed upon by the IEP team. The BIP should be implemented with fidelity by all personnel working with the student and responsible for its implementation for a minimum of 4-6 weeks before reconvening a meeting to review progress on the interventions selected. • Increasing Effectiveness: If the IEP team determines that changes are necessary to increase program effectiveness, the teacher and behavioral intervention case manager conduct additional FBAs and based on the outcomes propose changes to the BIP. Modifications Without the IEP Meeting Minor modifications to the BIP can be made by the IEP Service Coordinator/Case Manager and the parent. It is beneficial to allow the parent to review existing program assessment data prior to implementing modifications. Time-Away (Recovery Room) within EDGE 1. Time-away is an individualized procedure in which all opportunities to earn reinforcements are removed for a specific period of time immediately following previously targeted inappropriate behavior. The student is made aware that s/he cannot earn rewards for the specific and typically short number of minutes, which must be spent in an isolation area adjacent to or in the classroom. The teacher identifies all sources of reinforcement and makes sure the student does not have access to any of these sources. Any time-away area or room must meet established district/state requirements. No positive reinforcement or punishment should be present, and the teacher must be able to observe the child. 2. A data sheet is used for each time-away area and in each student’s classroom folder. When a student goes to time-away, they are to bring nothing. The student is expected to reflect on his/her situation. After a time-away is over, the teacher should take time to process the incident with the student. A Self-Reflection Sheet (Appendix A) is one example of a tool a teacher may use to facilitate this process. A student is expected to maintain non-disruptive behavior in the time-away area. 3. The rules for Time-away should be posted, discussed with the student and parent or guardian, and reviewed with students as needed. NOTE: If necessary, district-approved nonviolent crisis intervention procedures will be utilized to protect the health and safety of the student, other students, staff, and property. Staff will maintain current CPI certification cards and provide a copy to the school administrator. RESOURCES: Appendix A: Self-Reflection Sheet Appendix B: Student Interview Appendix C: Teacher Interview Appendix D: Parent Interview Appendix E: Positive Behavioral Support Strategies Worksheet Appendix A Self Reflection Sheet Name: ________________________________________ 1. Date: ___________________ What was your behavior? _____________________________________________________________________________________ _____________________________________________________________________________________ __________________ 2. What did you want? Check at least one ___ I wanted to be in control of the situation. ___ I wanted to challenge the teacher’s authority. ___ I wanted to avoid doing my work. ___ I wanted to be sent home. ___ I wanted to cause problems because I am miserable. ___ I wanted to get back at them because they don’t like me. ___ I wanted: ____________________________________. 3. Did you get what you wanted? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ ________________ 4. What might be a better choice? What? _____________________________________________________________________________________ _____________________________________________________________________________________ __________________ 5. What can you do about your behavior to keep this from happening again when you are in a similar situation? ______________________________________________________________________________ ______________________________________________________________________________ ________________ 6. What can you do to make this situation better? ______________________________________________________________________________ ______________________________________________________________________________ ________________ 7. Will you be able to do it appropriately? ______________________________________________________________________________ ______________________________________________________________________________ ________________ Appendix B Student Interview Student name: ____________________________________Date: ______________________________ Interviewer: _______________________________________Date of interview: ____________________ What kinds of things do you like to do when you are not in school? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What are your strengths or good qualities? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ Is there anything you think you need to work on? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What kinds of things get you in trouble at school? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What usually causes you to get in trouble? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What usually happens after you get in trouble? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What classes do you like? What about those classes do you like? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What classes do you not like? What about those classes do you not like? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What would be helpful to you in the classroom to be more successful? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ How are things going outside of school? Any changes (death, divorce, moving, break-ups, med changes, etc.)? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What adult do you get along with best at school? Who do you feel that you can talk to? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What needs to happen in order for you to do better in school? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ Describe a behavior(s) that has been a problem for you: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ At the time of the behavior problem, how were you feeling? Tired Hungry Depressed Angry Thirsty Scared Sick / ill Nervous Worried Other _________________________________ What did you want to achieve by engaging in this behavior? I wanted attention from my teacher I wanted attention from my classmates I wanted to avoid doing my work I wanted to be sent out of the room I wanted to be sent home I wanted to get back at another student I wanted to get back at the teacher I wanted to get something. Specify: __________ I wanted ___________________________________________________________________ Did you get what you wanted? Yes No. If yes, how so? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What could you have done differently? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What was your teacher’s expectations for the assignment/activity? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ Did you understand the assignment / activity? Yes No. What additional assistance did you need? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What do you usually do when you can’t complete an assignment / activity? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________ What do you like to do when you have free time? __________________________________________________________________________________________ __________________________________________________________________________________________ Appendix C Teacher Interview Student name: _________________________________________ Date: _____________________ Teacher: __________________________________________ Class: _______________________ Interviewer: _______________________________________ Date of interview: ________________ When I observed the student in your classroom, how representative was the behavior? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What have you told the student regarding your expectations for him/her? __________________________________________________________________________________ __________________________________________________________________________________ ____________ How do you monitor the student’s progress? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What special assistance is offered to the student to learn the skills to be successful? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What incentives have you used for successful student effort? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What consequences have you used when the student violates your classroom procedures/norms? __________________________________________________________________________________ __________________________________________________________________________________ ____________ Have the parents been involved in the student’s plan? Yes No. If yes, how so? __________________________________________________________________________________ __________________________________________________________________________________ ____________ During the observation, did you have the same goal for this student as for the other students in your class? __________________________________________________________________________________ __________________________________________________________________________________ ____________ How successful is the student on activities like the one I observed? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What special training might the student benefit from? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What aspects of the student’s behavior were of greatest concern for you? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What do you think normally triggers the student’s problematic behavior? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What do you think the student gets out of engaging in the behavior? __________________________________________________________________________________ __________________________________________________________________________________ ____________ Describe the conditions surrounding the student’s behavior when he/she is meeting your expectations. __________________________________________________________________________________ __________________________________________________________________________________ ____________ What special talents/abilities does the student seem to have? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What does the student like to do during free time? __________________________________________________________________________________ __________________________________________________________________________________ ___________ Share any other relevant information or observations. Appendix D Parent Interview Student name: _________________________________________ Date: ____________________ Interviewer: _______________________________________ Date of interview: ________________ What do you perceive as your child’s primary educational needs? Challenges? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What do you perceive as being your child’s strengths? __________________________________________________________________________________ __________________________________________________________________________________ ____________ How do you perceive your child performing academically? __________________________________________________________________________________ __________________________________________________________________________________ ____________ How do you perceive your child performing socially? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What have you observed that seems to agitate your child? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What do you think your child gains when she/he misbehaves? __________________________________________________________________________________ __________________________________________________________________________________ ____________ When your child gets upset, how have you been able to calm him/her? __________________________________________________________________________________ __________________________________________________________________________________ ____________ What do you think might help your child while at school? __________________________________________________________________________________ __________________________________________________________________________________ ____________ Describe the rules and/or expectations of your child in the home (chores, homework, etc). __________________________________________________________________________________ __________________________________________________________________________________ ____________ Do you/your child receive any outside counseling or community services? If so, what has been helpful about the outside services? __________________________________________________________________________________ __________________________________________________________________________________ ____________ Are there any changes outside of school that might explain what has been going on (moves, family dynamics, dietary or medical changes, etc.)? __________________________________________________________________________________ __________________________________________________________________________________ ____________ Share any other relevant information or observations. __________________________________________________________________________________ __________________________________________________________________________________ ____________ Appendix E Positive Behavioral Support Strategies Worksheet Student Name: _____________________________ Date: __________________________ Check the best support, strategies and interventions for each of the identified behaviors from the FBA. Emphasis should be on skills needed in order to be successful. Strategies should be included as part of the behavior plan in the designated area. Support, Strategies and Interventions Staff Approaches/Behavioral Support/Possible Accommodations Clear, concise directions Provide alternatives during unstructured times (specify on plan) Frequent reminders/prompts Supervised transitional times Frequent breaks/vary activities Review rules/expectations regularly Teacher/Staff proximity Avoid power struggles/arguing Reprimand student privately Avoid Strong criticism Give an acceptable choice of 2-3 Allow to chew gum to release energy options and avoid talking out Predictable, routine schedule Avoid physical contact Specified study area provided Provide cooling off period Make requests not demands Provide highly structured setting Regular student conference (to discuss Allow headphones, to tune out successes/needs) When: stimulus, in approved area Give subtle, agreed upon non-verbal Physical movement opportunities cue when behavior arises (errands, pass out papers, etc) In-service teachers on positive Allow the student to stand or walk with language & approaches a clipboard as long as s/he remains on task Specifically define limits Allow to move about or stand Get student’s attention before giving Planned ignoring directions Keep directions and commentary short Prompt appropriate behavior and and to the point reinforce immediately Assure physical needs are met (thirst, Allow more time for assignments hunger, illness, fatigue) Defined personal physical boundaries Sweeps pass/deliver student to room number: Allow student to explain their “side” Keep unstructured time to a minimum without interruption Use clear, concise and simple language Schedule change Present the assignment in parts (e.g., 5 Communicate regularly with parents: math problems at a time). Give How: (email, phone calls, letter) reinforcement for each completed part When: (daily, weekly, monthly) before giving the next task. Provide an individualized written/visual Give or allow manipulatives (eg. Koosh schedule for student to refer to ball, stress ball, etc) Break down task into smaller steps Give additional responsibility specify: Eliminate excessive noise Increase staff supervision in the area/time of : Teach staff to recognize and defuse escalating situations (CPI Training) Teach positive self-talk Eliminate excessive visual stimuli and clutter that might distract Reduce the length of assignment, if shows mastery Provide a bouncy inflatable seat cushion or exercise ball Environmental Changes Frequent breaks/vary activities Delay release from classroom by ___minutes Loss of unstructured time until: Staff to shadow/escort during unstructured times until: Use cues for transitions from one Preferential seating/altered seating activity to another arrangement/study carrel Structure transitional time before Allow for personal breaks/cooling off school, between classes and lunch period Where: _________ How long: _____________ Seat the student next to appropriate Release early from classroom by models. _____ minutes Skill Deficit(s) Teach study skills Model active listening Name of trainer: Modify assignments in accordance with Role play problematic scenarios the IEP Peer tutor Problem solving training for: Leave class for extra assistance Where: When: Use of daily agenda for organization and reinforcement Study buddy (peer to cue to be on-task, explain instructions) Give student prearranged items to read or answer in class Brainstorm alternative actions with student Name of trainer: Anti-aggression training Name of trainer: Anger management training Name of trainer: Social skills training Name of trainer: Self-advocacy training Name of trainer: Access to support person who: how often: Self-monitor checklist Teach and use relaxation skills Name of trainer: Teach to recognize physical signs of anger Name of trainer: Other Contract (attach) Notify Probation Officer Name: Contact info: When to notify: Notify parent when: Meet with trusted staff person for positive attention Who: When: Extrinsic motivator Describe: Other:
