CREATING A BEHAVIOR
INTERVENTION PLAN
Presenters: Kyla Weatherford, LSSP;
Katherine Maddox, Ph.D., LSSP; &
Teressa Feierabend, LSSP
WHEN DO I DEVELOP
A BIP?
 In the case of the student whose behavior impedes his or her learning
or the learning of others, the ARD committee must consider:
A) The use of positive behavioral interventions and supports
and
B) Other strategies to address that behavior
STUDENT 1
C H O O S I N G B E H AV I O R S T O TA R G E T
( I . E . , I N A P P R O P R I A T E B E H AV I O R S )
FOR THE BIP
 How do you choose which problems to focus on when writing a
BIP?
• Prioritize! You cannot work on all problematic behaviors at once
• It is usually best to address 2-3 of target behaviors in the BIP for the
following reason
• Choose the most significant behavior(s) which are creating the most
severe problem(s)
• You may have to let another bothersome behavior go while working on a
more severe one. It’s ok. You can work on the others later.
• Behaviors which are the most dangerous, disruptive, or frequent are good
starting points
OPERATIONALLY DEFINE
TARGET BEHAVIOR
An operational definition describes the
behavior in terms of what you see.
It is an explicit definition that two or
more disinterested observers would be able
to identify.
WHY IS AN OPERATIONAL
DEFINITION NECESSARY?
 Three people will have three different ideas of what a
“meltdown” is. To indicate “I want her to stop having meltdowns”
doesn’t explain what a “meltdown” is. Therefore, the behaviors
should be identified: hitting, kicking, cursing, and crying may all
be occurring when the student is “having a meltdown,” but
another person may consider whining, pouting, a curled lip,
banging fists on the desk and refusal to work to be a meltdown.
NON-OPERATIONAL VS.
OPERATIONAL DEFINITIONS
Non-Operational Definition
Operational Definition
• Is disruptive in class
•Blurts out without being called
upon when teacher is lecturing
• Refuses to work
•Sits and puts his head down
when asked to write
• Says inappropriate things to other
students
• Says “You’re a retard.”
• Runs away
•Runs out of the classroom
STUDENT 1
 Student 1 is a 10-year-old fifth grader who was referred for testing last year
to determine if he is a student with an autism spectrum disorder. He was
already identified as a student with a specific learning disability and speech
impairment. He has a history of speech/language delays and academic
difficulties. Cognitive testing demonstrated that the student’s overall IQ was in
the 60s, and he actually qualified as ID. He did not qualify as a student with an
ASD. He also has a history of ADHD and is on medication. Student 1’s
behavior is very disruptive to the learning environment. He has a lot of
sensory issues and social deficits.
Not working,
•Not
working,not
notcompleting
completingassignments
assignments
•Continuallyasking
Continually
Off-task
askingififhe
hecan
cango
gototothe
theresource
resourceroom
roomwhen
whenininaagen.
gen.ed.
ed.class
class
•Outofofseat
Out
seat
•Loudoutbursts
Loud
outbursts
STUDENT 1
• Off task
• Not working, not completing assignments
• Continually asking if he can go to the
resource room when in the gen. ed. classroom
• Out of seat
• Loud outbursts
REPLACEMENT BEHAVIORS
 What is a replacement behavior?
• It is the behavior you want the student to demonstrate rather than the
behaviors he is currently demonstrating
 Replacement behaviors should…
• Be incompatible with the target behavior (behaviors cannot occur at the
same time)
 Example:
• Target Behavior:
 Sally is blurting out without being called upon when teacher is lecturing
• Replacement Behavior
 Sallie will raise her hand and wait for the teacher to call upon her to answer
•Complete
Academic
Assignments
Avoidance of non-preferred or
frustrating tasks
POSITIVE BEHAVIOR
SUPPORTS
If you have a recent psyc
evaluation, as is the case here
student’s Behavior/Social/
PLAAFP at the end of the re
at the recommendations. T
you determine which positi
supports to use.
POSITIVE BEHAVIOR
SUPPORTS: STUDENT 1
POSITIVE BEHAVIOR
SUPPORTS: STUDENT 1
MORE ABOUT STUDENT 1
•Consistently reinforce Logan for working.
•Logan
by the
work presented
Use the split folder technique (see below) to address this.
•Ensurefeels
thatoverwhelmed
the curriculum
is aligned
to ’s levelinofclass.
functioning
•Offer
Follow
breaks
sensory
including
recommendations
movement
breaks
offered
during
by
his
the
most
OT
listed
difficult
academic tasks.
Give Logan precise methods he can use to seek help when below.
he experiences
frustration. For example, give him “I need a break” cards to present when needed
Use a Daily Point Sheet (see explanation below)
POSITIVE BEHAVIOR
SUPPORTS: STUDENT 1
• Assure that
the curriculum is aligned to Student 1’s level of
functioning
andthink
differentiate
instruction.
First,
about
how you can alter
Student 1’s environment to make him
as successful as possible. This is
considered Antecedent Manipulation
and can prevent behaviors from ever
occurring. This is because you are
addressing events that trigger or lead
to the behaviors.
Follow sensory recommendations offered by the OT listed below.
POSITIVE BEHAVIOR
SUPPORTS: STUDENT 1
•Ensure
Assure that
thethe
curriculum
is aligned
Studentto
1’sStudent
level of 1’s
*Limit
that
curriculum
is to
aligned
the
amount
of
information/steps
provided
at
functioning and differentiate instruction.
level
oftime
functioning
and itdifferentiate
any
one
by breaking
into smaller,instruction.
more
*manageable
Maintain a pieces.
structured,
setting.into strips. The
Cut aquiet
file folder
*shorter
Student
feels overwhelmed
by the work
presented
the1 attention
span, the smaller
you will
cut the in
class.
the split
folder
technique.
strips. Use
Students
open
1 flap
at a time and always begin
at the top and work their way down. When Student 1
completes the first part of the assignment, have him
raise his hand to let you know. Check his work and
reinforce him (e.g. verbal praise). Then instruct him to
close that flap and open the next flap. This continues
until the work is done.
Follow sensory recommendations offered by the OT listed below.
POSITIVE BEHAVIOR
SUPPORTS: STUDENT 1
• Assure that
curriculum
is aligned
to Studentto1’sStudent
level of 1’s
*Ensure
thatthethe
curriculum
is aligned
functioning and differentiate instruction.
level
of functioning and differentiate instruction.
*Maintain a structured, quiet setting.
* Student 1 feels overwhelmed by the work presented in
class. Use the split folder technique.
Next, think about what
strategies will help
Student 1 begin
working and keep
working.
Follow sensory recommendations offered by the OT listed below.
POSITIVE BEHAVIOR
SUPPORTS: STUDENT 1
•*Ensure
Assure that the curriculum is aligned to Student 1’s level of
functioning
functioningand
anddifferentiate
differentiateinstruction.
instruction.
*Maintain a structured, quiet setting.
*Student 1 feels overwhelmed by the work presented in class. Use
the split folder technique.
*Offer breaks including movement breaks during his most difficult
academic tasks.
*Follow sensory recommendations offered by the OT .
* Give Student 1 precise methods he can use to seek help when he
experiences frustration. For example, give him an “I need a break”
card to present when needed.
Follow sensory recommendations offered by the OT listed below.
POSITIVE BEHAVIOR
SUPPORTS: STUDENT 1
aligned
to Student
1’slevel
of functioning
and
•*Ensure
Assure that
that the
thecurriculum
curriculumis is
aligned
to Student
1’s level
of
Finally, consider what type of positive
you
will
use. In order to get a student
*reinforcement
Maintain a structured,
quiet
setting.
*Student 1 becomes overwhelmed by the work presented in class. Use the
tosplit
engage
in a new behavior, we use an ABA
folder technique to address this.
technique
called shaping.
During
we
*Offer
breaks, including
movement breaks,
during shaping
his most difficult
academic
tasks.
reinforce approximations of the behavior. As the
*Follow OT sensory recommendations to address sensory needs.
student
begins
tomethods
demonstrate
behavior,
we
use
*Give Student
1 precise
he can use the
to seek
help when he
experiences
frustration. reinforcement
For example, give himto
an make
“I need asure
break”the
cardbehavior
to present when
positive
needed.
continues. Eventually, we will fade the positive
reinforcement.
differentiateand
instruction.
functioning
differentiate instruction.
Follow sensory recommendations offered by the OT listed below.
Sheet
POSITIVE BEHAVIOR
SUPPORTS: STUDENT 1
*Ensure
• Assure
that
thatthethecurriculum
curriculumis is
aligned
alignedtotoStudent
Student1’slevel
1’s level
of of
functioning
and
functioning
differentiate
and differentiate
instruction. instruction.
* Maintain a structured, quiet setting.
* Student 1 feels overwhelmed by the work presented in class. Use the
split folder technique to address this.
* Offer breaks, including movement breaks, during his most difficult
academic tasks.
* Follow OT sensory recommendations to address sensory needs.
* Give Student 1 precise methods he can use to seek help when he
experiences frustration. For example, give him an “I need a break”
card to present when needed.
* Use a Daily Point Sheet.
* Consistently reinforce Student 1 when he is working.
•Loss of points on Daily Point Sheet
•Loss of access to rewards and special privileges
POSITIVE BEHAVIOR
SUPPORTS: STUDENT 1
Let’s have a look at
Student 1’s Complete
BIP.