Behavior Intervention Plan: Pat
Desired Behavior
Appropriately seek assistance
to start and complete work.
Setting Event
Difficulty with written work
on previous day
Trigger Antecedent
Independent written work
Problem Behavior
Does not get out work
Leaves the assigned work area
& walks around the room
Maintaining Consequences
Pat is taken to another area in
the room for a “time out” or is
sent to the office.
Function
Escape from tasks
Alternative Short-Term
Behavior
Pat can use “Take a break”
card.
1. Intervention Strategies
Setting Event Strategies
1) Help Pat finish the
previous day’s task before
class begins.
a) She can dictate
answers.
b) She can use a
keyboard to type her
work rather than
writing her work.
c) Allow her to write
single word answers
rather than requiring
her to write
sentences.
Antecedent Strategies
1) Pat and her teacher will create a
schedule of activities for each day to
allow her to preview work she will be
assigned for the day.
2) Pat will work with her teacher to
develop a “Help Notebook*.” (It will
contain items that will help Pat
complete written work.)
3) Pat and her teacher will “chunk the
work”* so she can complete tasks.
(See - Addressing Task Difficulty
Strategies.)
4) Provide physical breaks* as “stress
relievers.”
Behavior Instruction Strategies
1) Teach Pat how to use the materials in the
“Help Notebook.”
2) Teach Pat to use the break card to request
a break rather than refusing to get out
work or talking out. Pat and the teacher
will determine the number of breaks she
can take in a day.
3) Teach Pat how to “chunk her work” so
that she can complete assigned tasks.
4) Teach Pat how to schedule times to make
up incomplete work.
5) Teach Pat how to privately seek
assistance. Pat and her teacher will
identify how Pat will privately show she
needs help.
Behavior Intervention Plan: Pat
Consequence Strategies
1) Use Check-in/Check-out sheet* to
monitor task initiation. (All
teachers who work with Pat must
be taught how to use the Checkin/ Check-out sheet)
2) Allow Pat to track her task
initiation.
3) Pat will earn points each time she
initiates an assignment and each
time she finishes an assignment.
She will use a Check-in/Check-out
procedure* to earn and record her
points. She can trade points for
privileges such as additional
breaks. She and her teacher will
determine how often she will trade
her points and identify the
privileges she can earn.
061512
2. Consequence Strategies to Limit Reinforcement for Problem Behavior:
A. When Pat does not get out her work or when she stops working, an adult will walk to her work location and quietly say, “I’m
going to show you how to start this.” Then the adult will write part of the answer and say, “Now, you can finish.” The adult will,
then, walk away and help another student.
B. When Pat does not start to work after Step B, the adult will offer 3 options for Pat to complete the work.
a. Option 1: Pat can choose different supplies to complete the work (for example, she can choose a different type of writing
instrument, different writing paper, or choose a keyboard rather than pencil/paper.
b. Option 2: She can choose a different place in the room to work (for example, she can work at the teacher’s podium rather
than working at her desk.)
c. Option 3: She can choose a different time to complete the assignment. If she chooses this option, she will be given
another type of work to accomplish during the class in which she’s currently working.
Pat will be taught these options by her art teacher.
Consequence Strategies to Discourage Problem Behavior:
A. When Pat fails to choose one of the options and does not start work, she’ll be removed from the situation to do the work. She
will not earn points if she is removed to another location.
3.
Safety Plan: The team determined that a safety plan is not needed at this time.
Behavior Intervention Plan: Pat
061512
4. Implementation & Monitoring Progress
Person responsible for training school personnel how to implement each part of the BIP: Counselor
Deadline for completing the training: October 1, 2011
Behavioral Goal
(Use specific, observable,
measurable descriptions of
goal)
Actions that must be
completed &
Resources needed
Person
Responsible
Pat will independently use the
materials in the “Help Notebook”
on 4 of 5 days for 4 weeks.
1. Develop materials for
the Help Notebook:
a) Commonly Used
Words
b) Starter Phrases
2. Teach Pat how to use
the materials for the
Help Notebook.
3. Teachers will cue Pat
to use the Help
Notebook
1. Work with Pat to
design the break card.
2. Teach Pat how to use
the break card.
3. Teachers will cue Pat
to use Break Card
1. Art Teacher
1. 9/30/12
2. Art Teacher
2. 10/10/12
Pat will use a break card to request
a break rather than refusing to get
out work or talking out. She will
be able to use the break card on 4
of 5 days for 4 weeks.
Timeline to
Complete the
Actions
Data
Collected &
Procedures
for Data
Collection
Goal
Review
Date:
Points earned
on Check-in/
Check-out sheet
10/15/12
Track the # of
times Pat uses
the break card
by observing on
designated data
days
10/15/12
3. CA, SS & Sci 3. 10/17/12
Teachers
1. Art Teacher
1. 9/28/12
2. Art Teacher
2. 10/3/12
3. CA, SS & Sci 3. 10/10/12
Teachers
Behavior Intervention Plan: Pat
061512
Evaluation
Decision
 Monitor
 Modify
 Discontinue
Implementation Plan & Monitor Progress
Behavioral Goal
(Use specific, observable,
measurable descriptions of
goal)
Actions that must be
completed &
Resources needed
Pat will be able to independently
“chunk her work” so that she can
complete assigned tasks on 4 of 5
data days for 4 weeks.
1. Pat and her teacher will
select 2 or 3 different
ways to chunk work.
2. Teach Pat how to use the
methods selected.
3. Cue Pat to chunk work
Person
Timeline to
Complete
the Actions
Data to be
Collected &
Procedures
for Data
Collection
1. CA
Teacher
1. 10/3/12
2. CA
Teacher
3. CA, SS &
Sci Tchrs
1. Art
1.
Teacher
2. 10/5/12
Track the # of
10/30/12
times Pat chunks
tasks by
observing on
designated data
days
Classroom
Teachers
1. 11/1/12
Responsible
3. 10/12/12
Goal
Review
Date
Pat will privately seek assistance
when she needs help to start or
finish a task in 7 of 8 class periods
on 4 of 5 days for 8 weeks.
1. Pat and her teacher will
1. 9/28/12
select a way to let an
adult know she needs help
(for example, she will
turn her paper over.)
2. Teach Pat when to
2. Art Teacher 2. 9/30/12
privately seek assistance.
Points earned on
Check-in/
Check-out sheet
10/30/12
Pat will seek assistance (by verbally
asking a question or raising her
hand) so that she can start and
complete work in 7 of 8 class
periods on 4 of 5 days for 18 weeks.
1. Teach Pat when to raise
her hand to seek
assistance.
2. Teachers will review this
lesson with the entire
class and provide
precorrects.
Points earned on
Check-in/
Check-out sheet
11/15/12
Behavior Intervention Plan: Pat
061512
Evaluation
Decision
 Monitor
 Modify
 Discontinue