Developing Behavior Intervention Plans Based upon Analysis of Behavior
EO[(SD)R>SRE)]
Student A
Antecedents
Target Behavior
R
EO
SD
Distant Setting Event
Immediate Antecedent
(Trigger)

Presentation of work that
requires math. Math provided
late in the day.

Lack of sleep makes escape
from work a more powerful
reinforcer
Response
Non-compliance. Refusal
 (both passive and active) to
follow teacher
direction/instruction.
Consequences
SRF

Rewarding Stimulus
 Escape from (being sent out
 of the classroom) or
avoidance of (postponing at
least temporarily) school
work
Identify essential members of the team that will develop the BIP.
Define an alternative replacement behavior that is more adaptive and ideally serves the same function as the target
behavior. This behavior must be incompatible with the target behavior.
Speculate on what are the current antecedents and consequences for the alternative behavior.
Address issues generated by the typically more distant setting events. What would you recommend so as to make the
target is behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
Address issues generated by the immediate antecedents. What would you recommend so as to make the target behavior
irrelevant and at the same time increase the likelihood of the replacement occurring.
What will you recommend so that the student knows how and when to display the replacement behavior?
What consequences would you recommend so that the student is shown that the replacement behavior is a more efficient
way of obtaining behavioral goals?
What consequences would you recommend so that the student is shown that the target behavior is not longer effective?
2
Student B
Antecedents
EO
S
Distant Setting Event
Immediate Antecedent
(Trigger)
Physical pain or illness
increases the need for sensory
stimulation. Especially dental
pain (has numerous cavities).
Target Behavior
R
D
Demands or requests to
complete an assigned task
(especially independent
seatwork).


Response
Face slapping. Hitting the
 side of the face, with the palm
of either hand, with sufficient
force that red marks are made.
Consequences
SRF

Rewarding Stimulus
 Obtain sensory stimulation

Identify essential members of the team that will develop the BIP.
Define an alternative replacement behavior that is more adaptive and ideally serves the same function as the target
behavior. This behavior must be incompatible with the target behavior.
Speculate on what are the current antecedents and consequences for the alternative behavior.
Address issues generated by the typically more distant setting events. What would you recommend so as to make the
target is behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
Address issues generated by the immediate antecedents. What would you recommend so as to make the target behavior
irrelevant and at the same time increase the likelihood of the replacement occurring.
What will you recommend so that the student knows how and when to display the replacement behavior?
What consequences would you recommend so that the student is shown that the replacement behavior is a more efficient
way of obtaining behavioral goals?
What consequences would you recommend so that the student is shown that the target behavior is not longer effective?
3
Student C
Antecedents
EO
S
Distant Setting Event
Immediate Antecedent
(Trigger)
Missing AM Ritalin reduces
impulse control
Father away on business
increases need for attetnion
Target Behavior
R
D
Independent seatwork
Written language
Proximity to Jim and Sam
Teacher working with other
students.


Response
Acting out. Getting out of
 seat without permission,
talking to classmates, yelling
across classroom, running in
classroom.
Consequences
SRF

Rewarding Stimulus
 Obtain attention from both
 peers (laughter, social
interaction) and adults
(discipline for acting out
behaviors).
Identify essential members of the team that will develop the BIP.
Define an alternative replacement behavior that is more adaptive and ideally serves the same function as the target
behavior. This behavior must be incompatible with the target behavior.
Speculate on what are the current antecedents and consequences for the alternative behavior.
Address issues generated by the typically more distant setting events. What would you recommend so as to make the
target is behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
Address issues generated by the immediate antecedents. What would you recommend so as to make the target behavior
irrelevant and at the same time increase the likelihood of the replacement occurring.
What will you recommend so that the student knows how and when to display the replacement behavior?
What consequences would you recommend so that the student is shown that the replacement behavior is a more efficient
way of obtaining behavioral goals?
What consequences would you recommend so that the student is shown that the target behavior is not longer effective?
4
Student D
Antecedents
EO
S
Distant Setting Event
Immediate Antecedent
(Trigger)
Skipping breakfast reduces
attention span
Asthma medication increases
activity level.
Dyslexia predisposes to
dislike/want to avoid reading
Target Behavior
R
D
Reading
Independent seat work
Teacher and/or aid absent


Response
Makes rude jokes.
 Aggression (kicks classmates
in the shins under the desk)
Consequences
SRF

Rewarding Stimulus
 Escape reading and obtain
 attention from both peers and
adults
Identify essential members of the team that will develop the BIP.
Define an alternative replacement behavior that is more adaptive and ideally serves the same function as the target
behavior. This behavior must be incompatible with the target behavior.
Speculate on what are the current antecedents and consequences for the alternative behavior.
Address issues generated by the typically more distant setting events. What would you recommend so as to make the
target is behavior irrelevant and at the same time increase the likelihood of the replacement occurring.
Address issues generated by the immediate antecedents. What would you recommend so as to make the target behavior
irrelevant and at the same time increase the likelihood of the replacement occurring.
What will you recommend so that the student knows how and when to display the replacement behavior?
What consequences would you recommend so that the student is shown that the replacement behavior is a more efficient
way of obtaining behavioral goals?
What consequences would you recommend so that the student is shown that the target behavior is not longer effective?