Behavioral Intervention Plan

Student Name: Date: 11/1/2021

Birthdate: 06/25/2014 Current IEP Date: 04/13/2021 Program: SDC
Teacher: Hurley Grade: 2 School: W.R. Nelson Elementary
Interim Plan Initial Plan _X__ Previous Plan on File ___

Below outlines the Behavioral Intervention Plan (BIP) to systematically decrease the occurrence of target
behaviors while increasing the use of replacement behaviors. This plan is based on the data collected
through the Functional Behavioral Assessment conducted from 10/01/21 - 10/29/21

What are the target behaviors and corresponding functions based on the FBA?
A. SUMMARY OF FUNCTION OF TARGET AND PRECEDING BEHAVIORS:
Below is summary of the target behaviors and corresponding functions based on the data collected
through the course of the FBA.

Behavior Function
Behavior No.1: defiance/non-compliance task avoidance
Behavior No. 2: throwing items attention seeking
Behavior No. 3: shouting, inappropriate language attention seeking
Target Behavior: aggression attention seeking

What appropriate replacement behaviors should the student exhibit to meet the same
function/need?
B. SPECIFIC FUNCTIONAL BEHAVIOR(S) TO REPLACE THE TARGET BEHAVIOR:
Below is a summary of appropriate replacement behaviors that Student should utilize to meet the same
function/need as the target behaviors. Information such as the student’s current use of these replacement
behaviors (how often and to what degree) and conditions under which they are utilized (setting, activity,
level of prompting required) is also discussed.

Replacement Function/ Need Current Use of Student Support Required to Implement

Behavior Being Met Behavior Replacement Behaviors
(%age of use)
Use words to explain task avoidance <10% visual reminders, prompts, verbal
to reason for task reminders/cues of expectations,
avoidance first-then chart, visual timer, sentence
frames/starters for verbal explanation

requesting to take a task avoidance <15% visual reminders, prompts, verbal

break reminders/cues of expectations, visual
timer
raise a hand to be attention seeking <1% visual cues/reminders, prompts, verbal
called upon cues/reminders

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 How will the Replacement Behaviors identified in the FBA be taught, prompted, and
supported?
C. PLAN TO ENABLE STUDENT TO DEMONSTRATE DESIRED REPLACEMENT
BEHAVIOR(S):
Below outlines how the replacement behaviors will be taught, prompted, and supported. The data
collected through the course of the FBA indicated that the following modifications should be made to
setting as well as responses from the staff.
Teaching of Replacement Behaviors
The following describes the activities that will take place to teach the student the appropriate replacement
behaviors:
o Staff will explicitly teach replacement behaviors, followed by modeling
o Staff will use positive reinforcement when replacement behaviors are utilized
o Staff will use visual cues and reminders when needed
o A social story will be used to explain the replacement behavior

Modification of Antecedents, Consequences, and Setting to Support the Replacement Behaviors:

The following is a list of modifications with respect to staff interactions with the student and the
environment to encourage the appropriate replacement behaviors:
o Frequent breaks will be continued with fidelity.
o The First-then chart will be utilized with fidelity. Frequent reminders will be given throughout
tasks.
o Prize-chart will be utilized with fidelity. An interest inventory will be conducted to find the most
motivating items for prizes.
o Assignments will be modified in order to relieve some academic demands.
o Choices of assignment outcomes will be given [i.e. non-verbal responses]
o Staff will frontload assignment expectations and modifications

What are the modifications needed to prevent the re-occurrence of preceding and target
behaviors?
What should staff avoid doing to reduce the likelihood of the re-occurrence of preceding and
target behaviors?
C. MODIFICATIONS TO REDUCE OCCURRENCE OF THE TARGET BEHAVIOR AND
BEHAVIORS IDENTIFIED AS PRECEDING THE TARGET BEHAVIOR:
The following is a list of modifications to the setting and staff responses to reduce the occurrence of
preceding and target behaviors based on the FBA. Also, a list of situations and interactions to avoid when
interacting and teaching this student:
● modifying assignment
● prizes/motivators are visible
● Single-desk in close proximity to staff
● choice of seating/chair
How should staff respond when the preceding and target behaviors occur?
D. PLAN TO REDUCE DEMONSTRATION OF THE TARGET BEHAVIOR AND BEHAVIORS
IDENTIFIED AS PRECEDING THE TARGET BEHAVIOR:
The following section outlines how staff should respond to the preceding and target behaviors based on
the data collected in the FBA. Positive behavioral interventions are to be used whenever possible.

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Behaviors Outlined in FBA Staff Responses and Interventions
Behavior No.1: defiance/non-compliance offer choices, visual cues, refer to first-then chart
and prize chart, remind of expectations
Behavior No. 2: throwing items planned ignore, offer calming strategies
Behavior No. 3: shouting, inappropriate language planned ignore, offer calming strategies,
reminder of expectations
Target Behavior: aggression planned ignore with safety precautions in place,
offer calming strategies, reminder of
expectations

(The following section is to be included for “Tier 3” level plans which may require physical interventions)
When a special behavioral intervention is recommended, it should only be used after positive
interventions have been unsuccessful and the student is a danger to self and/or others. When special
behavioral interventions are proposed, they are only to be used along with positive behavioral
interventions.

Should the above Behavioral Intervention Plan be ineffective in stopping a behavior which poses an
imminent threat to the student, other pupils, or staff, the following emergency interventions will be
utilized.

1. Class will evacuate

2. Student will be brought to the calming corner
As the frequency of these specified behaviors is reduced, the use of the special behavioral
interventions will be faded or phased out:

How will the student be transitioned back into the instructional setting after the target behaviors have
occurred to reduce the re-occurrence of the target behaviors?
E. STUDENT TRANSITION AFTER THE TARGET BEHAVIORS HAVE OCCURRED:
Below describes the activities that will take place to transition back into the instructional setting after the
target behaviors (behaviors identified as the most severe per the FBA) and consequence have occurred:
● Student will be redirected to comply with modified assignments
● conference with Student will take place

(The student’s level of functioning as discussed in the FBA is taken into consideration. Sample activities
may include a temporary reduction in demands for a period of time, conference with student, a discussion
with student regarding a review of expectations.)

How will student progress with respect to decreasing target behaviors and increasing use of
appropriate replacement behaviors be measured?
F. BEHAVIORAL GOALS AND EVALUATION DESIGN:
Below outlines how student progress will be monitored with respect to decreasing the use of the target
behaviors and increase in appropriate replacement behaviors.

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To Decrease Problem Behaviors
By Student Will Given Level of As Measured by
Proficiency
11/1/22 use calming strategies visual/verbal cues 3 out of 5 teacher anecdotal
opportunities notes
11/1/22 use her words to visual/verbal cues 3 out of 5 teacher anecdotal
explain her opportunities notes
needs/feelings
To Increase Use of Replacement Behaviors
By Student Will To Meet the Given Level of As Measured by
Need to Proficiency
11/1/22 raise her seek attention visual/verbal 1 out of 3 teacher anecdotal
hand cues opportunities records
11/1/22 request a avoid tasks visual/verbal 2 out of 5 teacher anecdotal
break when cues opportunities records
needed

Evaluation Design
Below outlines how the data related to the aforementioned goals will be collected (daily/weekly) and by
whom:
How will the school, home and relevant agencies communicate to assist in the
implementation of the plan?
G. DESCRIPTION OF THOSE BEHAVIORAL INTERVENTIONS WHICH WILL BE USED IN
THE HOME, RESIDENTIAL FACILITY, WORK SITE, OR OTHER NON-EDUCATIONAL
SETTING:
This section describes how the school site, home, and relevant agencies will maintain on-going
communication to facilitate the implementation of the BIP.

Who (Agency Under What Delivery Expected Content How will this be
/School Conditions Manner Frequency Two-Way
/Parent) (Continuous Communication
or Contingent)
Teacher-Parent continuous Remind daily daily teacher and parent will
behavior, chat daily; parent will
concerns, give information about
expectations behaviors at home,
teacher will present daily
information about
behaviors

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