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BEHAVIORAL INTERVENTION PLAN

FUNCTIONAL BEHAVIOR INTERVENTION PLAN

Lauren Kimbell

Department of School Psychology, University of Arizona

Dr. Buchsbaum

SERP 517

November 28, 2022

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BEHAVIORAL INTERVENTION PLAN

STUDENT DEMOGRAPHIC INFORMATION

Student Name: Max Grinch

Date of Birth: 07/02/2015

Age: 7

Grade: 2nd

Gender: M

Date of Hearing Assessment: 9/2/2021 Passed   Failed

Date of Vision Assessment: 9/2/2021 Passed   Failed

Race(s) and/or Ethnicity(ies): Hispanic

Primary Language of Student: English

Additional Languages of Student: N/A

Primary Language of Parent(s)/Guardian(s): English

Current SPED Eligibility Category: N/A

Current Classroom Placement: General Education 

Previous Eligibility Date:  N/A

Whoville Unified School District certifies that this report represents the best, integrated

description of this student at this time. 

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BEHAVIORAL INTERVENTION PLAN
Reason for Referral

Max has been referred for a functional behavioral assessment due to disruptive classroom

behavior. His teacher reports concerns with disruptive behaviors such as shouting out throughout

the day, specifically during instructional time. The main behavior is verbally calling out as

defined by defined as intentionally speaking out turn during instructional time and off topic. For

example, during math instruction Max randomly begins to sing “helicopter, helicopter” for

approximately 5 seconds but repeats this process often. His teacher, Ms. Honey reports that he is

performing appropriately academically.

Developmental Background and School History

Max is a 7 year old boy at Christmas Elementary School in Whoville. Max has 2 siblings

in the home and lives at home with both of his parents. Max’s family resides in Whoville and

there is no indication of any turmoil in the home. Max is a healthy child with no known

medications or existing disabilities that the school is aware of. 

Ms. Honey, his teacher, reports that Max has demonstrated disruptive behavior in the

classroom that is occurring frequently and is difficult to manage. This is described as, shouting

out during instruction, getting up from his seat at inappropriate times and arguing with his

classmates. Max is reported to be having difficulty academically, and has a history of inadequate

performance in the classroom. 

 
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Max’s first grade teacher, Ms. May, reported that he did not meet 1 grade standards and
st

had both academic and behavioral concerns. Ms. May indicated she had requested to retain him

and keep him in the 1 grade again, however, his parents refused. Ms. May also reported that his
st

parents expressed they would enroll him in summer school, which he was not. 

Ms. May and Ms. Honey have both reported that Max tends to be more disruptive in class

when he is presented with a difficult task. He is often focused on other students and has difficulty

engaging in lessons, tasks and activities in the classroom. 

There have been several attempts to correct this behavior both in the current classroom,

and in his 1st grade classroom, last year. Ms. Honey his current teacher explains that she is

currently utilizing a system that deals with cubes, and Max has cubes taken away for displaying

disruptive behavior such as shouting out, not being in his seat, arguing with classmates and not

following directions. This is noted to be working well for Max as reported by both teacher,

instructional coach and Ms. Grinch. Additional intervention attempts have been utilizing class

Dojo in the 1st grade. This is a school wide system. It was reported that Max benefitted from

earning class Dojo points and being able to choose a reward from the treasure chest last year. 

  Historically, Max has had some prior behavioral concerns that are in his disciplinary

record that are documented in Synergy within his time at Christmas Elementary. These concerns

include classroom disruptions, shouting and physical aggression. They are as follows:

05/02/2022:

 Pushing another student off of equipment, hitting and kicking other students.

Phone call home, chat with principal and lunch detention.

 4/19/2022: 
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Name calling which resulted in fighting (another student hit Max). Phone call

home, chat with principal and lunch detention. 

9/22/2022:

Shouted out at peer during instructional time. This behavior persisted after

numerous redirections and reminders. Max received a phone call home, meeting with the

principal and a lunch detention. 

2/07/2022:

    Punching and hitting another student. Phone call home, chat with principal and

lunch detention.

   1/26/2022:

  Hitting other students. Phone call home, chat with principal and lunch detention.

12/10/2021:    

Fighting with another student, looking under the bathroom stall. Phone call home,

chat with principal and ALC.

4/01/2022:

 Kicking another student. Phone call home, chat with principal and lunch

detention.

2/16/2022:

Fighting with another student. Phone call home, chat with principal and lunch

detention.

2/07/2022:

 Max and student, punching a 3rd student and pulling on his shirt. Phone call

home, chat with principal and lunch detention.

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BEHAVIORAL INTERVENTION PLAN
1/26/2022:

Hitting another student. Phone call home, chat with principal and lunch detention.

1/27/2022:

Kicking another student and elbowing him in the stomach. Phone call home, chat

with principal and lunch detention. 

11/15/2021:

 Hit another student in the face. Phone call home, chat with principal and lunch

detention.  

11/02/2021:

Fighting in class, hitting and pushing on playground. Phone call home, chat with

principal and lunch detention.

Maxs’ parents have not reported any significant issues within the home other than

distractibility, and having a difficult time following directions. Max’s parents report that he is a

happy child, but does not enjoy school work. Max is liked around the family and has friends both

in and outside of school. 

PARENT INTERVIEW:

Ms. Grinch was interviewed on November 2nd, 2022. Ms. Grinch was interviewed via

phone. Max’s mother and practicum student, Lauren Kimbell, reviewed Max’s behavior

concerns and how it manifests in the home. Ms. Grinch reported the following:

Ms. Grinch describes Max as “very wise beyond his years.” He thinks in regard to long-

term outcome rather than what is happening in the moment. She states that he likes to jump to
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BEHAVIORAL INTERVENTION PLAN
the end product of things rather than go through the whole process. Her relationship with Max is

reported by Ms. Grinch to be in good standing, they have an open and honest relationship. 

Ms. Grinch reports that discipline in the home is fairly consistent, however her husband

tends to be more lenient that her. They often discipline with stern conversations and

“punishments that fit the crime” such as taking away T.V. and tablet, hoverboard, games. She

also mentioned they punish Max by making him do workouts such as push-ups because it is an

immediate punishment that usually works.

Regarding problematic behaviors, Ms. Grinch reports that Max frequently interrupts, is

off-task and screams at people at home. She states the most problematic behavior is the

interrupting, she rated it a 3 being completely unmanageable. Max being off task and screaming

at people she stated is much less frequent but they are more manageable, rating them both a 1.

All of these behaviors she says have been occurring for over a year. 

Ms. Grinch reports that Max’s interruptions occur about 2x a week, but with the new

cube system his teacher began, it is much less frequent. She reports that he interrupts her, her

husband and both of his siblings. Ms. Grinch observes that she sees more of the interruptions

begin when he is asked to complete a task such as chores. She says she will see him sitting in his

room when he is to be cleaning it and upon redirection, he gets upset. She reports that he can do

the tasks, he would just rather do something else.

When Max is not engaging in this behavior, she says she does provide praise and

recognition. Furthermore, she encourages him to do affirmations in the mirror too. 

Ms. Grinch reports that this behavior while pervasive is usually mitigated by attention,

when he does get the attention of whomever he is interrupting. Other than a demand, she does

not identify anything occurring before the behavior is seen. She goes on to report that the
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BEHAVIORAL INTERVENTION PLAN
behavior of interrupting does not stop, unless he acquires the attention. She also states that she

does not always punish him when these behaviors occur, since it is not “overt” she says her

husband ignores it or gives in. When Max is ignored, she explains that he continues to interrupt

and is persistent until he gets what he wants. The attention Max receives when he is interrupting

are typically, time out, reprimands, interruption, yelling and sometimes spanking-nothing violent

or aggressive. Ms. Grinch reports that there are no other problem behaviors that occur after the

behavior occurs. 

 TEACHER INTERVIEW:

            Miss Honey was interviewed on September 19 , 2022. Miss Honey and practicum
th

student, Lauren Kimbell reviewed the student’s problem behavior and how the behavior disturbs

the class. Miss Honey reported the following:

            Miss Honey reports that Max has demonstrated disruptive behavior in the classroom that

is occurring frequently and is difficult to manage. Max is reported to be having difficulty

academically, and has a history of inadequate performance in the classroom. 

            Miss Honey goes on to state that Max’s behavior causes class wide interruptions and

makes it extremely challenging for her to teach. She reports that he is disruptive the most during

math activities and writing/literacy activities that focus on class wide instruction. She reports,

“Max is more focused on everyone and everything else -except for the lesson, activity or task. He

has a lack of desire to participate or even be at school.” 

            Miss Honey discusses his academic levels and reports that he is below grade level in

reading and math. He completes work approximately 70% of the time and 30% of it is accurate. 

            Miss Honey explains that she is working with a Master Instructor who implemented the

“cube system” for him to lose cubes if he shouts out “too often.” She reports this is seemingly
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BEHAVIORAL INTERVENTION PLAN
working, as he is motivated to keep his cubes because there is a reward if he has them all at the

end of the day. Miss Honey has also implemented multiple seat changes and has now placed him

at his own desk besides being at a table group. 

            Miss Honey believes his behavior is unmanageable and reports this behavior as time

consuming and disruptive to other student’s learning opportunities. She has had to skip lessons

because of lack of time, due to having to redirect and manage the behavior. She reports she will

continue working with the master teacher for more support and management.

CLASSROOM OBSERVATIONS:

Observation 1:

Max was observed in his general education classroom for approximately 30 minutes at

8:10 on 9/29/2022 by the school psychology practicum student, Lauren Kimbell. During this

observation the class engaged in brief instruction regarding context clues in text and then

followed by classwide silent reading. Max was observed to be in his seat upon initial classroom

entry. Mrs. Kimbell settled in and the class remained on task. Max and the class engaged in a

discussion together, regarding context clues and where to find them. Max was noted to be

“shouting” out during instruction 28 times in the span of 5 minutes. Upon further instruction to

find a book to read and begin silent reading, Max appeared eager to begin this task. He sat at the

classroom library and got a book to read. Max and his classmates all sat and began to look at

their books. Max and approximately 6 of his classmates were off task, talking and looking at

pictures in books. Max was observed to be hiding under a table and laughing with his friends as

well. With formal redirection from Ms. Honey, Max was able to remove himself from under the

table, but continued to chat with his classmates. After approximately 13 minutes of this behavior,
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Max was able to sit down and begin to read silently. Shorter after, within one minute at 8:28,

Max closed his book and decided to get a new one. Max began reading again at 8:29 and for

approximately 3 minutes was able to read silently. At 8:33, Max began talking and laughing with

his classmates again, approximately 5 other children. At 8:40 the class was told to clean up and

put their books away. The class and Max followed instructions and the observation ended.

Observation 2:

Max was observed in the general education classroom on 10/20 at 9:28 for approximately 30

minutes. Max and his class had come in from recess and sat down for carpet time. Max was

observed to be sitting in the teacher’s chair and playing with her manipulatives. The teacher then

asked him to sit down, to which he complied. The class then began a whole group activity with

clocks to work on telling time. Max sat quietly for a brief amount of time. Max shouted out in

the class “Bob* think! Come on, andalé, andalé”.  Max then sat down and attended to the lesson.

Max then shouted, “I can tell time!” during the lesson. Following that statement, he began stating

above normal voice level, “helicopter, helicopter”. Upon this, his teacher redirected him. Max

then stood up and began walking around the classroom and asking the teacher questions during

instruction. Max then went to the sink and got wet paper towels. Max proceeded to wrap them

around his wrists and walk around the classroom.  Max was redirected by the teacher and

answered her questions with compliance. The class was then dismissed from the rug and asked to

sit at their desks. Max complied with this direction and sat quietly listening in his chair at his

desk. Shortly after Max began the activity he shouted out in class, asking questions and

requesting for help. Once this was resolved, he sat and did his work for approximately 2 minutes

from 9:49-9:51. Max then shouted aMaxd in the class, “I need scissors.” A classmate became
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BEHAVIORAL INTERVENTION PLAN
upset and the teacher redirected and the class continued to work on their assignment. Max was

observed to state to the student, “Are you mad?” The student responded to Max and Max sat

down and began to work on the assignment from 9:51-9:52. Max then completed his work and

shouted out, “I finished and I don’t have glue!” Max continued this behavior, repeating “I don’t

have glue” and approaching the teacher. At 9:54, Max began working again quietly and on task.

At 9:56, Max stated, “So hot in here!”. Max continued to work and talk stating, “I’m almost done

but working!”  At 9:57, Max went back to his task and quietly began working. Max worked hard

until 9:58 when he completed his work. Upon completion he asked for a chromebook

appropriately and sat at the classroom library. The observation then concluded.

Observation 3:

Max was observed in the general education classroom on 10/27 at 8:50 A.M. for approximately

20 minutes. The class began working on a classwide activity of Spring Math. Max was observed

to be on the rocking chair and standing on it. Upon redirection, Max refused to work by walking

around the room and verbally stating “I don’t want to!” Max was also observed to protest by

making small screaming sounds and grunting. Max upon multiple redirections by the teacher is

then able to sit down and begin working. Max was observed to shout at his partners saying, “You

don’t know what 2+6 is?” and telling him “You grab the pencil!” Max shortly after was observed

to stand up and begin to walk around the room. Max was shouting throughout the room about

needing a pencil, the teacher then approached him, gave him a pencil and asked him to go back

to his partner. Max then refused and whined, displaying refusal to go back to work. Max while

walking around the class began to swing his Spiderman hat. Max shortly after shouted aMaxd,

“Somebody farted and it stinks” in a Maxd voice. The class did ignore this
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BEHAVIORAL INTERVENTION PLAN
behavior. Max was then asked to go back to his partner and the teacher instructed that it was his

turn to do thepartner work. Max responded to the teacher with grunting and screaming sounds.

Shortly after, he stated aMaxd to his partner, “Give me the pencil, I don’t have a pencil.” Max

then was given a pencil and was able to begin working at 8:55. Max continued to work quietly.

Approximately 1 minute later, Max was observed to be talking to a classmate near his desk. The

teacher was walking around the room and monitoring

the class. She noticed Max and praised him for working. She offered support to him and his

partner. Max began to scream to the student, “You turn it in” 3 times. He proceeded to say,

“Turn the paper in” while his classmate responded “Stop telling me to do it and I will turn it in.”

Max responded to the student by shouting, “Turn the paper in” five more times. The class then

was directed to transition and go back to their original seats. Max complied with this direction

while talking to his partner. His partner dropped his pencil to which Max stated, “Stop dropping

the dang freaking pencil.” Max sat down at his desk and while the teacher walked by quietly, he

turned to her and stated, “Ms. Honey, I want a star.” When she continued to walk around the

room and did not respond to his request, he got up from his desk and began to follow her around

the room, saying “Ms. Honey” a count of 4 times. The teacher proceeded to redirect Max to sit

down and wait for the next activity. The whole class was then instructed they were to complete a

timed test. The entire class was observed to be seated and waiting to begin their timed test. The

teacher instructed Max where to sit and gave him a few different options. He verbally requested

he wanted to take the test next to the teacher. He was then directed by the teacher to sit at his

desk and begin the test. During the test, the class was working silently on their problems. Max

was then observed to “bok” like a chicken. He then commented aMaxd about taking the test,

questions he has and stated, “I don’t know how to do it!” The teacher approaches him and
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provides positive encouragement that he can do the test, to which he shouted, “I do not!”  He

then turned his attention to his classmates asking them, “What are you doing?” Then telling the

teacher “I don’t think he’s doing the test” two times. Upon redirection from the teacher to keep

working and focus, Max then told the teacher, “I only have thirty seconds left, I want to get a

star!” Max began to work for the remainder of time and then waited for the teacher’s next

directions. She then instructed the class to line up for recess to which Max complied. The

observation was then concluded. 

In a comparison to a average peer, Max was observed to be shouting out 19 times in a 15

minute period, versus a same-sex peer, shouting out 2 times inappropriately in 15 minute period. 

Baseline Data:

Max’s baseline data is measured on average that he shouts out 10 times in a 15 minute

time period. This occurs when there is a demand, typically of academic nature or preluding to an

academic task such as “take out your pencil” or “get your math book out”. Then the behavior that

follows is the problem behavior seen, which is the “calling out.” This looks like him singing

randomly such as “chicken wing, chicken wing” or will yell at another student such as “Go sit

down!” Max then receives the consequence of teacher attention by her telling him to be quiet, re-

iterating her direction, or attending to his shoutout such as “I hear you, but focus on yourself” or

“Please stop.” Or he will receive attention from classmates such as verbal responses or laughter.

The pattern of this behavior is this occurs almost always when there is an academic demand

placed on him.
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Call-out's in 15 Minute Period

25

20

15

10

0
Levi Calling Out Same -Sex Peer

Call Out's Per Minute

16
14
12
10
8
6
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Minute MAX Same-sex Peer

HYPOTHESIZED FUNCTION OF BEHAVIOR:

            It is hypothesized on Max’s function of his behavior is avoidance maintained by

attention. Max struggles in academics and with his self-control (I deduce this from his

disciplinary record) that he often shouts out as a way to get attention off of him from performing

academically and get out of work that he does not understand. He maintains this avoidance by
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“calling-out” as a method to avoid doing work demands. Furthermore, I believe his focus on his

classmates and what they are doing could be a result of avoidance as well to take the attention off

of himself.

Operationally Defined Behavior: Shouting or “Calling out” in class at inappropriate times. 

Antecedents/Setting Events: Consequences:

 Teacher places a demand  Teacher redirection 

o “Listen”
Teacher acknowledgement
o “Take out your folder”

o “Get a pencil” Peer acknowledgement 

o  “Please work” Peer/teacher ignoring behavior

o “Sit down”

o “Be quiet”

Perceived Function(s): Avoidance maintained by attention. 

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BEHAVIORAL INTERVENTION PLAN

BEHAVIOR INTERVENTION PLAN:

A behavioral intervention plan was developed in the Fall of 2022 to allow Max to receive

reinforcers for displaying positive behavior and punishment for disruptive behavior. The plan

consists of prevention, teaching and reinforcement. 

Setting Event Strategy:

Before the behavior occurs, Max is in the classroom. Max is then asked to complete a

task based on a demand of the teacher. Max is often triggered by demands being placed on him

especially in areas of academic difficulty. Max would benefit from a brief check-in with the

teacher before or after a demand is placed to offer support, guidance and provide reassurance. 

Prevention:

To prevent the target behaviors when placing a demand Ms. Honey will offer choices to

Max. This prevention strategy will allow Max to make a choice from a pre-selected list

determined by the team. This way, Max will have a sense of control and have the option to select

a preferential choice. This will also provide some distraction, increase motivation, and allows

him to shift focus from the demand to the 2 choices. Implementation Guidelines: 

1. Determine situation in which Max will

likely present challenging behavior.

2. Decide appropriate choices for Max to EX: Spring Math- He can choose to sit at
choose from; No more than 2 for the his desk or the kidney table. 
time-being.
Independent work: He can choose between
math or reading
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BEHAVIORAL INTERVENTION PLAN

Writing tasks: He can choose between

colors of pen ink e.g. pink or green. 

3. Ensure the choices are specific to times

that are likely going to induce
behaviors. 

4. Be cognizant of the timing of providing EX: The teacher is planning on doing a

choices, if it needs to be immediate after writing activity, while the class settles,
the demand is placed or presented prior.  approach Max and then offer him the
choices.

Or after you present the activity, the teacher

approaches him and offer the choices. 

5. Honor the choice they made. 

6. Offer praise/positive reinforcement for EX: “Great job, making a choice!” “Great
the student making a choice. choice, I can’t wait to see what you do!” “I
like the participation!” 

Replacement Behavior:

A replacement behavior for Max would be to raise his hand when he wants to “call out”

or say something out of context. He also could benefit by raising his hand and asking for help

when needed.  

How to Teach Replacement Behaviors and Reinforce:

The plan involves providing Max with a desired item such as stickers, refraining from

engaging in less disruptive behavior over the increment of 15 minutes. “Disruptive behavior”

was defined by any behavior that involves him speaking out of context, interrupting the lesson,

talking with his peers at inappropriate times and screaming/singing at inappropriate times in the

classroom. 
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BEHAVIORAL INTERVENTION PLAN
After earning 3 stickers, Max will receive a desired reward, a fruit-roll-up. Therefore if

he refrains from “disruptive behavior” for 45 total minutes across 3 instructional subjects such as

reading, math and language arts, he would then be able to earn a highly desired item. This plan is

to be implemented over the course of 3 weeks. 

To begin, Max would need to be highly reinforced and low expectations placed on him.

Therefore, in the beginning stages, he will need to not exceed 15 ‘call outs’ as he currently is

calling out 20 times in a span of 15 minutes. 

Max would also need to be taught how to sticker system works and be reminded

frequently to ensure his understanding. Furthermore, Max can also be taught other coping skills

when he feels the need to call out, such as giving him the option to take breaks and teaching him

to take deep breaths. The intial teaching of the sticker chart will be administered by his teacher,

Miss Honey. Miss Honey can consult with the school psychologist on site or the School

Psychology practicum student, Lauren Kimbell. Furthermore, Max will engage in working with

the school counselor, Ms. Martha, and building strategies to learn replacement behaviors and

coping skills as aforementioned, such as breathing and taking breaks.

Consequence Strategies:

When Max refrains from calling out in less than 15 times in a 15 minute period, he will

receive the consequence of earning a sticker to add to the chart. If he earns 3 stickers in a day, he

will be able to get a fruit-roll up provided by his teacher, Ms. Honey. If the problem behavior of

calling out does occur, over the allotted call-outs, Max will Max will not earn a sticker for the

chart and will lose the opportunity to received preferred reinforcer (fruit-roll-up). When he does

not respond to the intervention, Max will be verbally redirected by Miss Honey instructing him
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BEHAVIORAL INTERVENTION PLAN
that he is “calling out” too much and will not be able to earn his sticker. When Max does respond

to the intervention, he will receive his reinforcer, a sticker and if he earns the 3 stickers by the

end of the day, he will be able to receive his preferred item, a fruit roll up.

RECOMMENDATIONS FOR CONTINUATION AND IMPROVEMENT: 

After the initial 3 weeks, the team will evaluate Max’s progress and will continue the

behavioral plan until he has learned the replacement behavior of raising his hand and/or asking

for help and maintained it. Then the team will evaluate on a bi-weekly basis to determine Max’s

progress and potentially discuss how to fade the reinforcement and the most appropriate way to

do so. An option could be: 

Increase the duration of time not displaying “disruptive behavior” and increase the

amount of reinforcers he receives.  Max can be required to refrain from “disruptive behavior” for

a duration of 30 minutes. The allotment of reinforcers per 30 minutes can remain. This can be

increased on an as needed basis, if appropriate,  until the behavior is extinguished. 

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BEHAVIORAL INTERVENTION PLAN

Levi will
is inreceive
class 1 sticker BUILD A COMPETING PATHWAYS DIA
on
wherehis chart
he if he
Levi will refrain from does not
disruptive
call out
struggles
behavior bymore
not than
calling out 7fortimes.
a period
of 15 minutes during core instruction
academically
(math, LA, writing/reading.) He will call
out 7 or less times to begin.

Demand is placed on Levi such

as "take out pencil" "Get your
Calling out, being math book"
disruptive during
instruction such as talking,
making noises and so on.

Avoidance of work
maintained by the attention
he receives by teacher and
classmates.

Desired Behavior Maintaining Conseq

Setting Event(s) Antecedent Trigger(s) Problem B

Levi will raise his hand Maintaining Conseq
before speaking.

Alternative Replacement Behavior

Positive Behavior Support Plan Outline: Strategies that make problem behaviors
irrelevant, ineffective, and inefficient
Setting Event Preventive Teaching
Strategies Strategies Strategies
What are ways to change the context to What are ways to prevent the problem What can be done to increase Wh
make the problem behavior behavior? expected behaviors or to teach a whe
unnecessary? replacement behavior? occ

 
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BEHAVIORAL INTERVENTION PLAN