BEHAVIOR INTERVENTION PLAN (BIP)

Student Name: Student B Date: 10/25/18

Step 5: Competing Pathway & Replacement Behavior:

☑ Identify and describe the replacement behavior in both chart and narrative form. Also explain the rationale for
the chosen replacement behavior. Remember that replacement behavior is NOT an absence of the problem
behavior. It is the behavior that the student will perform in place of the target problem behavior that serves the
same function as the problem behavior.

Desired Consequence
Prize box
Behavior
Student follows
directions quickly
and quietly

Antecedent:
Given directions, Problem Behavior Consequenc Function
transitions, Off task, distracting to e
provocation from Avoid doing
peers Clip down,
Routine &
peers, academic assignments
activities, time out
Setting unstructured setting
Event:
No specific
setting
events

Alternative Behavior
A break card to be used
after being on task

☑ Narrative Description & Rationale for the Replacement Behavior. Include verification of the social validity of the
replacement behavior.
The replacement behavior is that Student B will use a break card when he feels himself starting to get off task. This will
allow Student B to take a break from the task assigned to become refocused on the assignment. This will bring Student B
a step closer to the desired behavior which is to follow all directions quickly and quietly. The replacement behavior is still
giving Student B a way to obtain the same consequence as the target behavior, which is to avoid doing assignments.

An example of this would be to have Student B raise his break card in the air, instead of playing with materials or
distracting his peers. He will be able to ask for a break, and the duration of the extra break time will be slowly decreased
until he will have to follow the given directions in the amount of time given.

A nonexample of this would be Student B using the break card inappropriately by taking a break to play with materials or
get up out of his seat and walk around the classroom.

Verify the social validity of the replacement behavior

This is socially valid since Student B will be asking in an appropriate manner to take a break from an assignment. This
means to raise his hand or break card, wait for a teacher to come over, and he will ask to take a break from the
assignment. These are all socially valid behaviors that are expected of students in the public education system today.
This will replace Student B being off task, playing with his materials instead of using them, getting out of his seat, not
participating, and distracting to his peers. All of these are socially unacceptable behaviors. Overall, raising his hand to ask
for a break, or holding up his break card will give Student B more acceptable ways.

☑ Can the student perform the replacement behavior? Determine - “Can’t do versus won’t do”. As appropriate, what
teaching procedures will be used to teach the replacement behavior?

Student B is able to perform the replacement behavior. Student B has demonstrated in class the ability to follow
directions and do an assigned task. Student B also knows how to raise his hand to answer questions, and this skill can
then be transferred over to learning the replacement behavior. Even though Student B knows how to raise his hand, he
is in the acquisition stage since he has to learn how to raise his hand to ask for a break. Student B will have to be taught
how to raise his hand to ask for a break, or to raise his break card in the air quietly instead of playing with his materials.
Student B will also be taught about the importance of following directions, and how to listen to directions and carry
them out. Overall, Student B has the basic skills needed to perform the replacement behavior.

The first step will be to teach Student B how to raise his hand and ask for a break. This can be done by modeling the
replacement behavior and practicing raising his hand and asking for something. Showing Student B social stories about
how to raise his hand, when it is appropriate to do so, and why it is important and acceptable can teach Student B this
skill. Student B can then practice with his teacher to help him grasp raising his hand to ask for a break. After he has
mastered raising his hand, teach Student B to then ask for a break when he needs one. Practice this with Student B. For
each time he does this, give Student B a sticker to reinforce this correct behavior to go on a chart. Once Student B fills
the chart, he gets to pick something out of the prize box.

Step 6: Identify Antecedent Based Interventions:

☑ Adjust The Antecedents. What are some circumstances or conditions that might tend to predict occurrence of the
problem behavior and what can be done to prevent or remove those conditions? What are some strategies that will
prevent the problem behavior and/or make the replacement behavior more likely to occur? (Ex: manipulate
instructional or organizational routines and schedules, change physical location of objects or persons, use
prompts/cues/pre-corrects, prompts, changing routines, etc.)
● Student B can be given picture cards/cues to be prompted that it is a transition time and that they are moving
on to the next activity. He can also have picture cue cards to be reminded and told what is coming next so that
Student B can be prepared.
● Give Student B a set amount of time to transition to the next activity. Record this with a timer, and tell Student B
about the timer and that he needs to be ready for the next activity when it goes off.
● After a long weekend or break, pull Student B aside in the morning and remind him of how to ask for a break,
and what the classroom rules are.
● In the morning, tell Student B what the routine is for the day, and give him a visual schedule so he knows what
to expect that day.
● Arrange the environment for Student B to give as minimal distractions as possible.
● Provide ways for Student B to take breaks during assignments.
● Use high-preference activities/items to increase interest level for Student B, this will keep his attention longer
while working on activities.

Step 7: Adjust Contingencies And Reinforcement:

☑ Adjust The Contingencies - Reinforcement. What are the reinforcement procedures to use for establishing,
maintaining and generalizing the new replacement behavior? What will be done to increase the occurrence of the
replacement behavior? Clearly describe when and how replacement behavior will be systematically reinforced and by
whom. Describe consequences that could be used as positive reinforcers for performance of the replacement
behavior(s). Explain the rationale for the reinforcement plan. How will the student be engaged in identifying possible
reinforcers?
While Student B is learning how to raise his hand and ask for a break, or more time to complete an assignment,
continually reinforce Student B for asking. At first, reinforce Student B every time he raises his hand, then slowly work
down to reinforcing every two or three times Student B raises his hand to ask for a break, or holds up his break card. This
is to help maintain and strengthen this behavior of raising his hand. This will teach Student B that raising his hand will
get the teacher’s attention to get what he needs or wants instead of teaching him that the purpose of raising his hand is
to get a reward. This can be done by verbal praises, high fives, picking out of the prize box, or twix. Also, make sure to
tell Student B what he did was right and that you appreciate him asking nicely for a break.

Give Student B choices, especially towards the beginning of the acquisition of the behavior. Give him a choice for his
breaks between taking a walk in the hallway or finding a spot in the classroom that makes him feel relaxed enough for
his break. Let him know that his breaks will be timed with a timer, he can have a choice of three to five minutes for his
break. Reinforce this by saying thank you and allowing Student B to take the timed break.

These reinforcements need to be done in all school settings, including transition time, specials, and academic activities.
Any adult who is working with Student B can administer these reinforcements.

☑ Adjust The Contingencies - Extinction. Is use of extinction appropriate with the problem behavior? Why or why not?
What are the reinforcement procedures to use for making the problem behavior ineffective? What will be done to
minimize the reinforcement or maintaining consequence for problem behavior?

This behavior can eventually be eradicated. As a result, they will implement a DRL system of reinforcement.

A consequence for when Student B shows off task behavior is that Student B will be given a verbal reminder, and will be
given either picture cues or social stories to remind him how to do the desired behavior and why it is important. If he
does not follow this, he will be either clipped down or given a time out.

Another consequence would be for Student B to lose tickets when he is off task and does not ask for a break. If he loses
all of his tickets, he will be clipped down. He would start with five tickets and then work his way down to two tickets as
he begins to maintain and generalize these skills.

When Student B has a particular bad day, where he demonstrates off task behavior he will have a conference with the
teachers at the end of the day or during free time to talk with him about his behavior and how he can do the
replacement behavior instead. He will have to complete a sheet about how he is feeling and look at social stories to
remind him of the desired behaviors. Also, notes can be sent home for days that are excellent and for days where
Student B’s behavior could have been better.

Step 8: Design A Data Collection Monitoring System For The Intervention:

☑ Progress Monitoring. How will data be collected and used to monitor progress and determine the effectiveness of
the developed BIP? How will you engage the student and/or provide feedback? How will data be shared with the
family?
The data taken to determine the effectiveness of Student B’s BIP will be similar to the way the data was collected during
the observation periods for the FBA data. The data will be collected everyday, for thirty-minute periods. Day one of
observations will be on a Monday/Wednesday during instructional times and during specials, transitions, or individual
work time. The second day of observations will be done on a Tuesday or Thursday during instructional times and during
specials, transitions, or individual work time. Data will be taken until Student B has reached his desired behavior goal.

The data taken during the observations will be a duration of how long Student B’s off task behavior lasts. This will be
measured to make sure that this number is decreasing. The progress monitoring graphs are attached in the appendix at
the end of the document. Student B will also be under a behavior contract, his goal will be discussed with him, his
parents, and the teacher. This will be monitored and measured to make sure that the off task behavior is decreasing.
This contract is attached in the appendix at the end of the document.
To help engage Student B in the process, he will meet with his teacher to discuss how his behavior contract went for the
day, they will discuss his goals and what he did that day to become closer to his goals. This way Student B can be more
engaged with his behavior plan. This contract will be signed by the student, parents, and teacher. This will be used to
give Student B feedback at the end of each day, once he starts to improve with behavior it will be used every other day,
then to the start and end of each week. Student B can also graph the number of off task behaviors so that he can see
that amount decreasing. The teachers’ will also graph the number of off task behaviors to see that decrease. Teachers’
will also be encouraged to constantly and consistently praise Student B for raising his hand and asking for a break. This
will help the replacement behavior.

Attach a Concise Summary of the Behavior Intervention Plan:

Behavior Intervention Plan Summary

Description of Problem Behavior: Student B demonstrates being off task and disruptive to peers. This includes
humming in the hallway, laying down, out of seat walking around, plays with materials, lays head down on desk. Student B
is off task for excessive amounts of time. During the daily 5 he plays with his books instead of reading them, he will also
throw the books around and waste time picking them back up.
Measurable Behavioral Goal: Student B’s goal is to be on task for 15 consecutive minutes without needing a break
from the activity.
Antecedent Based Strategies Behavior Strategies Consequence Strategies
(Make problem behavior irrelevant) (Make problem behavior inefficient) (Make problem behavior ineffective)
What behavior can the student do that serves the What should happen when desired or replacement behavior
What are ways to prevent the problem behavior?
same function of the problem behavior? occurs? What should happen when a problem behavior occurs?

● Student B can be given ● Teach Student B how to raise ● The goal will be to reduce the
picture cards/cues to be his hand and ask for a break amount and length of the off task
prompted that it is a by showing him social stories behaviors.
transition time and that of how to raise his hand and ● Consequences for off task
they are moving on to the why it is important. behaviors:
next activity. ○ Also teach Student B ○ Verbal reminders and
● Set a timer to let Student to raise his hand to prompts
B know how much time he get a break. ○ Given pictures cues and
has to transition to the ○ Reinforce these by social stories to remind
next activity. giving Student B a Student B about the
● After a long weekend or sticker on a chart. appropriate behaviors
break, pull Student B aside Once filled Student B ○ Loose tickets. All tickets
in the morning and remind can pick from the gone=a clip down.
him of how to ask for a prize box. ○ Conference with teachers
break, and what the ● Continually reinforce Student ○ Notes sent home for good
classroom rules are. B when he asks for a break and not so good days.
● In the morning, tell ○ Use twix, verbal
Student B what the praise, and high fives.
routine is for the day, and
give him a visual schedule ● Allow Student B to be the
so he knows what to teachers’ helper if he
expect that day. demonstrates the
○ picture cues/cards replacement behavior a set
● Arrange the environment amount of time.
for Student B to give as ● Give Student B choices.
minimal distractions as ○ More time, different
possible. activities that allow
● Provide ways for Student for more movement
B to take breaks during ● Where: In all school settings
 assignments. including instruction,
○ break card independent work time,
● Use high-preference transitions, and specials.
activities/items to increase ● Who: All and any adults
interest level for Student working with Student B will
B, this will keep his use these reinforcements.
attention longer while
working on activities.

How will progress be monitored? Student B’s progress will be monitored by a worksheet that will be completed by the
teacher or and adult that works with Student B academically. This sheet will be completed daily at the beginning of the
intervention, it has the goal for Student B and the teacher will tally the amount of times that she sees Student B off task.
This will be used less and less as Student B’s target behavior decreases.

How and when will progress be communicated to the family? Student B’s progress will be monitored by a behavior
contract. This will be signed by the student, parents, and teacher. Student B will check in everyday at the end of the day
with his teacher to talk about how his behavior went for that day. The progress will be sent home to parents at the end of
each week, unless Student B has a particular bad day and a note will be sent home. As Student B’s off task behavior
decreases he will have less meetings with his teacher, they will meet every other day, then at the end of each week until
Student B does not have to be reminded of his behavior.

When will the plan be reviewed and by who? Student B’s behavior intervention plan will be reviewed every 4 weeks by the
teacher, parents, and student.