CHAPTER 6: BEHAVIOR

INTERVENTION PLANS (BIP)

Unlike more typical single-dimension interventions that focus on reactive, consequence manipulations
(e.g., time-out, behavioral contracts), behavior support plans that are based on FBAs consider intervention
components that are focused on instruction, prevention and reinforcement.
George Sugai, 1999

LEARNER OUTCOMES
At the conclusion of this chapter, you will be able to:

▶▶ Identify key components of a Behavior Intervention Plan

▶▶ Develop a competing pathway based on the results of a Functional Behavior Assessment to...
• Prevent problem behavior
• Teach appropriate behaviors
• Recognize appropriate behavior
• Prevent reinforcement of problem behavior

▶▶ Develop appropriate observable and measurable behavioral goals

▶▶ Determine method for efficient data collection to guide decision making throughout the process

Introduction
The Functional Behavior Assessment (FBA) is used to guide development of a Behavior Intervention Plan
(BIP) to increase pro-social behavior and decrease problem behavior. Tier 3 interventions are the same as
Tier 1 schoolwide and classroom effective practices only they are more intensive and individually tailored
to the student. It is important to make connections across the tiers. In addition, as Action Teams develop
individualized plans for students, understanding the role of human motivation may be helpful.

THE IMPORTANCE OF CONNECTING ACROSS THE TIERS

Using the information from the FBA process to accurately construct a competing behavior pathway, and
selecting the appropriate strategies to use form the basis of the Behavior Intervention Plan. These sections
will determine what the intervention will be, how it will be measured, who will be participating, and how
the fading, generalization, and maintenance plan should be designed.

Because long-term replacement behaviors should be connected to your schoolwide expectations, it is

prudent to incorporate the language of your matrix and the 8 Effective Classroom Practices in the BIP
from the beginning. The ultimate goal of the BIP is to teach the strategies and skills the student needs to be
successful in your school environment. Student sucess is more likely when natural routines and supports
are incorporated in the plan.
As your team works to develop intensive, individualized interventions, you may encounter staff members,
community members, parents, or other educators in the field who argue that providing external rewards
or supports will be harmful to student motivation. Fortunately, there is an abundance of research you can
share to dispel their concerns.

Understanding the Role of Human Motivation in Learning

When considering the ABCs of behavior, teachers may assert they do not believe in giving prompts,
positive feedback, or tangible rewards for behaviors students should already know and display.
Additionally, some teachers fear providing external regulation, in the form of antecedent or consequential
supports, will undermine students’ intrinsic motivation. Such statements indicate a lack of understanding
regarding the fundamental principles of motivation and the differentiation between motivation and
regulation. Beyond infancy and early childhood, the motivation for the majority of human behavior is
externally motivated (Ryan & Deci, 2000).

Initially, educators provide external regulation for students by establishing common definitions of desired
behaviors, providing antecedent supports, and delivering reinforcing or discouraging consequences.
Educators use these externally regulated strategies to teach all students the expected behavior and facilitate
consistent use of appropriate behavior. Over time, educators assist students in developing self or internal
regulation. Students must engage in self-regulation (e.g., demonstrating desired behaviors consistently,
without prompting, affirmations or recognition) in order to become successful contributing members
of society. Deci and Ryan’s (1985) research in the field of self-determination theory (SDT) illustrates the
transition from external regulation to internal regulation.

In Figure 6.1, Ryan and Deci (2000) articulate the continuum of human motivation including: amotivation,
extrinsic motivation, and intrinsic motivation. Amotivation denotes a complete lack of motivation for
or value of the activity or knowledge in consideration, or perceived lack of competence with the activity.
Extrinsic motivation means an individual engages in an activity to attain a separable outcome (e.g., to
receive an external item or activity of preference, to fit into a group, to master a skill or gain knowledge
needed for later). Intrinsic motivation refers to participating in an activity simply for the enjoyment of the
activity itself. Many factors influence where an individual falls on the continuum, with regard to a specific
behavior. Additionally, an individual’s location on the continuum may be fluid and individuals may move
in either direction along the continuum.
 A Taxonomy of Human Motivation
Amotivation Extrinsic Motivation Intrinsic
Regulatory

Lack of any Activity is done in order to attain a separable outcome Motivation

Styles

motivation or (e.g., to receive an external item or activity of preference, to fit Activity is

value for the into a group, to master a skill or gain knowledge needed for later) done simply
activity, or for enjoyment
perceived lack of the activity
of competence itself

Lack of Compliance Approval Self- Synthesis Interest,

Associated
Processes

intentionality from self or endorsement of goals or enjoyment,

or relevance others of goals congruence inherent
satisfaction

Impersonal External Somewhat Somewhat Internal Internal

Perceived

Causality
Locus of

External Internal (Integration)

(Introjection) (Identification)

Adapted from Ryan and Deci, 2000

Figure 6.1

Extrinsically motivated behaviors may range from externally to internally regulated (e.g., continuum of
perceived locus of causality in Figure 6.1), or include multiple regulating factors. Consider, for example,
possible regulating factors motivating an individual’s choice to adopt healthier eating habits and where
those factors fall along the Taxonomy of Human Behavior in Figure 6.2:

Amotivation Extrinsic Motivation Intrinsic

Regulatory

Activity is done in order to attain a separable outcome Motivation

Styles

Lack of Compliance Approval from Self- Synthesis Interest,

Associated
Processes

intentionality self or others endorsement of goals or enjoyment,

or relevance of goals congruence inherent
satisfaction

Impersonal External Somewhat Somewhat Internal Internal

Perceived

Causality
Locus of

External Internal (Integration)

(Introjection) (Identification)

Desire to Desire to fit in Desire to be Choosing a Inherent love

Healthy Eating habits

meet BMI, at work where healthier vegan diet of fresh fruits

blood everyone as part of a & vegetables
pressure or eats healthy; commitment
other goals wanting to to improving
for work “look good” the
place health by societal environment
insurance standards
promotions

Figure 6.2
While the choice to adopt healthier eating habits may seem internally regulated, or even intrinsically
motivated, extrinsic motivation plays a significant role. An inherent enjoyment of fresh fruits and
vegetables makes the change easier to adopt. However, you cannot discount the extrinsically motivating
factors, such as wanting to comply with recommendations of medical professionals, a desire to fit in with
colleagues who make healthy eating choices, setting and reaching a weight loss goal, or recognizing the
impact eating habits make on the larger environment.

Ryan and Deci (2000) note, “In schools for example, it appears that intrinsic motivation becomes weaker with
each advancing grade,” (p. 60). Because most human behavior relies on some form of external motivation,
past early childhood, educators face the challenge of teaching students to identify, value, and engage in
socially appropriate behaviors with minimal external pressure or regulation. Self-determination theory
includes three needs individuals must fulfill to behave with intrinsic motivation:

1. Competence: succeeding in what is to be done, belief in one’s ability to succeed, self-efficacy

2. Relatedness: connecting with others, belonging
3. Autonomy: being in control of ones’ life, self-determination

Students may not, initially, find behaviors critical to school success inherently interesting or personally
valuable; therefore, educators will need to provide some level of instruction and reinforcement to
encourage students to engage in desired behaviors. Over time, students will begin to self-regulate
engagement in appropriate behaviors because doing so increases feelings of connectedness and experiences
of competency and autonomy. SW-PBS supports the development of self-regulation by: creating
environments where all students feel welcome, connected, and valued; directly teaching, monitoring, and
reinforcing expectations; and assisting students in the development of self-monitoring and self-regulation.

The amount of external regulation or motivation necessary to reach the end goal of students’ consistent
display of desired behavior will be dependent on chronological and developmental age of students,
students’ prior knowledge of and experience with desired behaviors, the context or setting events and the
students’ understanding that the schoolwide behavioral rules and procedural skills desired by adults are
universal in nature, and will increase their overall success in the classroom, schoolwide and eventually in
life outside of school. Understanding that the majority of human behavior relies on a certain degree of
external motivation, and intrinsic motivation relies on the development of competence, relatedness and
autonomy. School teams can leverage the science of behavior to plan for and establish systems that create
environments which increase the likelihood that teachers and students will demonstrate desired behaviors.
Students learning a new skill or behavior may need external regulation (e.g., reward) to gain enough
exposure to the naturally occurring positive consequences of the behavior. For example, using more
pro-social behaviors such as taking turns; saying “please” or “thank you”; and keeping hands to ones’ self;
allow a student struggling to find friends to experience social acceptance from peers. Initial teaching and
reinforcement may be necessary to help the student learn and consistently use the skill. Over time the skill
becomes self-initiated and self-regulated. Eventually the skill should generalize to multiple social contexts
allowing the student increasing access to desired peer groups or activities.

However, excessive reliance on authoritarian external regulation leads to individuals losing their sense of
autonomy and relinquishing the capacity for self-regulation. Under these conditions, a previously self-
regulated behavior becomes a behavior demonstrated only under high external regulation (e.g., athletes
who lose the love of the game under pressure to win at all costs). While in most cases people’s general
regulatory style becomes more “internal” over time (Chandler & Connell, 1987), in accordance with
developmental tendencies towards autonomy (Ryan, 1995), regulation can move in either direction on the
continuum.
 With your team:

▶▶ Discuss how you will design professional learning for your staff regarding the
continuum of motivation.
▶▶ How will you help staff understand the idea of regulation vs. motivation?

Introduction to Behavior Intervention Planning Process

A Behavior Intervention Plan (BIP) defines how an educational setting will be changed to improve the
behavioral success of the student.

▶▶ The BIP describes how the environment will be changed to prevent occurrences of problem behavior
to make the behavior irrelevant.
▶▶ The BIP describes the teaching that will occur to give the student alternative ways of behaving to
make the problem behavior inefficient.
▶▶ The BIP describes the consequences that will be provided to reinforce appropriate behavior to make
the problem behavior ineffective.

The flow chart on the next page shows the entire process of developing a BIP from the FBA. Each step will
be described in further detail throughout the chapter. The workbook will guide you through the step-by-
step process with an example student, Suzy, continued from Chapter 5.
 Behavior Intervention Plan Development Flow Chart
STEP 1: Develop a Competing Behavior Pathway
1.1 Transfer Summary Statement from FBA into Competing Behavior Pathway.
1.2 Identify the desired long-term replacement behavior.
1.3 Identify an alternative short-term behavior.
1.4 Identify maintaining consequences for the desired long-term replacement behavior.

STEP 2: Identify Intervention Strategies

2.1 Identify teaching strategies.
2.2 Identify setting event strategies.
2.3 Identify antecedent strategies.
2.4 Identify consequence strategies to reinforce appropriate behavior.

STEP 3: Identify Consequence Strategies to limit reinforcement of the problem behavior

STEP 4: Develop a Safety Plan, if needed

STEP 5: Develop Implementation Plan

STEP 6: Develop Monitoring & Evaluation Plan

STEP 7: Identify Generalization & Maintenance Strategies

 The purpose of the Competing
Behavior Intervention Plan Behavior Pathway is threefold:
Components
1. Highlight the importance
of building the Behavior
STEP 1. DEVELOPING A COMPETING Intervention Plan around the
BEHAVIOR PATHWAY Summary Statement
The Competing Behavior Pathway model is used 2. Identify competing behavioral
to create a link between the Functional Behavior alternatives to the problem
Assessment and the Behavior Intervention Plan. behavior.
3. Determine strategies for
First, the team builds the competing behavior pathway making the problem behavior
by copying the FBA summary statement into the
ineffective, inefficient or
behavior pathway diagram--transferring the setting
irrelevant through changes to
events, triggering antecedents, and maintaining
consequences along with the function to the Competing the routine or environment.
Behavior Pathway. Next, the Action Team defines the
desired replacement behavior, as well as any alternative Crone & Horner, 2003
short-term replacement behaviors that might be
appropriate steps to the long-term replacement behavior. The reinforcement consequence for when the
student displays the desired replacement behavior is planned.

Identifying Long-term Replacement Behaviors

Once the summary statement is transferred to the Competing Behavior Pathway, the next step is for the
Action Team to decide on long-term replacement behaviors. These long-term replacement behaviors are
found in the classroom rules and schoolwide matrix. It would be helpful for the Action Team to have
those resources available for this task. If the desired replacement behavior is taken directly from the
schoolwide matrix or classroom rules staff will already be fluent with the language to positive reinforce the
desired behavior. There is no special language needed for a Behavior Intervention Plan! The chart below
give examples of desired replacement behavior from classroom or schoolwide matrices that address the
function of the problem behavior and increase the likelihood the student will receive recognition for use of
the desired behavior.

Problem Behavior Function Desired Replacement Behavior

Quiet when addressed by Escape peer interaction Listen to the speaker with my eyes and ears,
peers; Cries; Turns around and use kind words
walks away

Rips paper; Leaves work area Escape difficult tasks When given instructions to begin get
and walks around the room materials out and begin working within
5 seconds, visit quietly with a neighbor if
you need help, all conversation is related
to work and raise your hand for help or get
permission to leave your seat.

Pushes or hits peers Gain peer interaction Be safe: keep body to yourself and use
respectful language.
Identifying Short-term Alternative Behavior
The gap may be very wide between the desired behavior and what the student is currently doing; therefore,
the Action Team will need to identify a short-term alternative behavior

Short-term alternative behaviors are:

▶▶ An immediate attempt to reduce disruption & potentially dangerous behavior in the classroom
▶▶ Designed to actively begin breaking the student’s habit of using problem behavior to meet their needs,
by replacing it with a more acceptable alternate behavior

An appropriate Short-term Alternative Behavior:

▶▶ Serves the same function as the problem behavior

▶▶ Is easier to do and more efficient than the problem behavior
▶▶ Requires less physical effort & provides quicker, more reliable access to desired outcome/response
than problem behavior
▶▶ Is socially acceptable

Just like the long-term replacement behavior, the short-term alternative behavior must serve the same
function as the problem behavior (see the table below).

Short-term Alternative Desired Replacement

Problem Behavior Function
Behavior Behavior
Quiet when addressed by Escape peer Tell friends, “I just want Listen to the speaker with
peers; Cries; Turns around interaction to be alone right now.”, “I my eyes and ears, use kind
and walks away want to be by myself now” words
and other respectful “I”
statements

Rips paper; Leaves work area Escape Sit quietly, ask for a break When given instructions
and walks around the room difficult (limit to 3 per day) to begin get materials out
tasks and begin working within 5
seconds, visit quietly with a
neighbor if you need help,
all conversation is related to
work and raise your hand
for help or get permission to
leave your seat.

Pushes or hits peers Gain peer Use words only to get Be safe: keep body to
interaction friends’ attention yourself and use respectful
language.
Identify Maintaining Consequence for the Desired Behavior
After identifying the desired replacement behavior, the Action Team must consider how the new behavior
meets the student’s needs and will be reinforced.

Short-term Desired
Problem Maintaining
Function Alternative Replacement
Behavior Consequence
Behavior Behavior
Quiet when Escape Tell friends, “I just Listen to the speaker Others students
addressed by peers; peer want to be alone with my eyes and will be more likely
Cries; Turns around interaction right now.”, “I want ears, use kind words to respond to her
and walks away to be by myself now” in a positive way
and other respectful by respecting
“I” statements her requests to
occasionally have
time to herself.

Rips paper; Leaves Escape Sit quietly, ask for a When given Student will have free
work area and walks difficult break (limit to 3 per instructions to begin time once work is
around the room tasks day) get materials out completed
and begin working
within 5 seconds,
visit quietly with a
neighbor if you need
help, all conversation
is related to work
and raise your
hand for help or get
permission to leave
your seat.

Pushes or hits peers Gain peer Use words only to get Be safe: keep body Play time with
interaction friends’ attention to yourself and use friends
respectful language.
 Note the information from Suzy’s Summary Statement that has been transferred to
her Competing Behavior Pathway. With your team, discuss what information the
Action Team added to complete Suzy’s Competing Behavior Pathway. Does the Desired
Replacement Behavior look like a behavior on your matrix or class rules?

SUZY EXAMPLE

Competing Behavior Pathway

Desired Replacement Reinforcing Consequences

(Long Term Objective) for Desired Replacement

Work quietly on independent Suzy will earn time to

work work with friends
Setting Event Triggering Problem Behavior Maintaining Function
Antecedent Consequences
When specific Talking out, joking, disrupting To get attention
friends are Asked to work class Gets peers to laugh and
around independently teacher attention
Alternative Replacement
Behavior
(Short-term Replacement)

Ask appropriately to work

with a partner or obtain peer
interaction by completing small
parts of independent tasks
STEP 2. IDENTIFY INTERVENTION STRATEGIES
Once the Action Team has completed the Competing Behavior
Pathway, they are ready to identify intervention strategies, “Once the team has identified
remembering to always address the function of the problem a long-term desired behavior
behavior. These intervention strategies include: and an acceptable short-term
alternative to the problem
2.1 teaching strategies behavior, they must generate
2.2 setting event strategies
strategies to facilitate the
2.3 antecedent strategies
student’s performance of those
2.4 consequence strategies to reinforce appropriate behavior
behaviors.”
We will describe each strategy, sharing how Suzy’s Action Team Crone & Horner, 2003, p. 56
created her BIP.

MO SW-PBS adapted the Menu of Function-Based Options for Behavior Intervention Planning from a
tool by Loman & Borgmeier (2010). It is the tool Action Teams should use as they develop the Behavior
Intervention Plan. This menu provides options for addressing setting events, antecedents, teaching
replacement behavior and consequences for encouraging appropriate behavior as well as discouraging
continued use of the problem behavior. The menu is particularly helpful because it gives ideas for attention
seeking and escape/avoidance of a task. Selecting one or two options for each strategy from the menu will
make developing the BIP more efficient and effective. The team will customize the strategies to meet the
specific needs of the child. Strategies are built on the Effective Classroom Practices and are organized by
function.
 Menu of Function-Based Options for Behavior Intervention Planning

Seek Attention Avoid Attention Avoid Tasks

2.1 Setting • Check-in with an adult • Provide a quiet space to eat • Provide a structured
Events immediately upon student breakfast, do a preferred daily schedule for on-task
Strategies arrival to: activity, etc. activities (visual schedule)
• Provide positive • Ask the student if they
attention, greeting want to talk with an adult
• Organize materials they choose before going
• Practice replacement to class
behaviors
• Provide food, sleep,
medications, hygiene,
clothing etc.
2.2 • Increase Positive • Teachers assign cooperative • Teach Procedures
Antecedent Recognition groups (versus students • Asking for help
Strategies • Give student choosing) • Individualize
leadership • Provide the option to work procedure for
responsibility or a class independently use of resources
“job” that requires the • Preview upcoming events (e.g. individual
student to interact
and tasks dictionary, 100’s chart,
with staff.
• Increase positive • Use a visual schedule of multiplication table,
home/school class activities graphic organizers)
communication • Provide preferential seating • Check to see if student
• Increase Opportunities to (e.g. separate “office”, desk has needed materials
Respond to the side, on the floor, and if not, provide
• Increase Active Supervision etc.) them before they are
– Schedule more frequent • Clarify expected behavior needed.
interactions and provide specific • Address Task Difficulty
• Increase opportunities for precorrects • Design assignments
peer interaction to meet student
• Clarify expected behavior
instructional/skill
and provide specific
precorrects level.
• Pre-teach content.
• Modify amount or
type of activity.
• Provide extra
help/checks for
understanding.
• Provide Choice
• Provide choices such
as what to do first or
what tools to use.
• Sequence Tasks
• Provide an
opportunity to engage
in a preferred activity
first.
• Clarify expected
behavior and provide
specific precorrects
 Seek Attention Avoid Attention Avoid Tasks
2.3 Teaching • Teach specific ways to ask • Teach self-management • Teach how to ask for a
Strategies for attention: skills: break.
• Differentiate if strategy • Observing & • Teach how to ask for
changes across recording own an alternative activity/
conditions or settings behavior assignment
(large group, small • Goal setting • Teach student how to ask
group, independent • Evaluating behavior for assistance
work, cafeteria, • Strategy instruction • Teach student how to use
hallway etc.) • Participate in social skill resources
• Help teach lesson to instruction • Teach specific academic
other students skills
• Participate in social • Sight words
skill instruction • Reading fluency
• Comprehension
• Math facts
• Participate in social skill
instruction
2.4 • Respond quickly when the • Acknowledge student with • Provide opportunity to
Consequences student asks for attention nonverbal reinforcements: earn breaks after specified
to Reinforce appropriately • Thumbs up number of completed tasks
Replacement • Give frequent attention for • Small note • Provide opportunity to
Behavior any appropriate behavior • Provide opportunity to earn time doing self-
• Allow student to earn earn time doing self- selected activity
opportunity to pick activity selected activity • Reward student for
for group or class attempting tasks
• Provide opportunity for • Staying focused on the task
peer interaction
Consequence • Provide consistent and • Provide consistent and • Provide consistent and
to Make calm response calm response calm response
Problem • Limit verbal interaction for • Teacher gives non-verbal • Offer brief assistance with
Behavior problem behavior. cue to participate task or activity
Ineffective • Create a signal that • Proximity control • Offer alternatives methods
prompts student to stop or materials to complete
and/or return to desired
the task
activity
• Teacher ignore problem • Schedule standard times to
• Prompt peers to ignore complete unfinished work
problem behavior
Adapted from Loman, S. & Borgmeier, C. (2010)
STEP 2.1. IDENTIFY TEACHING STRATEGIES
Start with teaching the replacement behavior along with any strategies the student will be expected to use.
This means systematically and explicitly teaching behaviors/skills that will meet the same function as the
student’s target behavior to make the problem behavior less efficient and effective and acceptable behavior
easier to perform and more likely to be reinforced.

Teaching long-term replacement behavior often requires teaching complex skills that the student is lacking
(e.g., academic skills, social/communication skills, organizational skills.)

ACADEMIC SKILL DEFICITS (the student does not know how to do the work, often related to Avoiding
difficult tasks)

▶▶ Example: Student avoids reading because he or she is 3 grade levels behind in reading. Addressing
this deficit requires intensive reading instruction.

SOCIAL SKILL DEFICITS (the student does not know the appropriate skills or methods to relate to
others (verbal/nonverbal), often related to seeking interaction or attention)

▶▶ Example: Student seeks interaction or attention due to isolation from peers and adults resulting from
aggressive behavior and limited social skills. Addressing this deficit requires sustained, targeted social
skill instruction generalized to natural context

COMMUNICATION DEFICIT (the student does not know the appropriate skills or methods (verbal/
nonverbal) to communicate with others)

▶▶ Example: Student screams and loudly claps hands due to limited communication skills which might
result in getting something to eat. Addressing this deficit requires teaching communication skills
(PECS, sign language, etc.)

ORGANIZATIONAL/SCHOOL SKILL DEFICITS (the student does not know how to effectively use
time or resources)

▶▶ Example: Student doesn’t complete homework due to limited scheduling and organization strategies
which might result in task avoidance due to limited background knowledge. Addressing this deficit
requires teaching school skills.

Teaching Considerations:

▶▶ Practice the new behavior when the student is calm, relaxed, and at times when problems do not
occur.
▶▶ Provide multiple opportunities for the student to role play and practice using the new behavior.
▶▶ Teach the student when to use the replacement behavior.
▶▶ Use role play and practice with feedback in the natural environment.
 ▶▶ Teach the student to recognize the specific situational and internal cues (e.g., a student feels her heart
pounding just before it is her turn to read aloud) that naturally happen before the behavior occurs.
▶▶ Anticipate when the student is about to make a mistake (or about to experience difficulty when
initially learning a new coping skill) and provide support to ensure success.

SUZY EXAMPLE

2.1 Teaching Strategies

Consequence
Strategies to
Setting Event Antecedent
Teaching Strategies Reinforce
Strategies Strategies
Appropriate
Behavior
• Teach her what
it looks like and
sounds like to work
independently
• Participate in social
skills instruction

An example lesson plan is found on the following page.

 EXAMPLE EXPECTATIONS LESSON PLAN - Expectation: I am responsible.

Classroom Rule(s): When given directions, say OK and begin working right way. Work quietly. Ask for help by raising your hand.
Replacement Behavior: Complete independent work quietly.
DEFINE THE RULE:
“This week we will focus on quietly working independently when the teacher gives directions. It’s important to use class time provided to do
assigned work so you can get help if needed, and ask questions. Doing your independent work in class lets your teacher know what you can do,
and what things you might need to practice more.”
“Whenever the teacher gives directions to begin work, you should say, “Ok,” and begin right away. You work quietly so everyone can concentrate
on their work, and if you need help or have a question, you can raise your hand and wait patiently for the teacher to come to you.”

MODEL:
Example: Brandon is sitting at his desk. The teacher tells the class to begin underlining parts of their papers where there is dialogue. Brandon says, “Ok”
quietly to himself, gets out his pencil and begins underlining his story everywhere he sees quotation marks.
Example: The teacher directs the students to read the story in the reading book. Josie says “Ok” quietly to herself and begins reading. Josie cannot read
the following word, “minestrone.” She looks at the word wall, but does not see any clues to help her, and she is not able to find clues in the text.
Josie raises her hand and waits for the teacher to come to her so she can ask about the word.
Non-Example: The teacher directs the students to begin working on the math assignment. Jessica cannot work problem #3. She sits and does not work.
Example: Cody says “Ok” and starts working on his reading assignment when the teacher gives directions. He comes to a funny sentence and looks up to
say something funny to his group about the sentence. He sees other students reading quietly and decides to make a note and tell them after
the work time is over.
ROLE PLAY:
1) Give the students a book, notebook paper, and a pencil.
2) Tell the students to write the name and author of the book on the paper and write a prediction about the book.
3) Give positive specific feedback when students say, “Ok” and begin right away, work quietly, and ask for help by raising their hand.
4) Give clear corrective feedback, and demonstrate correction for student. Repeat the direction and provide positive specific feedback.

AFTER THE LESSON

1) Provide verbal prompts (pre-corrects) prior to work time reminding student of the expectations.
2) Provide student with high rates of positive specific feedback when performing the expected behavior.
3) Follow-up: Use CW-FIT to encourage students to use the expected replacement behavior during times when they will be given independent work.
STEP 2.2. IDENTIFY SETTING EVENT STRATEGIES

▶▶ Put supports in place in the school environment to mitigate or diminish the effect of events that set
the stage for problem behavior. The team cannot usually eliminate setting events, however, supports
can be put in place in the school environment to reduce the effects.

Remember, Setting Events are conditions or circumstances that alter the probability of a behavior
occurring. These are events that happen outside of the immediate routine that commonly make the
problem behavior more likely are Setting Events (Loman, Strickland-Cohen, Borgmeier, & Horner, 2013).
For the entire class, a substitute, fire drill, or assembly can be a Setting Event. For an individual student or
group of students a Setting Event can be lack of sleep or food, missing the bus or a fight on the bus on the
way to school, etc.

Below are some Setting Events and possible strategies to reduce the impact on behavior:

Setting Event Strategies to Mitigate Impact

Incomplete work Check in with adult to provide assistance with organization and
work completion
Physical Need (hungry, tired, cold) Schedule regular routine to meet with the student to address
physical needs (e.g. provide snack, exercise, etc.)
Argument with peer or family Schedule regular routine to meet with the student to de-escalate,
member before school set goals and practice calming strategies

SUZY EXAMPLE

2.2 Setting Event Strategies

After discussing teaching strategies, Suzy’s Action Team discussed her setting event-she increases
her disruptive behavior when certain peers are around. Again, they used the Menu and selected
one strategy:

• She might be seated in a different group than these peers

They recorded this on her BIP form.

Consequence
Setting Event Antecedent
Teaching Strategies Strategies to
Strategies Strategies
Reinforce
• Move Suzy’s group • Teach her what
across the room it looks like and
from her friends sounds like to work
independently
• Participate in social
skills instruction
STEP 2.3. IDENTIFY ANTECEDENT STRATEGIES
Antecedent strategies are put in place to change the conditions that trigger problem behavior.
▶▶ Change predictors that trigger the problem behavior to make the problem behavior irrelevant or
unnecessary. Match the prevention strategies with the identified function of behavior.
▶▶ Support the short-term Alternative Behavior or longer-term Desired Behavior by providing prompts
before the student encounters situations/conditions that may be difficult.

Several of the effective classroom practices identified by MO SW-PBS often can be used as antecedent
strategies to prevent problem behavior. In the Menu of Function-Based Options for Behavior Intervention
Planning, found earlier in this chapter, the effective classroom practices have been identified as potential
antecedent strategies to prevent or at least decrease the likelihood the problem behavior will occur. More
information about how to implement each classroom practice can be found on pbismissouri.org.

SUZY EXAMPLE

2.3 Antecedent Strategies

Suzy’s Action Team discussed how she doesn’t like to work independently. Suzy is also very
bright and may be bored with her work. The looked at the Menu of Function-Based Options for
Behavior Intervention Planning to make sure they selected antecedents to address the function
of seeking peer attention. Suzy thought a schedule showing independent time versus group time
would help her do her independent work. Also, the teacher will provide precorrects prior to
independent work throughout each day. They listed these on the BIP form.

Consequence
Setting Event Antecedent
Teaching Strategies Strategies to
Strategies Strategies
Reinforce
• Move Suzy’s group • Provide a visual • Teach her what
across the room schedule of class it looks like and
from her friends activities, showing sounds like to work
independent and independently
group work time • Participate in social
• Teacher will clarify skills instruction
expectations for
independent
work and provide
precorrects
STEP 2.4. IDENTIFY CONSEQUENCE STRATEGIES TO
“Behaviors persist only when
REINFORCE APPROPRIATE BEHAVIOR
reinforced.”
▶▶ A critical part of any intervention plan is determining how Scott, Anderson & Alter, 2012, p. 257
long-term desired behavior and short-term alternative
behavior will be reinforced. The team must match the
reinforcement strategies to the function and reinforce
“Behavior is a function of its
appropriate behavior to make the problem behavior consequences. You reward
ineffective. behaviors, not people.”
• The team must ensure that the Behavior Intervention Plan O’Neill, et al, 1997, p. 76
includes strategies to provide frequent and immediate
recognition when the student appropriately seeks interaction/attention to change attention-
maintained behavior.
• The Behavior Intervention Plan must include strategies to respond quickly when the student asks
for help or for a break, initiates a task or completes a task to change escape-maintained behavior.

▶▶ There are four rules for designing Consequence Strategies:

• Match the reinforcement to the function of behavior.
• Use the least amount that is necessary to get the replacement behavior.
• Be consistent and immediate in delivering the reinforcer – establish a routine.
• Teach the student how he/she will get the reinforcement.

Write the letter of the function beside the corresponding reinforcing consequence.
(One function will be used twice.)

REINFORCING CONSEQUENCE FUNCTION

______1. Successful completion of tasks results in breaks a. Obtain Attention

______2. Increased opportunity to spend time with peers b. Obtain Specific Activity

______3. Attempts to correctly complete the work result in c. Escape Task Demands
earning the opportunity to choose alternate tasks

______4. Ten minutes of computer time

 SUZY EXAMPLE

2.4 Consequence Strategies to Reinforce Appropriate Behavior

Suzy’s Action Team Leader reminded the Action Team that the short-term replacement behavior
Suzy will be working to complete small parts of independent tasks and check in with a peer.
Suzy was enthusiastic about being able to work with her friends when she completes some of
her independent work. The Action Team Leader confirmed that this reinforcement aligns with
the function of her behavior; obtaining peer attention. They wrote this on the 2.4 Consequence
Strategies to Reinforce Appropriate Behavior section of Suzy’s BIP.

Consequence
Setting Event Antecedent
Teaching Strategies Strategies to
Strategies Strategies
Reinforce
• Move Suzy’s group • Provide a visual • Teach her what • When Suzy
across the room schedule of class it looks like and completes assigned
from her friends activities, showing sounds like to work portions of work
independent and independently independently, she
group work time • Participate in social will check in with
• Teacher will clarify skills instruction a peer about the
expectations for assignment.
independent
work and provide
precorrects

Work with your team, review the information provided in the Jo Adapted Functional
Assessment Checklist for Teachers & Staff and the ABC Observation found on the
following pages, then complete the following tasks:

1. Identify a Long-Term Desired Replacement Behavior.

2. Identify a Short-Term Alternative Behavior.
3. Use the Menu of Function-Based Options found earlier in the chapter to develop
setting event strategies, antecedent strategies and reinforcing consequences.
4. Record all responses on the BIP Template found at the end of Jo’s FBA information.

Think about connecting across the tiers and using language from your school’s matrix
to develop the replacement behaviors and the strategies.
 Adapted Functional Assessment Checklist for Teachers & Staff (FACTS – Part A)

Jo
Student Name_________________________________________ Jan. 15
Date________________________

4
Classroom/Homeroom Teacher___________________________ Grade_______________________

SECTION 1: DESCRIPTION OF PROBLEM BEHAVIOR

Problem Behavior What does it look like? How will behavior be measured?
(Obtained from identification process): (Observable) Frequency Intensity Duration
Noncompliance 1) Taps/makes noises whole class can 3 X a day
Defiance hear
2) Blacks out test with marker
3) Throws binder/paper across room

SECTION 2: CLASSROOM INTERVENTION

Did the student receive instruction on Schoolwide and Classroom Expectations, Rules and Procedures?
Yes – Weekly Social/Behavioral Lessons with whole class.

Did the student receive recognition recently for following Schoolwide and Classroom Expectations, Rules
and Procedures? Yes – Received schoolwide recognition tickets.

If no, review implementation of Effective Classroom Practices with the Classroom Teacher.

SECTION 3: RECORD REVIEW

Gather relevant information about the student which will be used to look for patterns of behavior.
Information Needed Date Summarize Findings
Office Referrals (ODR) Jan. 7, 2014 5 Office discipline referrals from August 15 to Dec. 20, 2013.
Referred for throwing objects and making noises that disrupt
learning for all students in the class.
Classroom Minors Jan. 7, 2014 14 Classroom-managed behaviors – blacks out work with
marker rather than engaging in the task. Shoves paper,
book, pencil off desk.
Absences Jan. 7, 2014 1 excused for illness
Tardies Jan. 7, 2014 1 excused – car wouldn’t start
G.P.A./Grades Jan. 7, 2014 1 A in Read Right, 3 D’s: Reading, Science, Social Studies
Reading Assessment 1 F in Math – A in Art
Written Language Assessment Dec. 1, 2013 Star Test = 21st %ile
Math Assessment Dec. 3, 2013 Writing Sample = 12th %ile
Nov. 25, 2013 Star Test = 6th %ile
Health Information Jan. 7, 2014 Nurse reported adequate hearing, vision and health
(if applicable)
IEP Information (if applicable) Not applicable
Other: Jan. 7, 2014 9 counselor visits during reading class; 4 counselor visits
i.e. nurse or counselor visits during math class
 Jo
Student Name_________________________________________ Jan. 15
Date________________________
Taps/makes noises whole class can hear,Blacks out test with marker,
Description of Problem Behavior_________________________________________________________
Throws binder/paper across room
SECTION 4: CONTEXT ANALYSIS OF SOCIAL/BEHAVIORAL PERFORMANCE
* Completed by each of the student’s classroom teachers

Context Problem Behavior Consequence

1) Schedule: (Time 2) Activity: 3) Likelihood of 4) What is the response to the problem
& Subject) Problem: behavior?
1. Large Group (Write the # of the response that most often
Activity Low High applies & is most likely maintaining the problem
2. Small Group behavior.)
Activity 1. Adult(s) respond (Redirect, Reteach Behavior, or
3. Independent Provide Assistance)
Activity 2. Peer(s) respond (look at, laugh or talk to student)
4. Transitions 3. Student obtains specific object/item
5. Unstructured 4. Adult(s) withhold/remove interaction
Activity 5. Peer(s) withhold/remove interaction
6. Activity/task is changed
7. Student sent to timeout or office

7:00 Breakfast 1 2 3 4 5 6 NA
7:30 Sit in Hall 1 2 3 4 5 6 NA
7:45 Gym 1 2 3 4 5 6 NA
8:05 Anncement 1 2 3 4 5 6 NA
8:15 Fill out 1 2 3 4 5 6 6
assign D.O.L.
8:30 Spelling 1 2 3 4 5 6 1 - Assistance provided
9:00 English 1 2 3 4 5 6 NA
9:30 Reading Whole Class 1 2 3 4 5 6 7
Small Group 1 2 3 4 5 6 7
Test 1 2 3 4 5 6 7
10:00 Art 1 2 3 4 5 6 NA
P.E. 1 2 3 4 5 6 NA
Music 1 2 3 4 5 6 NA
10:30 Reading Whole Group 1 2 3 4 5 6 7
Small Group 1 2 3 4 5 6 7
Test 1 2 3 4 5 6 NA
11:00 Science Whole Group 1 2 3 4 5 6 NA
11:30 Specials Whole Group 1 2 3 4 5 6 NA
12:00 Lunch Whole Group 1 2 3 4 5 6 6
12:30 Recess/HW HW Independent 1 2 3 4 5 6 Student sent to another area of the room
12:45 Rocket Mth 1 2 3 4 5 6 NA
1:00 Math Whole Group 1 2 3 4 5 6 7
Ind. Practice 1 2 3 4 5 6 7
Math Homework 1 2 3 4 5 6 NA
2:10 Social Study 1 2 3 4 5 6 NA
2:40 Pack for Hme 1 2 3 4 5 6 NA
3:00 Recess 1 2 3 4 5 6
List the Activities/Context in order of Priority for Behavior Support: Select routines with ratings of 4, 5 or
6: (Only combine routines when there is significant (a) similarity of activities (conditions) and (b) similarity of problem behavior(s).)

Problem Behavior: Taps/makes noises whole class can hear, Blacks out test with marker, Throws binder/
paper across room is most likely to occur during independent reading or math activities.
(Context)

Problem Behavior: Taps/makes noises whole class can hear, Blacks out test with marker, Throws binder/
paper across room is least likely to occur during whole group activities that do not require independent
reading or math.
(Context)

Complete the FACTS - Part B on the next page for each of the prioritized context(s) identified.
 Adapted Functional Assessment Checklist for Teachers & Staff (FACTS – Part B)

SECTION 5: DESCRIPTION OF THE ANTECEDENT

Rank order the top two predictors of problem behavior in the context identified in Part A. Then ask
follow-up questions to get a detailed understanding of each predictor.

Antecedents Follow Up Questions

(Rank order top 2 predictors) Be as Specific as possible

___a. Large Group 1 Task too hard

___f. If a, b, c, d or e– Describe setting/activity/context in detail:
Activity ___g. Task too easy Tasks during which no adult assistance is provided.
___b. Small Group ___h. Task too long
Activity If f, g, h, or i – Describe task/demand in detail:
2 Independent
___i. Physical Reading tests or independent writing of sentences or
___c.
Activity
Demand paragraphs.
___j. Correction/
___d. Transition reprimand If j – Describe purpose of correction, voice tone, volume:
___e. Unstructured ______________________________________________________
Activity ______________________________________________________

SECTION 6: DESCRIPTION OF THE CONSEQUENCE

Rank order the consequences that appear most likely to maintain the problem behavior in the context
identified in Part A. Ask follow-up questions for consequences ranked #1 & 2.

Consequences Follow Up Questions (Be as Specific as possible)

(Rank order top 2 consequences)

___a. adult(s) respond (look If a or b – Which adults or peers respond? _____________________

at or talk to student) ______________________________________________________
___b. peer(s) respond (look at,
laugh or talk to student) How did the adults or peers respond?_________________________
______________________________________________________
___c. get specific activity
___d. get specific object If c, d or e – What specific item, activity or sensory input did the
___e. get specific sensory input child obtain? ____________________________________________
___f. removed from adult(s) If f or g – From which adults or peers was the child removed?
___g.
1 removed from peer(s) ______________________________________________________
___h. specific activity removed
If h or I – Describe specific task/activity/sensory input removed
___i. specific sensory input removed (specifically describe the type of work within subject areas):
test or independent writing task
Can the student independently perform the task? Y N
Is further assessment needed to ID specific skill deficits? Y N
SECTION 7: SETTING EVENT(S)
Rank order any events that happen outside of the immediate context (at home or earlier in the day) that
commonly make problem behavior more likely in the context described above.
___ hunger ___lack of sleep ___illness ___missed medication ___conflict at home
1
___conflict at school ___homework not done ___change in routine ___failure in previous class

SECTION 8: Fill in boxes below using top ranked responses and follow-up responses from corresponding
categories on previous page.

ANTECEDENT(s) / Triggers PROBLEM BEHAVIOR(s) CONSEQUENCE(s)/

Function
When this happens . . . Student will . . . . Because this happens . . .
Directed to read materials at 1) Taps/makes noises whole class He is removed and task is
grade level, take a reading test can hear removed.
or work on math computation 2) Blacks out test with marker
requiring regrouping. 3) Throws binder/paper across Therefore the function is to
room obtain/avoid reading materials
at grade level, reading tests
SETTING EVENT and math computation requiring
Failure in previous class regrouping.

How confident are you that your Summary Statement accurately explains the problem behavior occurring?

Not at all So-so Very confident

1 2 3 4 5 6
JO EXAMPLE A B C Observation Recording Form
o J
Observer_____________________________________ Student_______________________________
Location (e.g., class #, gym, cafe)_________________ Date__________________________________
List Initial Summary Statement
ANTECEDENT BEHAVIOR OUTCOME/CONSEQUENCE
During: When: The student will: Because: Task is removed
When working on Directed to read at tap, blacken items; throw paper Therefore the function is to
independent rdg & grade level or work grade level reading
obtain/avoid ___________________
math tasks on math computation tests & math computation requiring
with regrouping regrouping
Activity Observed: Reading
Time Antecedent Behavior Outcome/Consequence
☐☐ Large group ☐☐ Directed to work on Jo blacked out ☐☐ adult(s) respond (look at or
activity tasks requiring specific talk to student)
☐☐ Small group academic skills
items. ☐☐ peer(s) respond (look at, laugh
activity ☐☐ Directed to complete or talk to student)
☐☐ Independent nonacademic tasks ☐☐ get specific activity/object
activity ☐☐ Given correction ☐☐ get specific sensory input
☐☐ Transition ☐☐ Working/playing w Peers ☐☐ adult attention removed
☐☐ Unstructured ☐☐ Alone (no interaction) ☐☐ peer attention removed
activity ☐☐ Engaged in self-selected task ☐☐ specific activity/object
☐☐ Directed to stop self- removed
Specify: selected task ☐☐ specific sensory input removed
Notes: Ttold Jo to begin work Notes: T gave Jo another reading
on reading test test.
☐☐ Large group ☐☐ Directed to work on Jo turned over ☐☐ adult(s) respond (look at or
activity tasks requiring specific talk to student)
☐☐ Small group academic skills
paper. ☐☐ peer(s) respond (look at, laugh
activity ☐☐ Directed to complete or talk to student)
☐☐ Independent nonacademic tasks ☐☐ got specific activity/object
activity ☐☐ Given correction ☐☐ got specific sensory input
☐☐ Transition ☐☐ Working/playing w Peers ☐☐ adult attention removed
☐☐ Unstructured ☐☐ Alone (no interaction) ☐☐ peer attention removed
activity ☐☐ Engaged in self-selected ☐☐ specific activity/object
task removed
Specify: ☐☐ Directed to stop self- ☐☐ specific sensory input removed
selected task
Notes: Jo was sent to area in back
Notes: T told Jo to begin. of room for 5 min.
☐☐ Large group ☐☐ Directed to work on Jo went to ☐☐ adult(s) respond (look at or
activity tasks requiring specific talk to student)
☐☐ Small group academic skills
his desk, then ☐☐ peer(s) respond (look at, laugh
activity ☐☐ Directed to complete threw the test or talk to student)
☐☐ Independent nonacademic tasks on the floor. ☐☐ got specific activity/object
activity ☐☐ Given correction ☐☐ got specific sensory input
☐☐ Transition ☐☐ Working/playing w Peers ☐☐ adult attention removed
☐☐ Unstructured ☐☐ Alone (no interaction) ☐☐ peer attention removed
activity ☐☐ Engaged in self-selected task ☐☐ specific activity/object
☐☐ Directed to stop self- removed
Specify: selected task ☐☐ specific sensory input removed
Notes: T told Jo to go back to Notes: Jo was sent to counselor.
seat &begin test.
Summary Statement based on Observation(s)
During: When: Student will: Because: He is removed or task
Independent reading Directed to work on black out items is removed.
test grade level reading test and throw test Therefore the function is to
obtain/avoid (circle one)
How confident are you that your Summary Statement accurately explains the problem behavior occurring?
Not at all So-so Very confident
1 2 3 4 5 6
 Behavior Intervention Plan
Student Name: Jo Action Team Members: Date of Meeting:

1. COMPETING BEHAVIOR PATHWAY Desired Replacement Reinforcing Consequences for

(Long Term Objective) Desired Replacement

Setting Event Triggering Antecedent Problem Behavior Maintaining Consequences Function

Alternative Replacement Behavior

(Short-term Replacement)

2. INTERVENTION STRATEGIES

2.1 Setting Event Strategies 2.2 Antecedent Strategies 2.3 Teaching Strategies 2.4 Consequence Strategies to
Reinforce Appropriate Behavior

Adapted from Horner, R. (2008), Anderson, C. (2007) from Todd, Horner, Sugai, & Colvin (1999)
 STEP 3. IDENTIFY CONSEQUENCE STRATEGIES
“A person with a long history of TO LIMIT REINFORCEMENT OF PROBLEM
problem behaviors will continue BEHAVIOR
to perform them as long as
In addition to developing consequence strategies to encourage
those behaviors are effective.”
expected behavior, the Action Team will also discuss consequence
O’Neill, et al, 1997, p.67 strategies to make problem behavior ineffective. Often the
problem behavior has been inadvertently reinforced by the typical
consequence. It is important to plan new consequence strategies
for the problem behavior, which do not feed the function of the behavior.

The Action Team must plan to change the consequences that have supported the problem behavior.
Do NOT allow the problem behavior to pay off for the student. Put the problem behavior on extinction.
Extinction involves systematically withholding or preventing access to a reinforcing outcome that was
previously delivered. If the problem behavior was reinforced by escape from difficult tasks, then extinction
would involve making sure the problem behaviors were not followed by escape from these tasks.

It may not be possible or practical to change all actions that may reinforce problem behavior (e.g. a teacher
must correct a student who cusses. This correction may be reinforcing if the student is cussing to gain
attention from the teacher). However, the adults can reduce the reinforcement of the problem behavior.

Some strategies to limit reinforcement of problem behavior are:

▶▶ Limit verbal interaction for problem behavior.

• Create a signal that prompts student to stop and/or return to desired activity.
▶▶ Prompt peers to ignore problem behavior.
▶▶ Offer brief assistance with task or activity.
▶▶ Schedule standard times to complete unfinished work.

Review the strategies to Limit Reinforcement of Problem Behavior (above), then

discuss with your team:

1. Which strategies would be appropriate for students whose behavior is maintained

by seeking interaction or attention? Explain the rationale for selection of strategies.

2. Which strategies would be appropriate for students whose behavior is maintained

by avoidance of tasks? Explain the rationale for selection of strategies.
 SUZY EXAMPLE

3. Consequence Strategies to Limit Reinforcement of Problem Behavior

Suzy’s Action Team discussed how Suzy’s peers laugh when she talks out or jokes when she
should be doing her independent work. They consulted the Menu of Function-Based Options for
Behavior Intervention Planning and discussed how they would teach other students in the class to
not respond to Suzy’s inappropriate behaviors during independent work times. The Action Team
Leader wrote these consequence strategies on Suzy’s BIP.

3. Consequence Strategies to Limit Reinforcement of Problem Behavior

Teach other students in the class to ignore Suzy’s inappropriate behavior during independent
work times.

Teacher will consistently respond with a non-verbal cue for Suzy to return to her work.
STEP 4. SAFETY STRATEGIES
Students who have exhibited problem behavior over an extended period will require time to respond to
the Behavior Intervention Plan. Develop a safety plan for students whose behavior could potentially be
harmful to themselves or others.

If the student’s behavior is dangerous to themselves or others, safety strategies should be included
in the plan. They should be used only in situations where there is serious risk of harm to the child or
others in the environment (e.g. running out of the building, hitting, biting, etc.). A reminder that the
information contained in this workbook is designed for developing a basic or simple FBA/BIP. For
students who need safety strategies, consider a more complex FBA/BIP process.

Examples of Potentially Harmful Examples of Potentially Dangerous

Behavior that might require a Safety Behavior that would require a Safety Plan
Plan in a Simple FBA in a Complex FBA
• Running in the hall • Purposefully hitting others
• Rocking back on chair • Biting yourself
• Inadvertently pushing others • Leaving the building and running away
• Swinging materials around • Throwing things at people
• “Horseplay”, “rough-housing” – playing too • Destruction of property – vandalism, breaking
roughly or boisterously windows or furniture,
• “Tantrum” – crying, yelling, banging hands, • Setting fires
shoving things off desk, laying on floor • Cuts self
• Destruction of property – ripping up papers, • Threats of suicide
breaking pencils/pens, banging on I-pads

The following steps should be used when developing a safety plan:

“Preliminary data indicate
1. Identify behaviors that signal the safety strategies should be that crisis management
used. procedures are overused and
2. Describe each action that must be taken to keep everyone safe. unnecessarily implemented.”
3. Identify the personnel that will assist in implementing the plan.
4. Identify what the other children will do. George, 2000
5. Have personnel (accessed through a code word over the
intercom or accessed by having a responsible child go to the
office) and materials (crisis bag) readily available.

Students with chronic or severe behavior problems often follow a predictable pattern of behavior escalation
leading to outbursts. The team may also utilize the steps of the Acting-Out Cycle (Colvin, 2004) to identify
phases of the student’s escalation to harmful behavior and to guide development of the safety plan.

Understanding these phases can help all of your staff to recognize when their actions or words can be used
to help calm or de-escalate a student, or to unintentionally provoke a student. Studies have indicated that a
high rate of teacher attention to inappropriate behavior actually encourages the behavior to continue. Also,
attention to misbehavior often exceeds attention to appropriate behavior (White, 1975; Reinke, Herman &
Stormont, 2013).
There are 7 phases in the cycle of acting out behavior
and they include:

1. Calm > Students exhibit appropriate, cooperative

behavior and are responsive to staff directions
2. Triggers > Triggers are activities, events, or
behaviors that provoke anxiety and set off the
cycle of problem behavior.
3. Agitation > Characterized by emotional
responses (e.g., anger, depression, worry, anxiety,
and frustration.)
4. Acceleration > Escalated behaviors intended to test limits. Students exhibit engaging behavior that is
highly likely to obtain a response from another person – typically the teacher.
5. Peak > Students with acting-out behavior may be a threat to themselves or others.
6. De-escalation > This phase is characterized by student disengagement and reduced acting-out
behavior.
7. Recovery > This is a period of regaining the equilibrium of the calm phase.

The Safety Plan must be taught and practiced with students and staff who interact regularly with the
student. Action Teams can use The Safety Planning Guide to identify strategies to address early phases
of the acting out cycle to: 1) catch the student early in the cycle to hopefully diffuse the situation and
2) ensure all adults know how to interact with the student throughout the acting out cycle. The Safety
Planning Guide is on the next page.
 The Safety Planning Guide

Appropriate Staff Response

Phase Student Behavior Examples
Examples
Calm – • Sitting or standing calmly • Provide positive contact – positive
Student seems content and • Working on assignment, drawing, specific feedback, compliment, engage
shows no signs of tension, writing, chatting with peers in conversation
stress, anger, or sadness. • Smiling, relaxed posture • Provide a reinforce – a token, or a
Student may be working or desired responsibility like delivering
socializing a note

Trigger – • Student stops engaging with work or • Provide positive contact – ask if the
Student exhibits peers student needs help
heightened awareness/ • May sigh or slump shoulders • Ask if student would like to talk
sensitivity, may appear • May say, “Hey!” or “Quit!”
distracted.

Stimulation/Agitation – • Darting eyes/busy hands • Show empathy

Teachers and students can • Withdrawal from groups • Provide space in quiet area
see behaviors that indicate • Changes focus quickly and often • Provide encouragement
anger, sadness, anxiety or • Uses one word terse responses • Provide opportunities for movement
frustration. • Excessive movement or activity

Escalation/Acceleration – • Questioning and arguing • Use a calm but serious voice, move
Behavior becomes focused • Refusal to cooperate slowly and give space to student
and directed toward • Use inappropriate voice level • Pause instead of responding
engaging others in negative immediately
interaction.

Crisis/Peak – • Destruction of property • Focus on student and staff safety

This phase includes serious • Tantrums • Notify necessary staff of the situation
behaviors that may pose a • Pushing others • If needed, use evacuation or lock
safety threat to the student down procedures
or others.

De-escalation – • Withdrawal/head down • Separate student from classmates

The student begins to calm • Denial/blaming others • Provide independent work that will be
down and the behavior • Avoidance of discussion or debriefing easy to complete
decreases in intensity. • Lack of responsiveness to activities or • Allow student to return to regular
direction activities
• Document the incident to provide for
future safety

Recovery – • Eagerness for independent work or • Help student return to normal

This phase marks the activity activities
student’s return to the calm • Subdued behavior in class discussion • Continue with planned consequence
phase. or group work and do not discuss or negotiate
• Cautious; quiet • Acknowledge cooperative and
appropriate behaviors
• Encourage and support the student in
changing problem behaviors
 SUZY EXAMPLE

4. Safety Plan
Suzy’s Action Team Leader reminded the team that she was not a threat to the safety of herself
or others which demonstrated she does not need a Safety Plan. So, they would not complete #4.
Safety Plan section of Suzy’s BIP.

STEP 5. DEVELOP AN IMPLEMENTATION PLAN

Up to this point in the BIP development, the Action Team has documented the strategies for preventing
problem behavior, teaching and reinforcing replacement behavior and responding to misbehavior.
Strategies should be selected that will fit the “context” and can be implemented efficiently.

The Implementation Plan details how the Behavior Intervention Plan will be implemented, including:

1. Identifying each task or action that must be completed to implement the BIP and resources needed to
complete each task (left column of Implementation Plan).
2. Identifying the person responsible for completing each action. Who will implement the task?
3. Identifying the person who will train school personnel how to implement each part of the BIP.
4. Establishing a timeline to complete each task and record in right column.

SUZY EXAMPLE

5. Implementation Plan
Next, Suzy’s Action Team got busy on writing down the details of how her BIP would be
implemented: what tasks were needed, who was responsible, who would provide training and
support to staff and a timeline for completion of the tasks. They walked through all the strategies
for setting events, antecedents, teaching the replacement behaviors, consequences to increase
her use of appropriate behavior and consequences to discourage use of inappropriate behavior.
Because her BIP addresses behavior in the classroom, her 4th grade teacher Ms. Tanner will be
responsible for most of the tasks. Most tasks were easy to do so they could get started in a few
days!
 SUZY EXAMPLE

Staff Responsible Staff Responsible for

Tasks to Complete & Resources Needed for Implementing Training Timeline
Setting Event Strategy: Move Suzy’s desk away from her friends.
1. Identify location and move her desk 1. Ms Tanner 1. NA 1. 11/04
Antecedent Strategy 1: Develop a schedule/chart indicating when
independent work will be required
1. Develop a chart 1. Ms Tanner 1. Ms Tanner 1. 11/04
2. Teach Suzy how the chart will work 2. 11/05
Antecedent Strategy 2: Teacher will clarify expectations for independent work 1. Ms Tanner 1. Ms Tanner 1. 11/06
and provide precorrects.
Teaching Strategy 1: Teach what independent work looks and sounds like
1. Develop lesson plan 1. Ms Tanner 1. Ms Tanner 1. 11/04
2. Teach lesson and have Suzy model appropriate behavior 2. 11/06

Teaching Strategy 2: Participate in social skills instruction 1. SSIG facilitator 1. SSIG facilitator 1. 11/04
Consequence Strategy 1: When Suzy complete assigned portions of work
independently she will check in with a peer about the assignment
1. Preview assignment with Suzy to indicate stopping points to check in with 1. Ms Tanner 1. Ms. Tanner 1. 11/04
peers. 2. Ms. Tanner 2. Instructional coach 2. 11/06
2. Teach all students how to conference with each other about work
Consequence Strategy to Address Misbehavior 1: Teach other students to 1. Ms Tanner 1. SSIG coordinator 1. 11/04
ignore Suzy’s inappropriate behavior during independent work time.
STEP 6. DEVELOP MONITORING AND EVALUATION “Once a plan has been
PLAN developed, progress
monitoring is critical to
The team must monitor the impact of the Behavior Intervention Plan
by measuring: determine whether the plan
is having the desired effect
▶▶ Student Response to Intervention – What does the progress and to help guide any needed
monitoring data show? modifications.”
▶▶ Fidelity of Implementation – How well was each part of the Scott, Anderson & Alter, 2012, p.260
plan implemented?
▶▶ Social Validity – Do the student, family and staff value the outcomes of the plan?

Monitoring Student Progress

The team will develop progress monitoring strategies by responding to the following questions:

1. In what settings should data collection occur?

a. Results of the Functional Behavior Assessment will guide identification of settings for
data collection.
2. What behaviors should be monitored?
3. What is the simplest way to collect data?
a. Permanent products.
b. Daily Progress Report (DPR)/Self-Monitoring.
c. Observational data.
4. How often should data be collected?
5. How will data be analyzed and used to guide decisions regarding plan implementation?

The team must develop observable and measurable behavioral objectives for desired long-term behavior(s)
and short-term alternative behavior.

1. Determine the conditions under which the behavior is desired.

a. Collect data at a fixed time (during reading), in a specific place (in the hallway), or under a
certain condition (when asked to begin a task).
2. Specify behavior.
3. Determine criteria for performance.
a. Success should represent the minimal level of performance necessary to maintain sufficient
progress toward the goal.

Behavioral objectives for students are based on the schoolwide matrix and classroom rules/expectations.
The component parts of a behavioral objective come from information the Action Team has already
developed.

The condition comes from the context analysis in the FBA where the team documented where the
problem behavior is most likely to occur.

The specific behavior comes from the Competing Behavior Pathway where the Action Team identified
the short-term alternative replacement behavior and the long-term desired replacement behavior.
 The criteria should be consistent with the expectations for all students performing the identified
behavior successfully in the same context. It is important to remember that it may be necessary to
set criteria in small increments toward the larger goal of proficiency. Manageable, attainable criteria
that will show incremental progress gives the student small goals to work toward and increased
opportunities for success!

Objective Component Source - Where to Find Information

Condition FBA Context Analysis (Section 4) - where the problem behavior

most likely to occur.

Specific Behavior Competing Pathway - Action Team identified the short-term

alternative replacement behavior and the long-term desired
replacement behavior

Criteria Consistent with what is expected from all students in the same
context.

When writing behavioral objectives, focus on the behavior you want the student to use, where or when
you want them to use it and to what degree they need to be successful to meet universal expectations. The
chart below gives some example of how behavioral objectives can be written.

Objective
Example Behavioral Objectives
Component

Condition During whole group When working in a group In gym class

reading

Specific Student will sit on the Student will discuss Student will follow group
Behavior carpet with eyes on assigned topic game rules
instruction

Criteria For 15 of 20 minutes With 2 or fewer redirects During 2 out of 3

per class period opportunities
 Write an observable and measurable objective for each behavior in the two templates
provided. Consider the context of your school when determining criteria.

1. Josey puts her head down when peers talk to her during group activities. Her
teacher would like her to respond when peers speak to her.

2. Glen shoves his book and rips his paper when the teacher directs students to begin
work on independent math assignments. The classroom rule is “follow directions
by saying ‘OK’ and starting right away.”

JOSEY

Objective Component Example

Condition

Specific Behavior

Criteria

GLEN

Objective Component Example

Condition

Specific Behavior

Criteria
 SUZY EXAMPLE

Behavioral Goal

Objective Component Example

Condition During independent work time,

Specific Behavior Suzy will complete small parts of independent tasks and check work
with a peer
Criteria 3 out of 5 day each week.

NOTE: More information about developing a system for monitoring student progress is outlined in
Chapter 8 of this workbook.

SUZY EXAMPLE

6.Monitoring and Evaluation Plan - Progress Monitoring

Suzy’s Action Team reviewed information from her FBA and determined they would monitor
the frequency of Suzy’s disruptive behavior. The Action Team will develop a daily progress report
where the teacher will collect data and it will be graphed on the Advanced Tier Spreadsheet.

Evaluation
Behavioral
Person Decision
Objective (specific, Procedures for
Responsible & Review Date • Monitor
observable, Data Collection
Timeline • Modify
measurable)
• Discontinue
During independent Points earned on 4th Grade Baseline data:
work time, Suzy will Daily Progress Teacher will 11/7 - 11/10
complete small parts Report for: track points
of independent tasks • Use of expected daily and (Review every
and check work with behavior for graph on 2 weeks after
a peer 3 out of 5 days independent Advanced Tier 11/15)
each week. work Spreadsheet.
• Completed
independent
work
Monitoring Implementation Fidelity
Fidelity measures the degree to which the intervention was implemented as defined/expected. In other
words: how well did the team do what they said they would do? Fidelity of implementation tells us to
what degree the team is implementing the plan. Teams need to collect and review fidelity measures when
discussing student progress with the BIP. When reviewing student response to the BIP, reviewing fidelity
data helps the teams determine whether the student response is related to the supports and interventions
being implemented, or if there are other factors to consider.

Fidelity of implementation is NOT an evaluation of an individual teacher or staff member.

If fidelity of implementation is low, the Tier 3 Action Team may need to go back and review the skills and
values of implementers, the available resources, and administrative supports in place. Strategies that are a
good contextual “fit” for the staff and student are more likely to be implemented with fidelity.

Questions to ask of fidelity data:

1. Is the plan being implemented?

2. Is the plan a good contextual fit for the environment?
3. Is additional training or coaching needed?
4. Are there sufficient resources allocated to implement the plan?
5. Has something changed (e.g., staff, schedule, student behaviors)?

It is important when developing a fidelity measure to make it easy for staff to record. Fidelity measures
do not necessarily need to be collected on a daily basis, but should be collected weekly or bi- weekly. The
Tier 3 Student File Checklist (located in Chapter 3, Tier 3 Core and Action Teams) provides a section for
documenting the method, frequency, and results of fidelity measures. Some examples of ways that your
team could collect fidelity data for the Behavior Intervention Plan are listed below:

Make it easy for staff to record.

• Fidelity Check Board: X on number line in staff room
• Fist to Five: During team meeting
• Fidelity Check Basket: Drop off your response
• Direct observation (requires trusting & supportive staff climate)

An example of a fidelity goal for a Behavior Intervention Plan is listed below:

Staff will strive for 80% fidelity of implementation as measured weekly (or bi-weekly) on a scale of 1-5,
with 1 being not implemented and 5 being completely implemented.

Week 1 Week 2 Week 3 Week 4

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

The BIP Implementation Review Form could be used as a self-assessment, or for an observer checklist.
Components of the plan are listed, and the rater indicates whether each was delivered seldom, sometimes,
or consistently during the target time period.
 SUZY EXAMPLE

6.Monitoring and Evaluation Plan - Fidelity of Implementation

Suzy’s Action Team discussed how they would monitor fidelity - if the plan was being
implemented as it was designed. They decided it would be fairly easy to complete a BIP
Implementation Review Form and let the teacher complete it as a self-monitoring tool. They
wrote this on Suzy’s BIP in the second box in section #6 - Monitoring and Evaluation Plan.

Procedures for Data

Data to be Collected Person Responsible Timeline
Collection
Is Plan Being Use the BIP Ms. Tanner 11/09
Implemented? (Fidelity Implementation
of Implementation) Review Form as a self-
monitoring tool weekly.

Is Plan Making a
Difference? (Social
Validity)
 BIP Implementation Review Form
Date:________________ Time:_______________

Staff Observed: ______________________________ Completed By:_____________________________

Activities Observed: ____________________________________________________________________

Score
0=seldom
1=sometimes
Plan Components 2=consistently Feedback

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Adapted from Horner, R. (2008), Anderson, C. (2007) from Todd, Horner, Sugai, & Colvin (1999)
Monitoring Social Validity “It matters very little whether
Social validity focuses on whether the goals and the achieved or not the intervention
outcomes are acceptable, socially relevant, and useful to the achieves the intended
individual and to those who care about the individual. It focuses behavior change if those
on the quality of life provided through the BIP, or the standard of
members of society who will
health, comfort, and happiness experienced by the individual.
maintain the behavior change
Social validity should be monitored within the first two weeks of do not value the change or
implementation of the plan, and then on a regular basis (monthly the way that the change was
or quarterly) to ensure all stakeholders’ perspectives are collected. achieved.”
It is important to reassess social validity within two weeks anytime
Schwartz & Baer, 1991, p. 189
there is a change in the intervention. Social validity can be
monitored by having a conversation, or by using a document or
technology-based form.

An adult with a positive relationship with the student can simply ask questions like:

▶▶ “How is everything going with the plan to help you?”

▶▶ “Do you usually meet your goals?”
▶▶ “What do you like about the new things you’re learning?”
▶▶ “Is the plan helping you be more successful?”
▶▶ “Are there ways to improve the plan?”

A similar conversation can be held with the parent or family member to get their input.

You might also consider a specific form to collect social validity information. The BIP Social Validity for
Teachers form allows the Tier 3 team to have a standard process for collecting the information from school
staff in an efficient manner that can also be quantified and compared over time and across interventions.

Processes should evidence:

▶▶ Ease of implementation
▶▶ Positive impact on behavior
▶▶ Value to the student
 SUZY EXAMPLE

6.Monitoring and Evaluation Plan - Social Validity

Suzy’s Action Team discussed a variety of ways to measure social validity and thought it was
important to get the view point of the Ms. Tanner, Suzy and her parents. They wrote their ideas
on Suzy’s BIP in the second box in section #6 - Monitoring and Evaluation Plan.

Procedures for Data

Data to be Collected Person Responsible Timeline
Collection
Is Plan Being Use the BIP Ms. Tanner 11/09
Implemented? (Fidelity Implementation
of Implementation) Review Form as a self-
monitoring tool twice
a week.

Is Plan Making a Core team will give Ms. Stanford 11/19 and monthly
Difference? (Social Ms Tanner a BIP thereafter
Validity) Social Validity Survey
for Teachers 2 weeks
after the start of
implementation.

Interview Suzy about SSIG facilitator Monthly

how the BIP is working
for her.

Ask parents about their Ms. Stanford Monthly

perception of how the
BIP is going
 BIP Social Validity Survey for Teachers

Student Name ________________________ Teacher ______________________ Date_____________

For each statement, circle one number that best describes how you feel about the Behavior Intervention
Plan for this student.

1. I understood all of the elements of the Behavior Intervention Plan.

Strongly Disagree Strongly Agree
1 2 3 4 5 6

2. Problem behaviors have decreased since the implementation of the Behavior Intervention Plan.
Strongly Disagree Strongly Agree
1 2 3 4 5 6


3. Appropriate classroom behaviors have increased as a result of the implementation of the behavior
intervention plan.
Strongly Disagree Strongly Agree
1 2 3 4 5 6

4. My participation in the implementation of the Behavior Intervention Plan was relatively easy
(e.g. amount of time/effort) to implement.
Strongly Disagree Strongly Agree
1 2 3 4 5 6

5. Participation in implementing the Behavior Intervention Plan for this student was worth the time
and effort.
Strongly Disagree Strongly Agree
1 2 3 4 5 6

Adapted from Crone, Hawken & Horner (2010)

STEP 7. IDENTIFY GENERALIZATION AND MAINTENANCE STRATEGIES

GENERALIZATION “Generalization strategies

must be planned far in
Simply teaching the new skill will not be sufficient to facilitate
advance.”
generalization (Scott, 2012). This means that since we taught a student
a behavioral or social skill in math, we cannot assume he or she will Scott, 2012
automatically know how to do that same skill during reading or writing.
The Action Team must have a plan to facilitate generalization of the
new skills before teaching, during teaching and after teaching. The table below provides examples of
generalization strategies to use throughout the duration of the BIP.

Generalization Strategies Generalization Strategies Generalization Strategies

BEFORE Teaching DURING Teaching AFTER Teaching
• Plan to teach in the natural • Use real examples within role • Prompt students to use the skill
setting as much as possible playing or teaching through precorrects
• Plan to teach useful skills • Use naturally occurring • Ensure multiple opportunities
(likely to be reinforced by reinforcers to display and receive
others) • Provide multiple examples of recognition for use of the new
• Plan to continue teaching for how the appropriate behavior skill
a sufficient amount of time to might look (skill variations) • Get other adults and students
achieve mastery • Include peers in the teaching on board to recognize the
when appropriate student for use of the new skill.
Parents too!
• Provide opportunities for
whole group rewards when the
student uses the new skill

Adapted from Scott, 2012

MAINTENANCE
After a student has achieved his or her behavioral goals, the Action Team should design a maintenance
plan to ensure continued support. Self-management can serve as a transitional strategy to promote the
maintenance and generalization of positive changes in student behavior in new environments. In addition,
whole class strategies can be implemented.

SELF-MONITORING
When the student reliably performs the desired replacement behavior the Action Team should have
developed a plan to maintain those skills over time. A graduated fading plan that increases the student’s
use of self-monitoring may be used following these general steps:

1. Phase 1: At the end of designated time frames(s), teacher and student complete independent ratings,
then compare scores. The goal is for the student and teacher to match scores with 80% or more
accuracy for 4 weeks.
2. Phase 2: At the end of designated time frames(s), student complete independent ratings. Periodically
(every other time period or every other day) the teacher also rates the student. Teacher and student
 compare scores. The goal is for the student and teacher to match scores with 80% or more accuracy for
4 weeks.
3. Phase 3: Student continues using self-management form.
4. Phase 4: Student may graduate and discontinue use of the self-management form.

Whole Class Strategies to Support Generalization and

Maintenance
Purposeful application of the 8 Effective Classroom Practices (MO SW-PBS Tier 1 Workbook) act as the
foundation for generalization and maintenance. Clarifying expectations, using pre-corrects for procedures,
routines, and instructions, encouraging expected behavior, discouraging inappropriate behavior, using
active supervision, offering a variety of strategies for opportunities to respond, purposeful sequencing
and choice, and adjusting task difficulty will increase the likelihood the student will use the desired
replacement behavior in a given situation.

In addition to the Effective Classroom Practices, there are some structured whole-class games or strategies
that teachers can use to benefit all students, especially those who need the additional support. The
following research- based practices are appropriate for all grade levels, though teachers should modify
delivery as needed to fit their context:

Three whole-class strategies are introduced here:

▶▶ Positive Peer Reporting (Skinner, Neddenriep, Robinson, Ervin, & Jones, 2002)
▶▶ Tootling (Skinner, Neddenriep, Robinson, Ervin, & Jones, 2002)
▶▶ Class-Wide Function-related Intervention Teams (CW-FIT) (Wills, Kamps, Hansen, Conklin,
Bellinger, Neaderhiser & Nsubuga, 2010)

These research-based whole-class practices are appropriate for all grade levels, though teachers should
modify delivery as needed to meet the needs of their students.

POSITIVE PEER REPORTING

Positive Peer Reporting is a simple procedure that is used to promote positive peer interactions, improves
peer perceptions of students who tend to be socially rejected or neglected and encourages all children to
focus on and report prosocial behaviors of their peers. Positive Peer Reporting (PPR) has been shown
to increase positive interactions among peers in in kindergarten classes (Grieger, Kaufman, & Grieger,
1976) and in middle school and residential treatment settings (Bowers, McGinnis, Ervin, & Friman, 1999;
Bowers, Woods, Carlyon, & Friman, 2000; Erving, Miller & Friman, 1996; Jones, Young, Friman, 2000;
& Robinson, 1998). Positive Peer Reporting (Skinner et al., 2002) engages all students in a classroom in
recognizing positive behaviors and actions of a selected peer. The teacher selects a target student (students
who typically use expected behaviors and students who need additional support should be selected in
turn). Peers are encouraged to notice something positive the target student does during the day, and
then report it out during a designated sharing time. Students earn points for the class by making sincere,
positive comments to the target student at the designated sharing time. Points earned by the class can be
used for rewards such as extra recess or an in-class game or activity.

The next page includes a basic outline of Positive Peer Reporting.

 Procedure for Positive Peer Reporting
1. Introduce and define positive peer reporting (PPR).
• PPR is the opposite of tattling.
• Students will be given the chance to earn reinforcement (e.g., points, activities) for reporting
positive behaviors of peers.

2. Explain the procedure.

• A drawing will be conducted and a child’s name will be selected as the first target child (e.g., “Star
of the Week”).
• Peers will be instructed to pay special attention to the target child’s positive behaviors during the
course of the day and to report the observed incidences of positive behaviors during the specified
time of day.
• Positive comments include behaviors like sharing, helping a friend, volunteering, showing good
anger control, being honesty, trying hard in school, giving others praise, encouragement or
compliments, or any behavior that is a specific skill the child needs to improve (e.g., asking for
help instead of acting out).
• The teacher determines that the report of positive behavior is specific and genuine, and the child
reporting the behavior receives the identified reinforcement.
• A child will be the target child for 1 week and then there will be a new drawing for the next “Star
of the Week.”

3. 3. Determine the type and amount of reinforcement that will be given for reports of positive behavior
(e.g., special activity, points, tokens for previously established token economy system).

4. Determine the time of day and amount of time allotted for the procedure (e.g., during the last 10
minutes of homeroom peers will be given the opportunity to report any instances of positive behaviors
they witnessed the target child exhibit that day).

5. Monitor the effects of the intervention on the quality of peer interactions by coding interactions (e.g.,
positive, negative or neutral). Monitor the effects of the intervention on social status using peer ratings
and nominations.

Skinner, C. H., Neddenriep, C. E., Robinson, S. L., Ervin, R., & Jones, K. (2002), pg 196.
TOOTLING
Tootling is a positive intervention that can be added to existing classroom systems to enhance students’
awareness of positive behavior of other students. It encourages students to notice pro-social behaviors
displayed by their classmates throughout the day, and report them on a written note. It is particularly
effective in classrooms that experience high rates of student turnover and classrooms with students who
are at risk for isolation or peer rejection due to persistent negative behaviors. Tootling encourages students
to notice pro-social behaviors displayed by their classmates throughout the day, and report them on a
written note (Skinner, Cashwell, and Skinner, 2000). Unlike Positive Peer Reporting where one student
is the focus, in Tootling any student may write a positive comment for any classmate. In Tootling, the
teacher teaches students to write observations of peers actively helping another peer on index cards.
Specifically, they write a) who, b) helped who, c) by (here they write the positive behavior). For example:
Nathan helped Sarah by opening her locker when it was stuck. Tootling cards are collected at the end of
the day and the teacher sorts positive statements from non-examples. Teachers then report the number of
tootles written and reports progress toward the class goal. The Tootling cards may be shared with the peer
receiving the compliments; not with the entire class. All Tootling cards count toward the class earning a
group reward. Due to the writing involved, this support may be most appropriate for 2nd grade and up.

Procedure for Tootling

1. Introduce and define tootling.
• Tootling is like tattling in that you report classmates’ behavior. However, when tootling you only
report when classmates help you or another classmate.
• Provide examples of classmates helping classmates and use group recitation to have students
provide examples.
• Provide corrective feedback and reinforcement for responses.
• Teach students to write observations of peers helping peers on index cards taped to their desks.
Specifically, they write a) who, b) helped who, c) by (here they write the prosocial behavior).

2. Explain the procedure.

• Each morning you will tape a blank index card to your desk. During the day, you should record
any instance you observe of peers helping peers.
• At the end of the school day, students turn in their index cards. If any student fills a card during
the day they may turn it in and get another card.
• The teacher counts the number of tootles. Again, only instances of peers helping peers are
counted. Furthermore, if more than one student records the same instance, all count.
• The next morning the teacher announces how many tootles were recorded the previous day. The
teacher adds the previous tootles and uses a group feedback chart to indicate cumulative tootles.
Additionally, the teacher may read some examples of students helping students and praise the
students. When the entire class reaches the cumulative tootle goal, the class earns a reinforcement
(typically an activity).

3. After the group meets a goal the procedure is repeated with several possible alterations including:
• Change in the criteria to earn reinforcement as students become more skilled at tootling with
practice.
• Change in the reinforcer. It may help for teachers to solicit reinforcers from students throughout
the procedure.

Additionally, using randomly selected group reinforcers is encouraged as some consequences may not be
reinforcing for all students.
Skinner, C. H., Neddenriep, C. E., Robinson, S. L., Ervin, R., & Jones, K. (2002), pg 198.
CLASS-WIDE FUNCTION-RELATED INTERVENTION TEAM (CW-FIT)
CW-FIT is a group contingency classroom management program consisting of teaching and reinforcing
appropriate behaviors (i.e., getting the teacher’s attention, following directions, and ignoring inappropriate
behaviors of peers), improving students’ on-task behavior and increasing teacher recognition of
appropriate behavior. CW-FIT or Class-Wide Function-related Intervention Team is a group contingency
program that broadly targets common functions that maintain problem behavior in a classroom. CW-FIT
is designed to teach appropriate skills and reinforce their use through a game format. CW-FIT is designed
to:

• Help students who need more than universal supports

• Be implemented at the class-wide level
• Incorporate individualized components
• Address attention – a common function of problem behavior
• Be implemented during “problem” times during the day (University of Kansas Center for
Research, Inc., 2017)

It is designed to be implemented during the course of normal instruction (e.g., math, reading, science),
and focuses on students working together and supporting each other to make their team, and their class,
successful (Wills, et al., 2010). CW-FIT has been shown to improve class-wide student behavior at a variety
of ages (Iwaszuk,W. M., Lupo, J., & Wills, H., under review; Kamps et al., 2011; Wills, et al., 2010). It also
provides structure to increase teacher praise and decrease reprimands for misbehavior.

The components of the CW-FIT game described below are:

• teaching,
• self/peer monitoring,
• extinction, and
• reward.

Teaching
The teacher provides a lesson on a particular expected behavior designed in the following structure:

1. Defining appropriate behavior.

2. Rationale, giving students the opportunity to address the importance of appropriate behavior.
3. Role Play, giving students a chance to practice the skill.
4. Reviewing the steps together, and reminding students to use the behavior throughout the day.

Self/Peer Monitoring
The teacher displays a point grid in a prominent location in the classroom. During the game, players
monitor their own and their group’s behavior to try to earn points for their team.

Extinction
During the game, the teacher provides frequent recognition and awards points for individuals and teams
using the expected behavior at the designated times. The teacher ignores or gives minimal attention to
students not displaying the desired behavior.

Reward
When the game ends, groups and individuals who have met the established point goal receive a reward.
The reward should occur immediately whenever possible, and should be something the students can
enjoy together (free reading time, drawing time, play a game, time to talk with friends, use of personal
electronics for 5 minutes, etc.).

Additional information about CW-FIT are available at cwfit.ku.edu. Research, resources, testimonials,
examples in middle school and more is available if you become a member on the website.

Additional support for designing and implementing Positive Peer Reporting, Tootling, and CW-FIT in
your school can be obtained through your MO SW-PBS consultants.
 SUZY EXAMPLE

7. Generalization and Maintenance Plan

The Action Team discussed several strategies to help Suzy generalize quietly working during
independent assignments throughout various content areas and appropriately accessing
peer attention during class time. They decided explicit teaching in all content areas would
be important. When they talked about maintenance strategies, they decided to have Suzy
self-monitor when she is proficient at working quietly during independent assignments and
using appropriate social skills with peers. They recorded their plan on the Generalization and
Maintenance Plan section of Suzy’s BIP.

Generalization Strategies Person Responsible & Timeline

1. Ms. Tanner will explicitly teach the Ms. Tanner will start on November 9
expectations for quietly doing independent
work in reading, writing, math, science and
social studies
2. Ms. Tanner will provide prompts and Ms. Tanner will start on November 9
precorrects across content areas
3. Ms. Tanner will give Suzy high rates of Ms. Tanner will start on November 9
specific positive feedback for working quietly
during independent assignments.
4. Ms. Tanner will pick one content area to Ms. Tanner will start on November 19
play CW-FIT when students are expected to
complete an independent assignment.
5. Other adults in the building will be asked to Ms. Tanner will inform everyone to begin
give Suzy positive feedback when they notice December 1
she is interacting appropriately with peers.
Maintenance Strategies Person Responsible & Timeline
1. Ms. Tanner will teach Suzy self-monitoring Ms. Tanner, when Suzy has reliably performed
and begin the fading process. the desired replacement behavior at the specified
criteria for 4 consecutive weeks

2. Suzy will receive recognition through the All staff, ongoing starting December 1
schoolwide Viking Bucks program.
3. Interview Suzy to see how she thinks things SSIG facilitator, quarterly after fading process is
are going complete

Use the Pat FBA information from Chapter 5 to complete a BIP. A Behavior
Intervention Plan template is found at the end of the chapter.

A sample Behavior Intervention Plan (answer key) for Pat is found on the following
pages. Compare what your team created with the sample.
 EXAMPLE Behavior Intervention Plan
Student Name: Pat Action Team Members: Pat, Pat’s dad, Counselor, Art Teacher, 4th Grade Teacher, Principal Date of Meeting: December 2

1. COMPETING BEHAVIOR PATHWAY Desired Replacement Reinforcing Consequences for

(Long Term Objective) Desired Replacement

Appropriately seek assistance Successful completion of

to start and complete work. tasks results in increased
Use writing strategies. independence and choice
Setting Event Triggering Antecedent Problem Behavior Maintaining Consequences Function

History of difficulty with Independent written work Sits still when directed to Pat is taken to another area Escape from tasks
written work; difficulty with write, leaves the assigned in the room for a “time out”
similar writing assignment work area, walks around the or is sent to the office.
on previous day room, cusses, hits
Alternative Replacement Behavior
(Short-term Replacement)

Pat will ask for a break.

2. INTERVENTION STRATEGIES
2.1 Setting Event Strategies 2.2 Antecedent Strategies 2.3 Teaching Strategies 2.4 Consequence Strategies to
Reinforce Appropriate Behavior
1) Help Pat finish the previous day’s 1) Pat and her teacher will create 1) Teach Pat to request a break 1) Use Daily Progress Report to
task a schedule of activities for each rather than refusing to get out monitor task initiation. Allow Pat
before class begins. day to allow her to preview work or talking out. Pat and to track her task initiation.
a) She can dictate answers. work she will be assigned for the teacher will determine the 2) Pat will earn points each time
b) She can use a keyboard the day. number of breaks she can take she initiates an assignment
to type her work rather than 2) Provide physical breaks* as in a day. and each time she finishes an
writing her work. “stress relievers.” 2) Teach Pat how to privately assignment. She will use a
c) Allow her to write single seek assistance. Pat and her Check-in/Check-out procedure*
word answers rather than teacher will identify how Pat will to earn and record her points.
requiring her to write privately show she needs help. She can trade points for
sentences. 3) Teach writing strategies to help privileges such as additional
Pat start and persist in tasks breaks. She and her teacher
that require writing (e.g., word will determine how often she
banks, pictionaries, planning will trade her points and identify
sheets etc.) privileges she can earn.
3. CONSEQUENCE STRATEGIES TO MAKE PROBLEM BEHAVIOR INEFFECTIVE:

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 A, 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 to work (for example, she can work in another class or in the counselor’s office.)
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.

C) When Pat fails to choose one of the options and does not start work, she’ll be escorted from the situation to do the work. She will not earn points if she
is moved to another location.

4. SAFETY PLAN
While BASIC or SIMPLE Behavior Intervention Plans rarely have a safety plan (you would typically conduct a more complex FBA/BIP), this is an
example of what one might look like.
Phase What Pat Does Staff Response
Calm Working quietly on assigned task Adult offers positive specific feedback about Pat’s on-task behavior
Triggers Pat is at her seat, but not actively Adult checks in with Pat and gives positive feedback on work completed. Asks if there
working are any questions about what to do next.
Stimulation/Agitation Taps the desk with her pencil Offer assistance with the work; Offer options listed above (See Item 3.B)
Escalation/Acceleration Pushes the work away; walks around Allow Pat to take a 10 to 15-minute walk outside class (a designated adult will be notified
the room to walk with Pat.) Limit conversation.
Crisis/Peak Pat cusses loudly and hits people near 1) Notify the office that a student needs assistance.
her. 2) An adult will take the crisis folder (folder will contain class list and review work) and
lead other students out of the class to a designated location (e.g. library or cafeteria).
3) Another adult will monitor Pat. Use body positioning and physical redirection when/if
appropriate. Only the lead adult will speak to Pat. Limit conversation.
De-escalation Pat stops talking and sits down. Offer options such as taking a walk or listening to recorded stories
Recovery Pat remains in her area and talks Pat will work on easy tasks such as sight word list activities or math facts.
quietly to adults.
5. IMPLEMENTATION PLAN
Person responsible for training school personnel how to implement each part of the BIP: Principal will meet with each implementer during
planning/break times.
Deadline for completing the training: Sept. 20

Person Responsible Person Responsible for

Tasks to Complete & Resources Needed for Implementing Training Timeline
Setting Event Strategy: Help Pat finish the previous day’s task before class begins. 1. Principal 1. 9/20
1. Identify location and set up supervision schedule to provide assistance to complete
work before school. (Pat’s bus arrives at school 20 min before school begins.)
Antecedent Strategy 1: Provide Upcoming Work Preview 1. 4th grade teacher 1. 9/20
1. Pat and her teacher will create a schedule of activities for each day to allow her to 2. 4th grade teacher
preview work she will be assigned for the day. 2. Start 9/21
2. Pat’s teacher will preview the work as part of morning work in the classroom each day
Antecedent Strategy 2: Provide physical breaks 1. 4th grade teacher 1. 9/20
1. Identify the times Pat will take physical breaks. 2. 4th grade teacher & Principal 2. 9/20
2. Identify what Pat will do and where she’ll go during each break.
Antecedent Strategy 3: Develop materials for the Help Notebook 1.a. Special Education Teacher will 1.a. 9/30
1.a. Obtain list of 150 most commonly used words. Write 1 word on each index card. Also, work with HS A+ Students to
write a phrase with the word in it on the index card. create the word cards.
1.b. Starter Phrases 1.b. 1.b.
i. Create a shared drive to store the starter phrases i. Special Education Teacher 9/20
ii. Generate a list of common phrases used to start different types of sentences. ii. All 4th grade teachers will eet 9/25
2. Teach Pat how to use the materials for the Help Notebook. together to accomplish this
3. Teachers will cue Pat to use the Help Notebook task 2. 10/1
2. 4th Grade Teacher 3. 10/1
3. 4th Grade teacher
Alternate Behavior Strategy 1: Teach how to signal for a break 1. Art teacher 1. 9/21
1. Work with Pat to develop break signal. 2. Art teacher 2. 9/22
2. Teach Pat how to effectively use the break signal. 3. All teachers 3. Start 9/22
3. Teachers will cue Pat to signal when she needs a break.
Desired Behavior Strategy 1: Teach how to ask for help 1. 4th grade teacher 1. 9/21
1. Meet with Pat to develop strategy to privately seek assistance. 2. 4th grade teacher 2. 9/22
2. Teach Pat the strategy 3. All teachers 3. Start 9/22
3. Teachers will cue Pat to use the strategy
Desired Behavior Strategy 2: Teach writing strategies 1. 4th grade teacher & Title I 1. Start 10/15
1. Identify and teach a strategy to write single word responses. Teacher 2. Start 11/1
2. Identify and teach a strategy to generate and organize ideas on a given topic. 2. 4th grade teacher & Title I 3. Start 11/8
3. Identify and teach a strategy to expand ideas into sentences. Teacher
3. 4th grade teacher & Title I
Teacher
Consequence Strategy 1: Provide feedback and monitoring tool 1. Art teacher 1. 9/21
1. Create Daily Progress Report & teach Pat how it will be used to track her progress. 2. 4th grade teacher 2. 9/21
2. Meet with Pat to identify privileges she can purchase with her DPR points.
6. MONITORING & EVALUATION PLAN
Evaluation Decision
Behavioral Objective • Monitor
(specific, observable, Procedures for Data Person Responsible & • Modify
measurable) Collection Timeline Review Date: • Discontinue
Pat will request a break Points earned on Daily 4th Grade Teacher will track 10/15
rather than refusing to get Progress Report* points earned in class. (Review every 2 weeks
out work or talking out. Progress will be recorded after 10/15)
each day, graphed each
week.
Pat will privately seek Points earned on Daily 4th Grade Teacher will track 10/15
assistance when she needs Progress Report* points. (Review every 2 weeks after
help to start or finish a Progress will be recorded 10/15)
task. Track # of completed each day, graphed each
assignments week.
4th grade teacher
Using writing strategies, Pat Track # of completed 4th grade teacher 10/30
will initiate and complete assignments (Review every 2 weeks after
writing taskss. 10/30)

Pat may be able to start and complete tasks without taking a break or privately seeking assistance. She will earn points for each of the behaviors if
*she is able to start and complete tasks without using any of the strategies listed above.

Data to be Collected Procedures for Data Collection Person Responsible Timeline

Is Plan Being Implemented? Direct observation in classroom Counselor Observations 10/01 - 11/01
(Fidelity of Implementation) once each week for 4 weeks.

BIP Implementation Review Form Teacher will be taught how to self- Counselor Self-monitor
(See Attached) monitor using BIP Implementation 10/15 - 12/15
Review Form. Begin self-monitor
Is Plan Making a Difference? 10/15.
(Social Validity)
Teacher, family and student will Principal will interview teacher, 12/15
Social Validity Survey complete social validity survey. family & student
7. GENERALIZATION & MAINTENANCE

Generalization Strategies Person Responsible & Timeline

Teachers in all settings will cue and monitor Pat’s use of breaks and seeking All teachers will cue & monitor Pat’s use of breaks.
assistance to complete tasks. Start 9/22 and continue until this behavior is faded and Pat is able
to independently seek assistance.

Teachers in all settings will teach, cue and monitor Pat’s use of writing All teachers will cue Pat to seek assistance to complete tasks.
strategies beginning 10/30. Start 9/22 and continue throughout the school year

Maintenance Strategies Person Responsible & Timeline

Begin self-monitoring of privately seeking assistance when Pat earns 80% 6th grade teacher will teach Pat how to self-monitor using the
on Daily Progress Report for 4 of 5 days for 4 weeks. Daily Progress Report beginning 10/20.

6th grade teacher will teach Pat how to track completed assignments
beginning 11/8.

We agree to the conditions of this plan:

_______________________________________ ________________________________________ ________________________________

Student (date) Family or guardian (date) Action Team member (date)

_______________________________________ ________________________________________ ________________________________

Teacher (date) Teacher (date) Action Team member (date)
With your team, review the Pat sample Behavior Intervention Plan and respond to the
following prompts.

1. Explain the rationale for identifying “use writing strategies” as an appropriate

desired replacement behavior for “sits still when directed to write, leaves work area,
walks around the room, etc.”
2. Explain the rationale for selecting an alternative behavior. Why is learning to use
writing strategies not sufficient to prevent this student’s problem behavior?
3. The Behavior Intervention Plan outlines 3 antecedent strategies to prevent problem
behavior. Explain the rational for each and Identify materials that may be
appropriately included in a “Help Notebook” for students with whom you work.
4. Compare the Intervention Strategies (Part 2) with the Implementation Plan (Part
5) of the Pat example. Determine if all actions, resources and timelines required to
implement each strategy have been identified.
 PAT EXAMPLE
BIP Implementation Review Form
Pat
Student: ___________________________________ Date:________________ Time:___________

4th Grade Teacher

Staff Observed: ______________________________ Art Teacher
Completed By:_____________________________

Independent Reading Time

Activities Observed: ____________________________________________________________________

Score
Plan Components 0=seldom
(copied from the implementation plan, 1=sometimes
Step 5 of the BIP) 2=consistently Feedback
Assistance provided to complete the previous
0 1 2
day’s task before class begins.

Teacher previews the work as part of morning

0 1 2
work in the classroom each day.

Physical breaks are provided. 0 1 2

Student is given opportunities to practice

0 1 2
asking for a break.

Student is given opportunities to practice using

0 1 2
the Help Notebook.

Regular use of Help Notebook to assist with

0 1 2
completion of written work

Student is given opportunities to practice using

0 1 2
the strategy to privately seek assistance

DPR used consistently to track use of

0 1 2
replacement behaviors.

Student is given opportunity to trade points

0 1 2
earned from DPR for privileges

Assistance starting an assignment is provided

when student does not initially begin an 0 1 2
assigned task.

Student is given opportunities to practice

choosing from 3 options when she has 0 1 2
difficulty initiating tasks.

Work is consistently presented when student

is moved to a different location after failing to 0 1 2
initiate task.

DPR is used to collect data throughout the day. 0 1 2

BEHAVIOR INTERVENTION PLAN TEMPLATES
▶▶ Behavior Intervention Plan Template
▶▶ Menu of Function-Based Options
▶▶ BIP Implementation Review Form
▶▶ Behavior Intervention Plan Social Validity Survey for Teachers
 Behavior Intervention Plan
Student Name: ___________________________ Action Team Members: _______________________________ Date of Meeting: ____________

Desired Replacement Reinforcing Consequences for

(Long Term Objective) Desired Replacement

Setting Event Triggering Antecedent Problem Behavior Maintaining Consequences Function

Alternative Replacement Behavior

(Short-term Replacement)

2. INTERVENTION STRATEGIES

2.1 Setting Event Strategies 2.2 Antecedent Strategies 2.3 Teaching Strategies 2.4 Consequence Strategies to
Reinforce Appropriate Behavior
3. CONSEQUENCE STRATEGIES
(Response strategies &/or environmental manipulations that make consequences for problem behavior ineffective)

4. SAFETY PLAN

Phase What Student Does Staff Response

Calm

Triggers

Stimulation/Agitation

Escalation/Acceleration

Crisis/Peak

De-escalation

Recovery
5. IMPLEMENTATION PLAN
Person responsible for training school personnel how to implement each part of the BIP: _____________________________________________

Deadline for completing the training: ______________________________________________________________________________________

Person Responsible Person Responsible for

Tasks to Complete & Resources Needed for Implementing Training Timeline
6. MONITORING & EVALUATION PLAN

Evaluation Decision
Behavioral Objective • Monitor
(specific, observable, Procedures for Data Person Responsible & • Modify
measurable) Collection Timeline Review Date: • Discontinue

Data to be Collected Procedures for Data Collection Person Responsible Timeline

Is Plan Being Implemented?
(Fidelity of Implementation)

Is Plan Making a Difference?

(Social Validity)
7. GENERALIZATION & MAINTENANCE

Generalization Strategies Person Responsible & Timeline

Maintenance Strategies Person Responsible & Timeline

We agree to the conditions of this plan:

_______________________________________ ________________________________________ ________________________________

Student (date) Family or guardian (date) Action Team member (date)

_______________________________________ ________________________________________ ________________________________

Teacher (date) Teacher (date) Action Team member (date)
 Menu of Function-Based Options for Behavior Intervention Planning

Seek Attention Avoid Attention Avoid Tasks

Setting Events • Check-in with an adult • Provide a quiet space to eat • Provide a structured
Strategies immediately upon student breakfast, do a preferred daily schedule for on-task
arrival to: activity, etc. activities (visual schedule)
• Provide positive • Ask the student if they
attention, greeting want to talk with an adult
• Organize materials they choose before going
• Practice replacement to class
behaviors
• Provide food, sleep,
medications, hygiene,
clothing etc.
Antecedent • Increase Positive • Teachers assign cooperative • Teach Procedures
Strategies Recognition groups (versus students • Asking for help
• Give student choosing) • Individualize
leadership • Provide the option to work procedure for
responsibility or a class independently use of resources
“job” that requires the • Preview upcoming events (e.g. individual
student to interact
and tasks dictionary, 100’s chart,
with staff.
• Increase positive • Use a visual schedule of multiplication table,
home/school class activities graphic organizers)
communication • Provide preferential seating • Check to see if student
• Increase Opportunities to (e.g. separate “office”, desk has needed materials
Respond to the side, on the floor, and if not, provide
• Increase Active Supervision etc.) them before they are
– Schedule more frequent • Clarify expected behavior needed.
interactions and provide specific • Address Task Difficulty
• Increase opportunities for precorrects • Design assignments
peer interaction to meet student
• Clarify expected behavior
instructional/skill
and provide specific
precorrects level.
• Pre-teach content.
• Modify amount or
type of activity.
• Provide extra
help/checks for
understanding.
• Provide Choice
• Provide choices such
as what to do first or
what tools to use.
• Sequence Tasks
• Provide an
opportunity to engage
in a preferred activity
first.
• Clarify expected
behavior and provide
specific precorrects
 Seek Attention Avoid Attention Avoid Tasks
Teaching • Teach specific ways to ask • Teach self-management • Teach how to ask for a
Strategies for attention: skills: break.
• Differentiate if strategy • Observing & • Teach how to ask for
changes across recording own an alternative activity/
conditions or settings behavior assignment
(large group, small • Goal setting • Teach student how to ask
group, independent • Evaluating behavior for assistance
work, cafeteria, • Strategy instruction • Teach student how to use
hallway etc.) • Participate in social skill resources
• Help teach lesson to instruction • Teach specific academic
other students skills
• Participate in social • Sight words
skill instruction • Reading fluency
• Comprehension
• Math facts
• Participate in social skill
instruction
Consequences • Respond quickly when the • Acknowledge student with • Provide opportunity to
to Reinforce student asks for attention nonverbal reinforcements: earn breaks after specified
Replacement appropriately • Thumbs up number of completed tasks
Behavior • Give frequent attention for • Small note • Provide opportunity to
any appropriate behavior • Provide opportunity to earn time doing self-
• Allow student to earn earn time doing self- selected activity
opportunity to pick activity selected activity • Reward student for
for group or class attempting tasks
• Provide opportunity for • Staying focused on the task
peer interaction
Consequence • Provide consistent and • Provide consistent and • Provide consistent and
to Make calm response calm response calm response
Problem • Limit verbal interaction for • Teacher gives non-verbal • Offer brief assistance with
Behavior problem behavior. cue to participate task or activity
Ineffective • Create a signal that • Proximity control • Offer alternatives methods
prompts student to stop or materials to complete
and/or return to desired
the task
activity
• Teacher ignore problem • Schedule standard times to
• Prompt peers to ignore complete unfinished work
problem behavior
Adapted from Loman, S. & Borgmeier, C. (2010)
 BIP Implementation Review Form
Student:____________________________________ Date:________________ Time:_____________

Staff Observed: ______________________________ Completed By:_____________________________

Activities Observed: ____________________________________________________________________

Score
0=seldom
Plan Components 1=sometimes
Feedback
2=consistently

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2
 Behavior Intervention Plan Social Validity Survey for Teachers

Student Name ________________________ Teacher ______________________ Date_____________

For each statement, circle one number that best describes how you feel about Behavior Intervention Plan
for this student.

1. I understood all of the elements of the Behavior Intervention Plan.

Strongly Disagree Strongly Agree
1 2 3 4 5 6

2. I had the skills needed to implement the Behavior Intervention Plan.

Strongly Disagree Strongly Agree
1 2 3 4 5 6

3. Problem behaviors have decreased since the implementation of the Behavior Intervention Plan.
Strongly Disagree Strongly Agree
1 2 3 4 5 6

4. Appropriate classroom behaviors have increased as a result of the implementation of the behavior
intervention plan.
Strongly Disagree Strongly Agree
1 2 3 4 5 6

5. My participation in the implementation of the Behavior Intervention Plan was relatively easy
(e.g. amount of time/effort) to implement.
Strongly Disagree Strongly Agree
1 2 3 4 5 6

6. Participation in implementing the Behavior Intervention Plan for this student was worth the time
and effort.
Strongly Disagree Strongly Agree
1 2 3 4 5 6

Adapted from Deanne A. Crone, Leanne S. Hawken, and Robert H. Horner (2010).
Next Steps
Below are some next steps to consider as you develop your Tier 3 system. Some of the steps involve active
staff input. Be sure to build your action plan with that in mind.

See Tier 3 Action Planning - Establish a System of Support for Individual Students: Behavior Intervention
Plans (BIP)

1. Establish a system for developing a Competing Behavior Pathway Summary to:

• Identify desired long-term replacement behavior.

• Identify alternative short-term behavior that is based on skill(s) necessary to achieve the desired
behavior.
• Identify common reinforcing consequences for desired replacement behavior.

2. Establish a system for identifying strategies for Behavior Intervention Plan to:

• Select strategies and/or environmental manipulations that neutralize impact of setting events.
• Select strategies and/or environmental.
• Select strategies for reinforcing desired behavior.
• Select strategies for generalization and maintenance of desired behavior.
• Select response strategies that make problem behavior ineffective.
• Develop safety procedures if necessary.

3. Establish a system for developing an Implementation Plan to:

• Develop and communicating implementation plan for each part of the BIP.
• Develop training plan to implement each part of the BIP.
• Identify timelines for completing tasks necessary to implement each part of the BIP.