CONFIDENTIAL ~ DO NOT DISPLAY BEHAVIOR INTERVENTION PLAN For Behavior Interfering with Student's Leaning or the Learning of His/Her Peers This BIP attaches to: O] IEP dete: C1 £04 plan date: ® Team meetng date: 04/15/16 StudentName Ami Lewis Today's Date 04/15/16 Next Review Date 06/15/16 ‘The behavior impeding leaming is (describe what it looks lke) When given instruction to be prepared to go from 2 desired activity (walking with her parents to school, reading, writing, and spelling, using counting block recess and lunch) to an undesired activity (going to into the classroom, math instruction,jeaving tne playground), Ami displays behavior thet ranges from ignoring instruction to loud screaming, erving, kicking of her feet and throwing of objects (counting blocks, tays on the playground, eand, and food), Thess ie ever aggressive behvior towards other etudonte but the behavior effects the multiple environments that is occurs In and takos instructional time away from Am! ming because According to the teachers, when Ami engages In her behavior it can last {5 minutes before she is able to function in the classroom. When she bogine screaming, ancl crying other students stare and are unable to focus on the activity at hand. This also removes the hap and attontion of one teacher to providing assistance to the rest ofthe class. Although it only takes Avni chert ‘amount of timo to become ready to focus on leaming, it esuses disruptions inside the laserooer [BW The ced ora Behavior Intervention Pian {2 early stage intewontion [} moderate L] cereus O extreme Frequency or intensity or duration of behavior The data suggests thatthe behavior laete and average of & to 15 minutes atleast three times a day. The bohavior happens consistently while entering school, leavin recess, and leaving lunch. When instructed to get ready to go to the classroom. she starts by screaming and exying that she does not want to da it while holding onto a stationary object auch axa boncty her parent or While Seated. From interviews with the teachers and parents the behavior occurs more often in te classroom than what the data shows, If starting math in the middle ofthe echool day Arm reasta te moving into the subject. The teachors have tried doing math first thing in the morning and dlrectly after recess te help Ami transition into the subject. The duration also lasts longer because Am Is instructed to use the reflection comer after she has shown she is able to return to an activity. Bi reported by Parents and/or observed by Kathryn A. Larson, Teacher #1, Teachor #2, Parents PART |: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES ‘What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, me, place, subject, ets) Ti According to data collection, outbursts occur when Am! is going from a desired and Physical activity to 2 moro: Structured undesired actlvity.When Ami is forced to go into the classroom ehe attempts to do the opposite and her function is avoidance. Without front loading when a change from desired activities to undesired activities fe going to ‘cour the outbursts tend to be worse. Ami has made connections between undesired activities and those who may implement them. What supports the student using the problem behavior? (What is missing in the environment/eurriculum or what is inthe environment curicuium that needs changing?) The classroom tends to move at a fast pace and itis unclear when one teacher is going to take on instruction. The ‘transition from one activity to another is quick and rapid. As the designated tray collector, Amitakee pride in hor role, but when she is moving from a desired activity, such ae counting blocks, to an undesired activity such writing probleme, sho is unable to trensition smoothly, causing an outburst and being unable to perform her role in develop smoother transitions and prepare Ami for the next activity there should be a visual Observation & Analysis Diana Browning Wright, BehavionDiseipline Trainings 1 For the electronic expandable version, see www pont. ca.gov/forms.hm.(“Remove student's need to use the problem behavior [that environmental changes, structure and supports are needed to remove the students need to use this behavior? (Changes in Time/Spece/Matoriaisinteractions to remove Ikeliiood of behavions [ii orderto help Ami anticipate and preprare to move from on activity to the next, a visual daily schedule should be plemented and reviewed frst thing in the moming. Ami will be abla to recognize whet activiles ere going to come ext and with what instructor. There should also be visual cues, such as a hand signal, with the use of a timer. [ettng her know that one activity ts going to be finishing and she is about tobe moving nto the next This will give her time to prepare for the next activity and control her behavior. It is also recommended that both teachers MEXSEEERITEN PARTI: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT (Function of behavior n terms of getting, protest. or aveicing something) EB The function of Amis bohavior euggoets when ‘seeking to avoid transitioning from a desired activity to an undesired sctivity. the possibility of her having an outburst increased, ‘Accept a replacement behavior that meets same need ‘What team believes the student should do INSTEAD of the problem behavior? (How should the student escepe/protest/ avoid or get hisMer need met in an eccepiable wey?) Ell ami has aiready bogun the process to developing self-monitoring skills as a form of functionally equivalent [ghlgcement behavior. She will continue to monitor her behavior by providing a thumbe down when she feels she {s trying to avold and activity, and a thumbs up when she feels comfortable and ready to continue to'a new SGIMY. followed by a reflection sheet. In order to increase participation there should bo a vieual schedule to help transition ner to the next activity, consistent reflection comer activities, and tangible reinforcers to help Art distinguish whon she is dish responsible behavior. Observation & Analysis What teaching Stratagios/Necessary Curriculum/Materials are needed? (Lisi successive aching stops for student fo eam | replacement behavior/s) HDB Arn wit dovolop her soit monitoring strategies, using a thumbs up to display she ready ora thumbs down to display to show she is not ready to move onto the next actvity. Firet the teachers will erento a visual schedule that 's avallable for Ami to observe throughout the day. They will each Ami the benwft behind looking atthe schedisla and explain that they will evlew it at the very beginning ofthe day. Next, Ami needs to recognize whan ahe fe golng tPalsplay the undesired behavior. For the frettwo weeks, the teachers will let her know that te Umer le set for five minutes until they move on to the next activity thatis on the dally schedule. She will then be aeked if eho ie able to alve a thumbs up ora thumbs down. f she gives a thumbe down she will be ditecied to the reflection conor 2nd will complete a reflection sheet. Ifahe has given a thumbs up she may continue her activity followed by Intervention ey will increase the use of visual cues to prompt for a thumbs up or thumbs down. This will help ‘Ami continue to develop her self-monitoring strategies by increasing her degree of Independence. Dallyias Needed Who will establish? Teacher #1 & #2 Who will monitor? Teacher #1 & #2 _Fi{he dally schedule to Am. This will help prepare her for the upcoming activities. To continue reinforcing the behavior they will use a timer to let Ami know when they will be moving on to the next activity listed on the Self-monitoring strategy. During this time if she displays a thumbs up she will receive a julcebox at her desk does not begin to use this behavior for other purposes, the juice box will be rotated with ible tem, suct Intervention ‘be reduced over the period based on her ability to solf-monitor, Solection of reinforcer based on: Ams interests, parental consent, and age appropriate. reinforcer for using replacement behavior reinforcer for general increase in postive behaviors Bywhom? Teacher #1 &Teachor #2_ Frequency? Daily/As needed [ESERIES Parr i: REACTIVE STRATEGIES ‘What strategies will be employed if the problem behavior occurs again? ‘1. Frompt student to switch tothe replacement behavior Using verbal cues, the student will be reminded to stop and think about using their self-monitoring strategies, functionally equivalent replacomont behav will be prompted to ut differently. and consistent with expecatatione of Ami. f che using verbal support and assisting when moving from one activity to the next, or over to the reflection corner, siving her options. Optional: time of the behavior. Personnel? What are reinforcement procedures to use fr establishing, maintaining, and generalizing the replacement bohavioro)? ] In order to reinforce the replacement behavior the teachers wil establish a routine. First the teachers wil rondiesd sepodule. During the first two weeks of the behavior plan she will be checked on vorbrally and prompted to use her 'ye a thumbs down she will receive a Juice box at the reflection corner and a reflection sheet To ensuer she SuIY putty, to cithor calm herself or be rewarded before writing a reflection sheet. if Ami gives a thumbs up before ‘activity and is reinforced, and then displays a thumbs down during the new activity she will nat be given a fanaible or edible reinforcer. Rather sho will receive recognition and praise verbally and on her reflection sheet to Zcknowledge that she was able to monitor her behavior duirng an activity. The edible and tangible reinforcor's wil to achieve the same goal. She ‘the reflection corner to use a reflection sheet and describe what she did and could have done 2. Describe how siaff should handle the problem behavior ifit occurs again If the behvaior occurs again the staff will be directive displaying signs of the problem behvior the teachers willr espond 5. Potitve discussion wth student after behavior ends Staff will meet with Ami so sho understand what occurred and why. As wel as review her reflection sheet with her and bainstom ideas to keep the problem behavior from occurring again; avd 4. Any necessary further classroom or school consequences There should not be any necessary further classroom or schoo! Setgeguences Due to Am! avoiding transitioning from a desired activity to an undesired activity, epecifically avotding the Giassroom, this may cause furtherr avoidance. The team will detormine whether consequences would be effecuve at wre Diana Browning Wight, BehaviorDiscipline Trainings 3 For the electronic expandable version, see iw, eny. ca, aovlfonns him.PART IV: BEHAVIORAL GOALS Required: Functionally Equivalent Replacement Behavior (FERB) Goal Under aS Willdox | Forthe | insteaaot | Forthe Atwhat By when | Who | bet Purpose ofy | Zbehavior | purpose ofy | _. WPat levelot | eased ine 8) (ine 1) (line 8) | ESnaitens | Proficiency | BY whom ersROTe Seeking to” / Engaging | Seekingto | She will | in 10 out of | Teacher #1 avoid imignoring | avoid comply | 20 and transitioning | instruction, | transitioning | without | opportunities | Teacher #2 from a screaming, | froma exhibiting | (60%) every | citing desired erying, and | desired problem | week. Interval activity to an | throwing | activity ton | behavior data, undesired | objects | undesired | when behavioral sctivity activity given both ‘observation vieual and records, vertal ABC data, prompts. ‘end. reflection shoots. Option 1: Increase General Positive or Decrease Problem Behavior Will do what, or | At what level ot | Underwhat | Measured by Eveipe we will NOT do what | "proficiency conditions | whom and how erste Will use visual [in 10 out of 2 | She will comply —| Teacher #f and cues, thumbs up | opportunities | without ‘Teacher #2 citing fer thumbs down, | (50%) every exhibiting Interval data, white initiating | week probiom behavior | behavioral olf monitoring ‘when given both bohvior to Visual and verbal ‘continue working prompt. at schoo! when directed to transition to the next activity Option 2: Increase General Positive or Decrease Problem Behavior ‘Will downat, or | Atwhatlevel of | Underwhat | Meaeured by By when ore will NOT do what | proficiency conditions | whom and how Wa WA NA WA ia NA ‘The above behavioral goal(s) sre to: B Increase use of replacement behavior and may also Includk Bl Reduce frequency of problem behavior C Develop new general skils that remove student's need to use the problem behavior ‘Observation and Analysis Conclusion: ‘Are curriculum acsemmodations or modifications also necessary? Where described: NIA... Dyes Bl no ‘Are environmental supports/changes necee9ary/?..n.nsn:unnnninenen ee co Byes Ono Diana Browning Wight. Behavior’Discipline Trainings 4 For the electronic expandable version, see ny geni ca gov/formns.him,'s reinforcement of replacement behavior alone enough (no new teaching Is necessary)? Dyes Sino ‘Ave both teaching of new replacement behavior AND reinforcement needed?..... ris wen yes Ono This BIP to be coordinated with other aganey's service plane?.. i a vosesnnnne ELyes BNO Person resoonsible for contact between agencies Kathryn A. LaMBOM e.eonsscneenvvnnove vow Byes Ono PART V: COMMUNICATION PROVISIONS Manor and content of communication ‘2. Under what ig 2 How wa ibe 4. Who? ce Delivery | fiexpected 5. Content? two-way omnes my | feat 7 | fGentngenes | Sav eee Friern Cantnue woetty —} Woot —] Caneel Conenan tn wa anf Teeiar am pao snd” | surmaneecotecta | witen |onewitte’” | Gouoscectonrme | Tanga andeere teachers | nincease postive | pore | conwanny of | Rewaraerent sy | lta send and Eehavorandeunoot | sentty | formades ” | genie senanceceeay® | je eran finetoralyeauvaont | sma” | cotetasing | emrebanaver andi and watpond fenecomertenavior, | ‘rom | Galyie | petentensrae em | pom te a op Epodte tore tbe | chow | Sean roto SSteapcuon | wre | prslan Sone occu” | proms, | eet Taare 5 Sew wt abe 4. Who? one Delivery | f Expected 6. Content? two-way orange, feaoeyt sot Continuous?) ba ysston Tamar what z Hew wat sauce jetpeces s.1ne? Dalry 5: Corer? ee, conus jeunes {Genangenc, | Rana? ete PART VI: PARTICIPANTS IN PLAN DEVELOPMENT. 1B Student Ami Lewis Bl Perent/Guardian Mary Lewis 1 Perenv/Guarcian El Ecucater and Title Teacher #1 [1 Educator and Titla Teacher #2 1D Educator and Title 1 Administrator Bl Other Kathryn Larson Ci other Diana Browning Wright. Behavior/Discipline Trainings 5 For the electronic expandable version, see ww. pent.c2, gov/iorms htm.