Note: Numbers correspond with the scoring system on the BIP Quality Evaluation Guide

This form
CO NFI DE NTI A L DO NOT DIS P LAY

B E H AVI O R I N T E R VE N T I O N P L AN
For Behavior Interfering with Students Learning or the Learning of His/Her Peers

This BIP attaches to: IEP date: 504 plan date: 03/15/17 Team meeting date:

Student Name Tatiana Rodriguez Todays Date 02/1/17 Next Review Date 05/01/17
1. The behavior impeding learning is (describe what it looks like) Putting her head down for more than five
minutes, refusing to complete tasks, and mumbling under her breath (e.g. "This work is boring, I'm not
doing it").
2. It impedes learning because Tatiana's behavior is impeding her own learning as well as the learning of her
peers. Tatiana's teachers may be unknowingly reinforcing the behavior when they send her out of the room
after she avoids doing work and makes inappropriate comments under her breath.
3. The need for a Behavior Intervention Plan early stage intervention moderate serious extreme
4. Frequency or intensity or duration of behavior Displayed the target behavior from January 23, 2017- February
3, 2017. The behavior was most frequently displayed in Algebra and Science; five times in Algebra and three
times in science. These behaviors lasted between 12-31 minutes and consistently took place at the end of
the class period.
reported by Ms. Harris and/or observed by

PREVENTION PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES

What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)
5. The behavior is most likely to occur in Mr. Gerard's Algebra class and Mr. Acenedo's Science class. The behavior is
Observation &

most likely to occur at the end of class during independent work time.

What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the
Analysis

environment curriculum that needs changing?)

6. Rapport encourages Tatiana immensely. Ms. Mason attended several of Tatiana's performaces, which strengthened
their relationship. Self-monitoring strategies implemented in Ms. Mason's class also help her to stay alert and on-
task during.

Remove students need to use the problem behavior-----

Intervention

What environmental changes, structure and supports are needed to remove the students need to use this behavior?
(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)
7. Implement the same self-monitoring system that Ms. Mason uses into all of Tatiana's other classes.
Who will establish? Ms. Mason Who will monitor? All teachers Frequency? Ongoing

ALTERNATIVES PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT
Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)
8. To escape and avoid doing undesirable schoolwork.
Observation &

Accept a replacement behavior that meets same need-----

What team believes the student should do INSTEAD of the problem behavior? (How should the student escape/protest/
Analysis

avoid or get his/her need met in an acceptable way?)

9. Will respond appropriatley given direct instructions for independent work time by remaining silent unless called
on. She will also understand appropriate responses when given instructions.

Diana Browning Wright, Behavior/Discipline Trainings 1

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)
10. Tatiana will learn what an appropriate response is and what an inappropriate response is. She will learn this by
role-playing with Ms. Mason. She will do this with Ms. Mason because she has already built rapport and a positive
relationship with her. First, Ms. Mason will explain what appropriate responses are and why it is important for
Intervention

Tatiana to only respond appropriately. For example, Ms. Mason may say, "Tatiana, I am going to say some of the
comments that you have made towards teachers in the past several weeks. I want you to tell me if you think those
comments are appropriate to make during class." It will then be up to Tatiana to determine if the comments are
appropriate or not. Ms. Mason and Tatiana will meet again to discuss comments again if progress is not made.
Tatiana will also have the self-monitoring system implemented into her other classes. The self-monitoring system
will be delivered and explained to each of Tatiana's teachers. If responses do not lessen within three months,
Tatiana will meet with Ms. Mason again to discuss a further plan of action.

Who will establish? Ms. Mason Who will monitor? All teachers Frequency? Ongoing
Intervention

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. Tatiana will participate in a check-in, check-out system with Ms. Mason three times a day. These check-in, check-
outs will take place before school, during lunch, and after school. When Tatiana checks in with Ms. Mason at the
beginning of the day, they will go over what positive behavior is and how she can self-monitor for that behavior .
When Tatiana checks in with Ms. Mason at lunch, they will go over how the day has been so far and ways that
Tatiana can improve if needed. When Tatiana checks out with Ms. Mason at the end of the school day, they will go
over Tatiana's behavior throughout the day and decide whether she showed appropriate behavior at 75% accuracy.
A positive reinforcement will be added if Tatiana meets her goal of having appropriate behavior 75% accuracy for
three out of the five days each school week (e.g. eat lunch with Ms. Mason). Teachers are also going to greet
Tatiana at the door when she comes to class. They are going to give her praise for coming to class which is going
to act as a preventative measure to help Tatiana build rapport with all of her teachers.

Selection of reinforcer based on: Positive relationshiop and rapport between Tatiana and Ms. Mason.
reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? Ms. Mason Frequency? Ongoing

EFFECTIVE REACTION PART III: REACTIVE STRATEGIES

What strategies will be employed if the problem behavior occurs again?
12.
1. Prompt student to switch to the replacement behavior If the reinforcer fails, Tatiana will be given verbal prompts to respond
appropriately.
2. Describe how staff should handle the problem behavior if it occurs again If the inappropriate responses persist despite the
interventions, the staff will meet up to discuss a new reinforcement system.
3. Positive discussion with student after behavior ends Once Tatiana's behavior fades completely, the check-in, check-out will
fade. This will be done by decreasing the number of times that Tatiana and Ms. Mason meet each day, then each week,
then each month.
Optional:
4. Any necessary further classroom or school consequences
Personnel?

Diana Browning Wright, Behavior/Discipline Trainings 2

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 OUTCOME PART IV: BEHAVIORAL GOALS
Behavioral Goal(s)
13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
For the For the As
Will do X Instead of Z Under what At what
purpose of purpose of measured
By when Who behavior behavior contingent level of
y y by whom
(line 9) (line 1) conditions proficiency
(line 8) (line 8) and how
05/01/201 Tatiana Will respond To express Mumbling To express When asked With a Measured
7 appropriatley frustration inappropriate frustration to complete 75% by all
given direct over comments over independen accuracy classroom
instructions schoolwork. under her schoolwork. t work. on three teachers.
for breath. out of a
independent five day
work time by week
remaining period.
silent unless
called on.
She will also
understand
appropriate
responses
when given
instructions.

Option 1: Increase General Positive or Decrease Problem Behavior

Will do what, or At what level of Under what Measured by

By when Who
will NOT do what proficiency conditions whom and how

Option 2: Increase General Positive or Decrease Problem Behavior

Will do what, or At what level of Under what Measured by

By when Who
will NOT do what proficiency conditions whom and how

The above behavioral goal(s) are to: Increase use of replacement behavior and may also include:
Reduce frequency of problem behavior Develop new general skills that remove students need to use the problem behavior

Observation and Analysis Conclusion:

Are curriculum accommodations or modifications also necessary? Where described: .............................. yes no
Are environmental supports/changes necessary?................................................................................................. yes no
Is reinforcement of replacement behavior alone enough (no new teaching is necessary)?.................................. yes no
Are both teaching of new replacement behavior AND reinforcement needed?..................................................... yes no
This BIP to be coordinated with other agencys service plans?............................................................................. yes no
Person responsible for contact between agencies N/A......................................................................................... yes no

Diana Browning Wright, Behavior/Discipline Trainings 3

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 COMMUNICATION PART V: COMMUNICATION PROVISIONS
Manner and content of communication
14.
2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)

2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)

2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)

PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Student Tatiana Rodruiguez

Parent/Guardian Louisa Rodruiguez
Parent/Guardian
Educator and Title Ms. Mason, English Teacher
Educator and Title Mr. Gerard, Algebra Teacher
Educator and Title Mr. Acenedo, Science Teacher
Administrator
Other Ms. Harris, Counselor
Other

Diana Browning Wright, Behavior/Discipline Trainings 4

For the electronic expandable version, see www.pent.ca.gov/forms.htm.