Note: Numbers correspond with the scoring system on the BIP

Quality Evaluation Guide

This form

CO NF ID E NT I AL D O NO T DI S P L A Y

BEHAVIOR INTERVENTION PLAN

For Behavior Interfering with Students Learning or the Learning of His/Her Peers
This BIP attaches to:

IEP date: 02/18/16

Student Name Mark Villalobos

504 plan date:

Todays Date 02/3/16

Team meeting date:

Next Review Date 05/3/16

1. The behavior impeding learning is (describe what it looks like) making off-task jokes, talking out of turn,
murmuring under breath, laughing and talking louder that usual voice during instruction.
2. It impedes learning because it distracts other students and interrupts instruction

3. The need for a Behavior Intervention Plan

early stage intervention
moderate
serious
extreme
4. Frequency or intensity or duration of behavior Mark exhibits this behavior most frequently during Mr.
McGreevy's class consistently, as well as during lunch and homeroom. Mark's inappropriate jokes also
occur at home anytime of the day. The behavior is distracting and hurts the feelings of his mom and
teachers.
reported by Mr. Jackson and/or
observed by Mr. Jackson

Observation & Analysis

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 usually occurs after the teacher asks Mark to complete an independent assignment, when Mark turns
around in his chair to look at or talk to other classmates, and when his teachers are working with other students or
completing other types of tasks such as taking attendance. The behavior most commonly occurs in Mr. McGreevy's
class or during lunch hour or homeroom. Usually, teachers and peers are present when the behavior occurs.
What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the
environment curriculum that needs changing?)

6. Mark receives attention from teachers and peers when the problem behavior occurs, and often he escapes doing
some of his work by exhibiting the problem behavior. Effective consequences for problematic behavior and
reinforcement for positive behavior is lacking.

Intervention

Remove students need to use the problem behavior----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. Mark is currently being positively reinforced for exhibiting the problem behavior. He should start receiving attention
from classmates and teachers for exhibiting good behavior. In Ms. Johnson's class, a positive reinforcement
intervention has been effective for Mark; thus, this strategy could be tried in his other class.
Who will establish? Mr. McGreevy

ALTERNATIVES

Who will monitor? Mr. Jackson

Frequency? Weekly

PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT

Observation &
Analysis

Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)

8. The team believes that Mark exhibits the behavior because he wants to gain attention from teachers and
classmates.
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/
avoid or get his/her need met in an acceptable way?)

9. Mr. McGreevy should implement a token economy system where Mark is positively reinforced for appropriate
behavior be receiving attention for these positive behaviors.

Diana Browning Wright, Behavior/Discipline Trainings

For
the
electronic
expandable
version,

1
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. A token economy intervention will be established where Mark gets a token (a punch on his chart) for each block of

Intervention

15 minutes that he is on-task for and does not exhibit the problematic behavior. Mr. McGreevy will ask to speak
with Mark privately after class one day. He will give Mark a punch card, and explain that Mark can receive one
punch for each block of 15 minutes in which he exhibits only positive behavior. That means that his behavior will
be assessed at each 15 minute time block during class and Mr. McGreevy will keep track of how many time blocks
he has exhibited only positve behavior for. Then, Mr. McGreevy will inform Mark at the end of class how many
punches on his card he will receive, and Mr. McGreevy will punch the card as Mark leaves the room. Mr. McGreevy
will tell Mark that he will receive a reward for every 5 punches that he receives. In the future, this number will
increase once he starts exhibiting less negative behavior, although Mark will not be informed of this until later on.
Mr. McGreevy will give Mark two options for his reward for completing his punch chart. He will be able to have a 10
minute break at the end of the class period, or he can choose to tell the class a funny joke or show a funny
YouTube video that has been preapproved by the teacher. Mr. McGreevy will encourage Mark to exhibit positive
behavior througout the class period. Ideally, placing these high expectations on Mark will encourage him to exhibit
positive behavior throughout lunch and homeroom as well. If that problematic behavior does not decrease, then a
positive behavior intervention may need to be set up for those times of the day as well.
Who will establish? Mr. McGreevy

Who will monitor? Mr. Jackson

Frequency? Daily

Intervention

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?

11. Mark will receive a chosen reward for every 5 punches he receives on his card. He will later receive cards with
more spots requiring punches once he has become familiar with the system.
Selection of reinforcer based on: The success of a token economy system in Ms. Johnson's class
reinforcer for using replacement behavior
reinforcer for general increase in positive behaviors
By whom? Mr. McGreevy Frequency? Daily

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 Remind Mark of the classroom procedures concerning when it is
acceptable to talk in class and the topics that are appropriate to talk about. In addition, Mark could be given more
opportunities to receive attention from the teacher by helping out or exhibiting other behaviors that could result in
receiving a punch on his card.

2.

Describe how staff should handle the problem behavior if it occurs again Staff should remind Mark that he needs to go without
his problematic behavior for a whole fifteen minutes if he wants to receive a punch on his card.

3.

Positive discussion with student after behavior ends Mr. McGreevy will check in with Mark first on a daily basis, then on a
weekly basis to praise him for reducing his problematic behavior and for exhibiting more positive behaviors.

Optional:
4. Any necessary further classroom or school consequences
Personnel?

Diana Browning Wright, Behavior/Discipline Trainings

For
the
electronic
expandable
version,

2
see www.pent.ca.gov/forms.htm.

OUTCOME

PART IV: BEHAVIORAL GOALS

Behavioral Goal(s)

13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
By
when
May
3,
2016

Who
Mark

Will do X
behavior
(line 9)
will exhibit
positive
behaviors,
such as
speaking to
teachers and
peers
respectfully,
paying
attention
during
instruction,
staying quiet
during
instruction,
and raising
his hand
before
talking.

For the
purpose
of y
(line 8)
receiving
positive
attention
from
teachers
and
peers

Instead of Z
behavior
(line 1)

For the
purpose of y
(line 8)

Under what
contingent
conditions

At what
level of
proficiency

As measured
by whom
and how

exhibiting offtask
behavior,
including
inappropriate
jokes, talking
out of turn,
murmuring
under his
breath, and
laughing or
talking during
instruction.

for the
purpose of
learning how
to interact
appropriately
with peers
and teachers
in a learning
environment

during
classroom
instructional
time

for 3 out of
4 15 minute
intervals
during Mr.
McGreevy's
class.

as measured
by Mr.
McGreevy
through
observational
assessments
and tracking
his behavior
punch card.

Option 1: Increase General Positive or Decrease Problem Behavior

By when

Who

Will do what, or
will NOT do what

At what level of
proficiency

Under what
conditions

Measured by
whom and how

Under what
conditions

Measured by
whom and how

Option 2: Increase General Positive or Decrease Problem Behavior

By when

Who

Will do what, or
will NOT do what

At what level of
proficiency

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: When assignments
are too difficult to complete due to Mark's learning disability .....................................................................
Are environmental supports/changes necessary? ..............................................................................................
Is reinforcement of replacement behavior alone enough (no new teaching is necessary)? ................................
Are both teaching of new replacement behavior AND reinforcement needed? ..................................................
This BIP to be coordinated with other agencys service plans? ..........................................................................
Person responsible for contact between agencies Mr. Jackson, Case Manager .............................................

Diana Browning Wright, Behavior/Discipline Trainings

For
the
electronic
expandable
version,

3
see www.pent.ca.gov/forms.htm.

yes

no

yes
yes

no
no

yes
yes

no
no

yes

no

COMMUNICATION

PART V: COMMUNICATION PROVISIONS

Manner and content of communication

14.
1. Who?

2. Under what
condition(s)
(Contingent?
Continuous?)

3.
Delivery
Manner

4. Expected
Frequency?

5. Content?

6. How will this be

two-way
communication

1. Who?

2. Under what
condition(s)
(Contingent?
Continuous?)

3.
Delivery
Manner

4. Expected
Frequency?

5. Content?

6. How will this be

two-way
communication

1. Who?

2. Under what
condition(s)
(Contingent?
Continuous?)

3.
Delivery
Manner

4. Expected
Frequency?

5. Content?

6. How will this be

two-way
communication

PARTICIPATION
Student

PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Mark Villalobos

Parent/Guardian

Jose Villalobos

Parent/Guardian

Tatiana Villalobos

Educator and Title

Savannah Girmscheid, Special Education Teacher

Educator and Title

Mr. McGreevy, Reading Teacher

Educator and Title

Ms. Johnson, English Language Arts Teachers

Administrator

Mr. Smith, Principal

Other

Mr. Jackson, Case Manager

Other

Mrs. Jones, School Psychologist

Diana Browning Wright, Behavior/Discipline Trainings

For
the
electronic
expandable
version,

4
see www.pent.ca.gov/forms.htm.