BEHAVIOR INTERVENTION PLAN (BIP)

Student Name: Student Date: 10/24/2018

Step 5: Competing Pathway & Replacement Behavior:

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

Desired Behavior Consequence

Completes his work Gets to take a break or have
without being computer time
redirected by an adult
(stays on task)

Routine & Antecedent Problem Behavior Consequence Function

Independent Looks around room, Receives a visual
Setting Event assignments or picks nose, does que or verbal
Get attention from
teacher and
When asked to do group meetings irrelevant work, speaks praise. teacher aide.
academic work or out of turn
listen in a large
group

Alternative Behavior
Student will raise his hand to ask for
help.

þ Narrative Description & Rationale for the Replacement Behavior. Include verification of the social validity of the
replacement behavior.
The replacement behavior is that the student will raise his hand and ask for help. This will ensure that he gets
attention from the teacher or teacher aide and will start working on his assignment when he becomes off task. This
will be a step towards the desired behavior, which is to complete his work without needing attention or redirection
from an adult, because he will hopefully slowly and slowly stop asking the teacher for help. The replacement
behavior is still giving the student a way to receive attention from an adult.

An example would be if the student starts to become off task, he will raise his hand to ask the teacher for help and
then continue to do his work. He can do this any time he gets off task and he will receive a sticker and/or verbal
praise when he does so which will gradually go away.

The social validity of this is that he will be able to focus for longer periods of time when doing important tasks in the
real world where he can’t get distracted as much as he does. It will also help him in further schooling because he will
also need to stay focused when he is doing work in the future.

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

The student can perform the replacement behavior because he has already demonstrated that he can do it to an
extent. The teacher would have to walk up to him and say “get back to work”. By having the student realize when he
is off-task and raising his hand to ask for help, it will help him to stay on task more. The student knows how to raise
his hand to answer questions, but he will need to be taught how to raise his hand when he becomes off task.

The first step will be to teach the student how to raise his hand when he is off-task. This can be done by a visual cue
given by the teacher or teacher aide, signaling to the student that he should raise his hand. This will gradually go
away as the student realizes when to raise his hand when he is off-task. He will get a sticker for a behavior chart
every time he raises his hand for asking for help, and he will eventually not need visual cues to raise his hand. Once
the student fills up his chart, he can have a break or computer time.

Step 6: Identify Antecedent Based Interventions:

þ Adjust The Antecedents. What are some circumstances or conditions that might tend to predict occurrence of the
problem behavior and what can be done to prevent or remove those conditions? What are some strategies that will
prevent the problem behavior and/or make the replacement behavior more likely to occur? (Ex: manipulate
instructional or organizational routines and schedules, change physical location of objects or persons, use
prompts/cues/pre-corrects, prompts, changing routines, etc.)

• One way to help the student focus would be to introduce the work assignment to him slowly, starting him off
with something easy as the assignment gradually becomes harder. This will allow him to focus on a little bit at a
time, which will help him stay focused for longer amounts of time.
• The student can be given visual cues to help him realize when he is not focused and should raise his hand to
receive help.
• The teacher can preview assignments to the student so he understands what he is doing for the task and he will
receive stickers for completing tasks.

Step 7: Adjust Contingencies And Reinforcement:

þ Adjust The Contingencies - Reinforcement. What are the reinforcement procedures to use for establishing,
maintaining and generalizing the new replacement behavior? What will be done to increase the occurrence of the
replacement behavior? Clearly describe when and how replacement behavior will be systematically reinforced and by
whom. Describe consequences that could be used as positive reinforcers for performance of the replacement
behavior(s). Explain the rationale for the reinforcement plan. How will the student be engaged in identifying possible
reinforcers?

While the student is raising his hand to get help to receive attention from an adult, continue to reinforce him for
doing so. When this first begins, give a sticker to the student every time he raises his hand and continues to do his
work. As this behavior gets better, the teacher and teacher aide can start giving him stickers every 2-3 times he does
it. This ensures that he still does the behavior and still gets rewarded for it, but he is also getting better at staying
focused because he may not have to do it as much. This will also help him realize that he is getting the attention he
wants from an adult and not just the reward he gets for raising his hand. Verbal praise can also be used to
encourage the student to keep up the behavior.

This reinforcement needs to be done in the classroom setting during individual work and the teacher and teacher
aide can administer the reinforcement.

þ Adjust The Contingencies - Extinction. Is use of extinction appropriate with the problem behavior? Why or why not?
What are the reinforcement procedures to use for making the problem behavior ineffective? What will be done to
minimize the reinforcement or maintaining consequence for problem behavior?
 The behavior of staying on task and not having to be redirected can be fixed, but not completely extinct. The student
is being taught a new behavior, resulting in an implementation of DRA system of reinforcement.

A consequence for when the student does the noncompliant behavior would be a verbal warning, if he does not do
what is expected. If he does not follow the directions, then he could receive a mark on his chart, which is the schools
behavior system. Another consequence would be to take away one of his stickers that he has already earned, and he
would have to earn it back.

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

þ Progress Monitoring. How will data be collected and used to monitor progress and determine the effectiveness of
the developed BIP? How will you engage the student and/or provide feedback? How will data be shared with the
family?

The data taken to determine the effectiveness of the students BIP will be kind of similar to the way the data was
collected during the periods he was observed for the FBA. The student will be observed during independent work by
the data collectors, the teacher, or the teacher aide, for certain intervals. Tally marks will show how many times he is
doing the FERB and how many times he is doing the problem behavior during the interval. Data will be taken to see if
the student meets his desired behavior goal, or if he is in the right direction to reach it.

There was one type of data taken during the observations. A duration will be used between a specific amount of time
to see how long he is off task during the time frame. The goal is to decrease the time that the student is off task by
encouraging him to raise his hand to get attention from the teacher. The durations sheets are in the appendix.

To help the teacher in the process, there is a progress monitoring sheet in the appendix. The teacher will put the date,
time frame, and period if desired in the first column, and in the other two columns, there is a box for hitting the goal
and being off task. For every time he is off task in the time frame, that box will get a tally, and for every time he hits
his goal behavior in the time frame, that box will get a tally. This sheet can be reused and can show if the students
behavior is increasing or decreasing.

Attach a Concise Summary of the Behavior Intervention Plan:

 Behavior Intervention Plan Summary
Description of Problem Behavior:
Looks around room, picks nose, does irrelevant work, speaks out of turn

Measureable Behavioral Gal:

The student will be off task only 15% of the time.

Antecedent Based Strategies Behavior Strategies Consequence Strategies

(Make problem behavior irrelevant) (Make problem behavior inefficient) (Make problem behavior ineffective)
What behavior can the student do that serves the What should happen when desired or replacement behavior
What are ways to prevent the problem behavior?
same function of the problem behavior? occurs? What should happen when a problem behavior occurs?
• Start assignments off • The student can raise his • When the problem behavior occurs,
slowly for the student and hand to ask for help. This will the teacher will give the student a
gradually increase the give him attention from the visual cue to prompt him to raise his
amount of work he has to teacher. hand.
do. • The first step will be to teach • When he does the replacement
• Visual cues to help the the student how to raise his behavior, he will receive verbal
student know when to hand when he is off-task. This praise and teacher attention. He will
raise his hand. Given by can be done by a visual cue also receive a sticker at times.
teachers/teacher aide given by the teacher or
teacher aide, signaling to the
• Preview assignments student that he should raise
before the student does his hand. This will gradually
them. Teachers/teacher go away as the student
aide does this. realizes when to raise his
hand when he is off-task. He
will get a sticker for a
behavior chart every time he
raises his hand for asking for
help, and he will eventually
not need visual cues to raise
his hand. Once the student
fills up his chart, he can have
a break or computer time.

How will progress be monitored?

To help the teacher in the process, there is a progress monitoring sheet in the appendix. The teacher will put the date,
time frame, and period if desired in the first column, and in the other two columns, there is a box for hitting the goal
and being off task. For every time he is off task in the time frame, that box will get a tally, and for every time he hits his
goal behavior in the time frame, that box will get a tally. This sheet can be reused and can show if the student’s
behavior is increasing or decreasing.

How and when will progress be communicated to the family?

A letter will be sent home daily to see what the student’s day was like (see appendix)

When will the plan be reviewed and by who?

It will be reviewed by his teachers/teacher aide bi-weekly to see if it is working and discuss if changes should be made.