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: 04/17/15

Student Name Mark Villalobos

504 plan date:

Todays Date 02/1/16

Team meeting date:

Next Review Date 03/1/16

1. The behavior impeding learning is (describe what it looks like) murmuring; talking over peers; talking out of
turn; inappropriate jokes/comments
2. It impedes learning because Mark's behavior disrupts his own learning process and the learning of his peers;
it requires Mark's teacher to stop instruction in order to address the behavior
3. The need for a Behavior Intervention Plan
early stage intervention
moderate
serious
extreme
4. Frequency or intensity or duration of behavior Daily; Most frequently demonstrated between 9:30-10:30a and
11:30a-12:30p.
reported by Mr. McGreevy and/or
observed by Mr. Jackson
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.)

Analysis
Observation &

5. Mark has been prescribed Adderall, but sometimes he says that he forgets to take it, and he seems to demonstrate
the target behavior more on those days. He also demonstrates the target behavior more often when he sits at a
table instead of an individual desk. Mark is likely to exhibit the behavior when the teacher asks him to complete an
independent assignment, when he turns around in his chair to look at and talk to his peers, and when his teachers
are working with other students or completing other tasks such as taking attendance. Other situations that often
precede the target behavior include: whole group instruction, academic demands, the teacher facing away from
Mark. At home, Mark demonstrates the target behavior when asked to complete chores.
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's off-task behavior is reinforced when his peers laugh at his remarks, so school staff should teach his peers
how to appropriately respond to Mark's inappropriate behaviors.
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. The individualized reinforcement system in Ms. Johnson's class seems to be extremely effective in minimizing the
target behavior, so adjustments might be made so that all of Mark's teachers could implement the system. In
addition, Mark's parents should be invited to play a more active role in discussing his behaviors and consequences
both in school and at home.

Who will establish? All of Mark's teachers

Frequency? ongoing
ALTERNATIVES

Who will monitor? Mr. Jackson; Ms. Reeve; All of Mark's teachers

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

Analysis
Observation &

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

8. The reason for the student's inappropriate behavior is to gain attention.

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. The student can tell appropriate jokes at appropriate times, participate in class, and submit required assignments
to receive attention.

Diana Browning Wright, Behavior/Discipline Trainings

1
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Intervention

What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)

10. The individualized reinforcement system will be modified to include reinforcement for Mark's positive participation
in class and the submission of assignments. Mark will need to be taught how the new reinforcement system works
in addition to being taught appropriate behaviors. He will be taught through direct instruction and by using roleplay scenarios with Ms. Johnson, Mr. McGreevy, and Ms. Reeve. Teaching will begin with direct instruction from
Ms. Reeve and Ms. Johnson about appropriate and expected behaviors and will transition to role-play scenarios
and conversations with Mr. McGreevy.

Intervention

Who will establish? Mr. McGreevy; Ms. Johnson; Ms. Reeve Who will monitor? All of Mark's teachers and other building
staff (recess and lunchroom monitors) Frequency? ongoing
What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?

11. Ms. Johnson's individualized reinforcement system will be implemented in all of Mark's classes by all of his
teachers. The system will be a chart that monitors Mark's appropriate and inappropriate behaviors during each
class. The chart will hold 1 week's worth of data on a sheet of 8.5x11 paper that Mark receives from his homeroom
teacher each morning and carries with him to each class. The chart will be organized in the following way: A row
for each class/time period (including recess, lunch, and specials) throughout the day; a column for each
replacement behavior that Mark should exhibit. The replacement behavior columns will repeat 5 times, with one set
for each day of the week. The replacement behavior columns will be labeled as follows: Turn in Homework; Raise
Hand; Respectful Comments & Behavior. At the end of each class, the teacher will record whether Mark
demonstrated the replacement behaviors. He will receive a + if his behaviors are satisfactory (positive and
appropriate), but a - if they are not. The teacher will then have a brief 30-second conference with Mark to discuss
his performance. This system allows for Mark to earn 3 +'s during each class period. At the end of the day, Mark
will return his chart to his homeroom teacher. At the end of the week, if Mark receives 60% + (satisfactory)
behavior, he will receive a reward. A reward for these behaviors can be "joke time," where Mark is allowed to share
1-2 appropriate jokes with the entire class. With this system, his joke time will be contingent on the completion of
assignments and appropriate participation in each class. In addition to this system, Mark's teachers must
intentionally praise Mark when he responds appropriately (i.e. hand raising, turning in homework, respectful
comments/compliments).
In addition to the chart, Mark will receive verbal praise each time he exhibits appropriate behavior. ("Thanks for raising
your hand!"; "Mark, I like the way you waited for directions before you left your seat."; etc.)
Selection of reinforcer based on: The FBA team concluded that Mark's behaviors are attention-seeking. Since the
individualized reinforcement system in Ms. Johnson's class works well, it will likely be an effective way of managing
Mark's behaviors in all of his classes, as it increases the amount of positive attention Mark receives for his behaviors. It
also allows him the opportunity to earn positive peer attention through his joke time.
reinforcer for using replacement behavior
reinforcer for general increase in positive behaviors
By whom? FBA Team Frequency? The standards will increase as Mark's behavior improves; criteria begins at 60% for
reinforcer, then will increase to 65%, 70%, and so on until the FBA/BIP is revisited

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 Mark speaks out of turn, prompt him to raise his hand by
acknowledging that he answered ("Yes, Mark. That is correct.") and adding a replacement behavior ("But next time,
please raise your hand. By doing so, you are respectfully letting me know that you are ready, and when I am ready, I will
choose someone to answer."). Encourage Mark to turn in his homework by praising him when he does and reminding
him of the incentives that are associated with homework completion. Prompt Mark to use appropriate language and
behavior by kindly asking him to rephrase an inappropriate comment or re-doing an action. For example, if Mark rudely
disagrees with a peer, teach him how to respectfully disagree. If he throws supplies or equipment when asked to put it
away, remind him that equipment must be handled with care if we are to use it. Then, kindly ask him to do it again the
right way.

2.

Describe how staff should handle the problem behavior if it occurs again Staff will remind Mark that he will not earn the
opportunity to have joke time that week if he continues to demonstrate the problem behavior.

Diana Browning Wright, Behavior/Discipline Trainings

2
For the electronic expandable version, see www.pent.ca.gov/forms.htm.

3.

Positive discussion with student after behavior ends The teacher will remind Mark of the positive replacement behaviors that
are listed on his reinforcement system chart. He/she will remind Mark that he may only receive the incentive if he
maintains positive, appropriate behavior. The teacher may also choose to ask Mark to comment on his behavior before
he/she addresses and corrects it.

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

PART IV: BEHAVIORAL GOALS

Behavioral Goal(s)

13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
By
when
April
20,
2016

Who
Mark

Will do X
behavior
(line 9)
will tell
appropriate
jokes at
appropriate
times,
participate in
class, and
submit
required
assignments
to receive
attention.

For the
purpose
of y
(line 8)
gaining
attention

For the
purpose
of y
(line 8)
gaining
positive
attention
from
peers
and
authority
figures

Instead of Z
behavior
(line 1)
murmuring;
talking over
peers; talking out
of turn;
inappropriate
jokes/comments

Under what
contingent
conditions

At what
level of
proficiency

Throughout
the school
day

95% of the
time as
determined/
recorded in
the weekly
chart data

As
measured
by whom
and how
Mr. McGreevy
will maintain
weekly chart
data. Mr.
Jackson will
record and
graph the
data to
determine
whether the
intervention
is effective.

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

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

Under what
conditions

Measured by
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: ..............................
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 ......................................................................................
Diana Browning Wright, Behavior/Discipline Trainings
3
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yes
yes
yes
yes
yes
yes

no
no
no
no
no
no

COMMUNICATION

PART V: COMMUNICATION PROVISIONS

Manner and content of communication

14.
1. Who?

1. Who?

1. Who?

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

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

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

PARTICIPATION
Student

3.
Delivery
Manner

3.
Delivery
Manner

3.
Delivery
Manner

4. Expected
Frequency?

5. Content?

4. Expected
Frequency?

Mark Villalobos
Jose Villalobos

Parent/Guardian

Tatiana Villalobos

Educator and Title

Mr. McGreevy; General Education Teacher

Educator and Title

Ms. Jackson; General Education English Teacher

Educator and Title

Ruth Reeve; Special Education Teacher

Administrator

Mrs. Brown; Principal

Other

Mr. Smith; School Psychologist

Other

Diana Browning Wright, Behavior/Discipline Trainings

4
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6. How will this be

two-way
communication

5. Content?

PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Parent/Guardian

5. Content?

4. Expected
Frequency?

6. How will this be

two-way
communication

6. How will this be

two-way
communication