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TO BE COMPLETED BY THE TEAM: Using the Functional Behavior Assessment (FBA), determine the appropriate behavior goal
and specific strategies for interventions to improve behavior and achievement. The Behavior Intervention and Support Plan (BISP)
must address the function, or purpose of the students behavior (as identified in the FBA). It is expected that the student and
parent(s)/guardian(s) will participate in the development of the BISP if possible and appropriate.
HYPOTHESIS STATEMENT:
Refer to the hypothesis statement included in the FBA.
When ,
(Contributing antecedents/consequences or conditions from student information section)
will
(Describe the target behavior what does it look like / sound like?)
in order to
(Consequences that serve as a pay off for the behavior)
Therefore, the function of the behavior is to (check the one(s) that apply):
ESCAPE/AVOID:
GAIN/OBTAIN:
COMMUNICATE:
BASELINE DATA:
With what frequency, intensity, and/or duration does this behavior occur?
Other:
PREVENTION STRATEGIES:
What can be done to prevent the inappropriate behavior from occurring? Refer to the FBA sections: Antecedents and Student
Information Summary (on Full FBA). What strategies can be put in place to reduce or eliminate antecedents identified in the FBA?
What support strategies can be put in place (i.e. providing choice, self-monitoring checklist)?
TEACHING STRATEGIES:
Based on information from the FBA, what skills need to be taught to increase the occurrence of appropriate behavior (i.e. social
skills, conflict resolution, choice-making, appropriate negotiation skills)? Methods and strategies for teaching the replacement
behavior(s) should be specified (i.e. prompts, environmental cues, opportunities for practice). Person(s) responsible for teaching the
replacement behavior(s) must be designated.
2
Name: Student ID: Date:
REINFORCEMENT STRATEGIES:
What incentives can be used to reinforce the appropriate behavior? Refer to the FBA section: Student Information for Behavior
Intervention Planning Process.
Potential Incentives (does not exclude other incentives How will the student earn incentives?
that may be used)
RESPONSE/CONSEQUENCE STRATEGIES:
What will be done in response to the inappropriate behavior (i.e., timeout, loss of privilege, home contact)?
Refer to the FBA to ensure the consequence fits the function of the behavior. For example, if the behavior is for the purpose of
gaining adult attention, the response/consequence should limit access to adult attention.
3
Name: Student ID: Date:
EVALUATION OF INTERVENTION(S): How will be effectiveness of the intervention be measured (i.e. Will data be taken on the
frequency, intensity, and/or duration of appropriate or inappropriate behavior? Who will be responsible for collecting the data? How
often will it be collected?)
4
Name: Student ID: Date:
Signatures of Team:
Parent:
Student:
Administrator:
Other:
Other:
Other: