Dominican Student: Kelsey Olson

EDUC: 5306: Behavior Intervention Plan Template

STUDENT FIRST NAME: M.

DATE: 05/01/2014

DATE OF BIRTH: 11/26/2002

AGE: 11

MALE/FEMALE: Male

GRADE: 5

STAFF PARTICIPATING IN ASSESSMENT: Kelsey Olson

DATE (S) OF ASSESSMENT: 4/21/14, 4/23/14, 4/25/14

Dominican Student: Kelsey Olson

Part I. Review of FBA Results
M. is a 5th grade student in a general education classroom. He does not have an existing IEP. He is an
English language learner and has a CELDT score of intermediate. Last school year M. broke his arm and had to
have surgery. As a result he missed a lot of school. M. regularly does not pay attention or engage during
classroom activities. He will get up multiple times while the teacher or another student is talking and walk to the
water fountain or pencil sharpener, stopping to talk to other students on his way. During lessons students are
regularly expected to fill out graphic organizers with notes and/or drawings. M. routinely leaves these sheets
blank or will write only one or two facts down during an entire forty-five minute lesson. Instead of following
along and talking notes, M. has been observed to play with school supplies in his desk, draw, stare into space,
and attempt to talk to other students during lessons. During group work M. has been observed talking to
students in other groups and walking around the classroom instead of using the time to work with his group. M.
has been performing poorly on tests and class assignments, which is the reason for the referral.
Previous interventions for M.s behavior have included asking him to return to his seat when he is walking
around during class time as well as reminding him that he needs to have his materials out and should be
working when he is off task. He is sent outside the classroom with adult volunteers for one-on-one help with
assignments during class time to help him focus, but he still completes his work at a much later date then his
classmates and struggles with tests. In addition, all 5th grade classrooms at this school use a discipline response
for uncompleted homework called porch. Students who do not turn all of their homework in have to stay
inside their classroom for the first few minutes of recess and lunch, with the idea that they are working on their
homework during this time. The students are then excused to go play. M. is regularly on porch, but still
continues to not do his homework the night before.
I hypothesize that the function of the behavior is to avoid academic work. While M. does like to interact with
other students, he does not seem to be trying to make a scene to attract attention. He also regularly refuses to do
work by staring into space or drawing, which does not gain him much attention by either his peers or the
teacher. Considering M.s academic performance, it follows that much of the work being assigned is too
difficult and intimidating.
I believe that the most important alteration that needs to be made is to increase the amount of academic
support provided to M.. A particular focus should be given to improving his math and language abilities. This
could be done through differentiation and providing him with more easily assessable information and handouts
covering the standard material as well as necessary background information that he may have missed last year.
It would also probably be helpful for his teacher to use the time when he is already being held in from the first
part of recess to check-in and work one on one with him. As he hopefully moves towards completing his
homework more often and receiving a whole recess period, his teacher could move this check-in time to an
appropriate time during class. An environmental alteration could be to move his desk closer to where his teacher
usually stands to teach so she will better be able to monitor his progress and attention. In regards to social
interactions, a private conversation should be had with M. to review how other students feel when he does not
participate during group assignments. It would be beneficial to M. if more guidelines were given during group
assignments so he is not assigned the most difficult tasks, which appear to intimidate him, Hopefully through
more support and guidance, M.s academic skills will improve and therefor his behavior of not paying attention
and engaging during class will decrease.
A functionally equivalent replacement behavior would be to allow and teach M. to draw relevant pictures
along with his notes during lessons. This would decrease the reliance on written language, which he struggles
with, and include an activity that he enjoys. Another functionally equivalent replacement behavior would be for
M. to use a signal in order to let the teacher know when he is overwhelmed by a task or needs help. A special
signal will hopefully make the request less obvious to other students and therefore increase the likelihood of M.
not being embarrassed to use this tool. Teaching M. to set smaller goals to help pace work, order tasks into
smaller chunks so he is not as intimidated, and arrange later deadlines with the teacher are also replacement
behaviors that could further help M. find ways to accomplish difficult tasks. To help M. better prepare for the
school day he should be instructed in how to use a planner to keep track of what needs to be accomplished each
day and write down what homework assignments, books and materials need to be brought to school the next
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Dominican Student: Kelsey Olson

day. Teaching improved study skills and creating an easier way for M. to ask for help are both ways for M. to
better confront academic work by making it more manageable for him to process and accomplish.
Currently, M. is frequently allowed to sit through lessons without completing the assigned notes with the
only consequence being a reduced grade on the final unit. This reinforces M.s goal to avoid academic work.
Rather than continuing to ignore M.s behavior during lessons, he should be held more accountable during
lessons through more frequent teacher check-ins. By moving his seat to a more central location and using an
increase in visuals and readings that are at his grade level, lessons should be easier for M. to understand and
follow. In addition, the current consequence for M. when he does not complete assignments is to send him to
the library to complete the assignment during class time. While he does eventually have to complete the work
and therefore is not able to completely avoid it, this form of consequence allows him to avoid other academic
work. This current method seems to be reinforcing the behavior. Instead, I recommend that M.s teacher work
with him to arrange assigned work into smaller chunks with longer deadlines as needed so that he is able to turn
work in on time without leaving class to work on it. To further reinforce the positive behavior, M.s teacher
could reward him for completing work on time with the classs already established token system, making sure
that rewards are in place that appeal to M..
I recommend establishing a check in check out system for M. with his primary teacher. This procedure
accompanied by the token system and changes to the curriculum and instructional methods should help decrease
the number of occurrence of M.s target behavior. I recommend that the main goal be to increase the amount of
work M. is able to accomplish and the amount of times he pays attention during lessons, as determined by his
teacher and the absence of avoidance behavior. A suggested specific goal is that M. will complete an average of
75% of assignments on time and receive a passing grade by May of 2015. In addition, it is recommended that he
decrease the number of times he is off task during class as determined by his teacher to ten times a week by
May of 2015.
Part II. Target Behavior Identified
Description of target behavior: This student regularly does not pay attention or engage during classroom
activities. He will get up multiple times while the teacher or another student is talking and walk to the water
fountain or pencil sharpener, stopping to talk to other students on his way. During lessons students are regularly
expected to fill out graphic organizers with notes and/or drawings. M. routinely leaves these sheets blank or will
write only one or two facts down during an entire forty-five minute lesson. Instead of following along and
talking notes, M. has been observed to play with school supplies in his desk, draw, stare into space, and attempt
to talk to other students during lessons. During group work M. has been observed talking to students in other
groups and walking around the classroom instead of using the time to work with his group.
How? A. Frequency B. Intensity C. Duration
The behavior occurs multiple times during every lecture style teaching moment and during the majority of
group and individual work times. The behavior is generally not very intense, but it does continue throughout
class lessons. When he does get up to walk around or tries to talk to other students the behavior can be
distracting, but otherwise his avoidance of work is only hurting his own learning. Most often, the behavior
sustains the duration of each lesson.
How severe is the behavior and the need for a Behavior Plan to address it?
! Early stage intervention
! Moderate
! Serious (X)
! Extreme
Suspected function of the behavior (getting, avoiding, self stimulation): Avoiding academic work
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Dominican Student: Kelsey Olson

Part III: How to Manage, Prevent and Replace identified behaviors
Where? When?
Predictors of situations in which the behavior is

Changes needed to remove likelihood of behavior likely to

occur:

Curriculum:
-According to his teacher, M. is performing below
average in all subjects. He particularly struggles with
math and language (reading and writing). M.s target
behavior, of not paying attention or engaging during
classroom activities, is likely closely related to his
academic difficulties, due to the academic predictors
of his behavior. The target behavior occurs during
academic activities such as lessons, group
assignments, and individual work times in all
academic subject areas. It is very important to increase
the amount of academic support provided to M. in
order for him to participate more fully in class.
Instructional strategies:
-Teacher led lecture style lessons, group assignments,
and individual work times are all precursors to M.s
behavior. This is most likely related to the difficult
level of the work rather than specific instructional
strategies. Therefore it will be important to include the
teaching of learning strategies within classroom
instruction.

Curriculum: M. should be provided with reading

leveled information in the form of handouts and
readings that cover the standard material. It would
also be helpful to review relevant background
information with M. before lessons that he may
have missed last year. For math, it would be
helpful to include a review of the necessary basic
skills needed for the assignment before moving
onto new math skills.
Who will establish? His classroom teacher
Who will monitor? His classroom teacher
Instructional strategies: Increasing M.s interest in
school will be very important for decreasing his
target behavior. Relating lessons to sports when
possible could help make lessons more interesting
for M.. Increasing the number of visuals and
graphic organizers used during class lessons would
be another useful way to help increase M.s
interest and understanding. A main instructional
strategy will be for his teacher to check in with M.
more often before, during, and after lessons.
Having a quick discussion with M. before the
lesson to prepare him for what will be talked about
could increase his understanding during the lesson.
Preparing M. for a question to be asked later
during class that he would be able to answer could
not only increase his engagement, but also his
academic reputation in the eyes of the other
students. In addition, it would probably be helpful
for his teacher to use the time when he is already
being held in from the first part of recess to checkin and work one-on-one with him. As he hopefully
moves towards completing his homework more
often and receiving a whole recess period, his
teacher could move this check-in time to an
appropriate time during class. While lessons are
being taught, his teacher should monitor M.s
behavior and check for signs that he does not
understand or is not paying attention. After the
lesson is over, his teacher can provide M. with
more visuals and/or a simplified version of
confusing information. Since M. struggles with
note taking, a copy could be made of another
students notes for him to use. To help with his
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Dominican Student: Kelsey Olson

Environmental factors:
-M. currently sits off to the side of the classroom
where it is difficult to see the board, which also
means he is not in his teachers obvious line of
sight while teaching. He is not directly facing the
board when looking straight ahead, but rather other
students. He has three desks touching his so these
students are close enough to talk to during lessons,
which can be distracting.

Intra/interpersonal:

-M. has shown that he often avoids working on

assignments when his friends are nearby because
he is engaging in conversation. He also shuts down
during group activities and does not participate,
which could be because of feelings of intimidation
due to being placed in a group with higher
academic level students.

note-taking skills, M. can be taught to focus on

drawing relevant pictures and gradually increase
the amount of words used. . It would be helpful to
teach M. to use a signal in order to let the teacher
know when he is overwhelmed by a task or needs
help. A special signal will hopefully make the
request less obvious to other students and therefore
increase the likelihood of M. not being
embarrassed to use this tool. Teaching M. to set
smaller goals to help pace work, order tasks into
smaller chunks so he is not as intimidated, and
arrange later deadlines with the teacher could
further help M. find ways to accomplish difficult
tasks. To help M. better prepare for the school day
he should be instructed in how to use a planner to
keep track of what needs to be accomplished each
day and write down what homework assignments,
books and materials need to be brought to school
the next day.
Who will establish? His classroom teacher
Who will monitor? His classroom teacher
Environmental factors: Moving M. to the front row
of the classroom would mean that he has a more
direct view of the board, which would likely be
very beneficial in helping him better concentrate
and understand lessons. His teacher also teaches
from the front of the room and having M. near her
would make monitoring him and providing support
easier. If M. is at the end of the front row he will
only have one desk partner, which will be less
distracting. In addition, he will also be able to
easily walk to the water fountain and pencil
sharpener without walking by too many other
students when he does still exhibit the target
behavior.
Who will establish? The teacher will establish
this seat change. She currently changes seats every
month so this change could take place when other
students are moved as well.
Who will monitor? His classroom teacher will
monitor the effectiveness of this strategy.
Intra/interpersonal: It would be beneficial for M. to
not be seated right next to his close friends so he is
not as tempted to talk to them socially during class
time. Including more opportunities for academic
discussion could help give M. the time to talk with
his friends, but in an academic context. For group
assignments, it would be helpful if M. were placed
in a more diverse group with a mix of higher and
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Dominican Student: Kelsey Olson

lower achieving students. It would also be

beneficial to M. if more guidelines were given
during group assignments so he is not assigned the
most difficult tasks, which appear to intimidate
him.
Who will establish? His classroom teacher
Who will monitor? His classroom teacher
Describe and define an acceptable alternative behavior that meets the same function of the problem
behavior. (escape/avoid/get/stimulation):
The hypothesized function of the target behavior is avoiding academic work. One acceptable alternative
behavior would be for M. to draw pictures relevant to the notes during lessons in order to achieve avoidance
of difficult work during classroom lessons while still processing the necessary information. Another
acceptable alternative behavior would be for M. to break assignments into chunks so that less is due at a
given time. This would help decrease the intensity of work that he has to face.
The student has the skills to use the new behavior. X Yes X
No
Yes, M. does have the skills to draw pictures relevant to the notes during lessons. He has expressed an
interest in art and likes to draw for other types of assignments. M. does not yet have the skills to break
assignments into smaller chunks on his own, but with his teachers help he should be able to gain this skill.
What teaching strategies, necessary curriculum, or materials are needed to teach the replacement behavior,
successive teaching/reinforcing steps to learn the alternative behavior? (How to?)
Reviewing note taking skills and expressing the need for good notes to help him remember what was
discussed will be an important first step for teaching M. the replacement behavior. Increasing the number of
visuals used during lessons is an important teaching strategy that will help increase M.s ability to use the
replacement behavior of drawing relevant pictures while taking notes. Providing M. with graphic organizers
that have more room to draw and less lines for written notes are needed for this replacement behavior.
Talking with M. before lessons to prepare him for what will be discussed will also likely help increase M.s
engagement during lessons which will be necessary for the replacement behavior. While M. is practicing the
replacement behavior, he should also be provided with a copy of another students notes. This will help
make sure that M. does have access to beneficial study materials as well as show him examples of what
good notes look like to help increase this skill. To reinforce the alternative behavior his teacher could review
his notes with him daily at first and then weekly. This review could be done as part of a check-in-check-out
system. When M. successfully uses the replacement behavior than his teacher can reward him with praise
and points towards the existing token system in the class.
Providing M. with a planner will be necessary for teaching the replacement behavior of breaking
assignments into chunks so that less is due at a given time. When new assignments are given M.s teacher
should hand out a clear description of what is due. M. will need to be instructed in how to identify the
different parts of the assignment, and with his teachers help, decide what part to work on first. M.s
reinforcement and reward for using this replacement behavior could be later due dates for assignments,
which allows him to avoid a large amount of academic work due at one time.

Who will establish? His classroom teacher

Who will monitor? His classroom teacher
How will it be monitored? Tallying the number of occurrences of the alternate and target behavior each day
will help M.s teacher monitor his behavior. In addition, the number of assignments turned in on time and
the grades received on all assignments will also be used to monitor M.s progress.
STRENGTHS What strengths does the student have that will help him/her to be successful in using/learning
the new behavior(s)?
M. has an interest in drawing as exhibited through discussions with the student and his drawings on previous

Dominican Student: Kelsey Olson

class assignments. This interest and skill will be very useful in helping to increase his use of the replacement
behavior. M. is also skilled in sports and does well during P.E. This shows that he is able to do school activities
with confidence. Providing M. with support during academic activities can help show him that he can have
confidence in his academic abilities as well.
REINFORCEMENT? What are the reinforcement procedures to use for establishing, maintaining, and
generalizing the new behavior(s)?
Keeping track of the number of times M. does and does not use the replacement behaviors and setting goals for
M. to meet will act as reinforcement for the alternate behaviors. When he successfully uses the replacement
behaviors, M. can be rewarded with praise and points towards the existing token system in the class. Helping M.
prepare for lessons and providing him with curriculum that is at his reading level should help establish and
maintain his ability to pay attention and take notes during lessons and participate during other class activities. In
addition, the replacement behavior of breaking assignments into smaller chunks will be reinforced by extended
due dates for M., allowing him to decrease the amount of work to be completed for each due date.
WHAT IF? What strategies will be used if the problem behavior occurs again? (e.g. - Prompt student to
switch to the replacement behavior, positive discussion/debrief with student after behavior ends, any
necessary classroom or school consequences)
a. M. will be prompted to use his replacement behavior. His teacher could stand closer to his desk to
request his attention either to the assignment or to her lesson.
b. Having a positive discussion/debrief with M. at the beginning of the day to review lessons and
expectations for the day could help prevent the behaviors from occurring multiple times. If the problem
behavior continues, M. could be pulled aside for a private conversation with his teacher about what he
should be doing, which serves as a reminder to get him back on track as well as a needed break from the
current activity.
Who will establish? His classroom teacher
Who will monitor? His classroom teacher Who will
discuss/debrief with student? His classroom teacher
PART IV: Outcome: Behavioral Goals
Behavioral goals and objectives related to this plan:
X New
Existing
Goal #1:
By May 2015, instead of completing assignments multiple weeks after the due date or not doing them at all, to
achieve avoidance of difficult work, M. will work with his teacher to break up assignments into smaller chunks
with longer deadlines and ask for help when needed in order achieve avoidance of difficult work during class
work times and at home, so that M. will complete an average of 75% of assignments on time and receive a
passing grade as measured by his classroom teacher through keeping data of turn in dates and grades received.
Who will collect assessment data? His classroom teacher
How will data be collected? Data will be collected by keeping track of the number of times M. turns
assignments in on time and grading said assignments to determine if he should receive a passing grade.
The above behavioral goal is:
To reduce frequency of problem behavior
To increase use of
replacement behavior
X To develop new general skills that remove students need to use the problem
behavior
In IEP
Goal #2:
By May 2015, instead of walking around, staring into space, or doodling on his paper during lessons to
achieve avoidance of difficult work, M. will draw pictures relevant to the notes and let his teacher know
through a signal when he is confused in order to achieve avoidance of difficult work during classroom lessons
and work times 75% of possible times as measured by his classroom teacher through noting how many times a
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Dominican Student: Kelsey Olson

day M. is working on task and when he is off task.
Who will collect assessment data? The classroom teacher
How will data be collected? By keeping track of times when M. is working on task and when he is off task
The above behavioral goal is:
To reduce frequency of problem behavior
X To increase use of
replacement behavior
To develop new general skills that remove students need to use the problem
behavior
In IEP
PART V: Monitor Problem Behavior and Replacement Behavior
Evidence of Problem Reduction: If you have the opportunity to see a change of behavior, using above interventions,
write about it here. Use documented evidence graphs, frequency charts, etc. If you dont have this evidence,
indicate how you intend to monitor.

1) Target a level of problem reduction:

The target level of problem reduction is 75%. By May 2015, the target is that M. will be able to exhibit
replacement behaviors 75% of the time.
2) Establish benchmarks toward goal achievement
For Goal #1, a benchmark towards goal achievement is that by December 2014, M. will turn in 50%
of assignments. A benchmark or Goal #2 will be that by December 2014, M. will be on task during
lessons and class activities 50% of the time as measured by his classroom teacher through noting
how many times a day M. is working on task and when he is off task.
3) Show how you will track a level of problem reduction
The problem behavior and replacement behaviors will be tracked and monitored by the classroom
teacher, focusing on the number of occurrences each day and the number of completed assignments.
An equal interval graph can be used to plot the data and assess M.s progress as well as note taking
in the teacher grade book. ABC charts should be used by the behavior specialist to monitor the
behavior antecedents and the changes in behavior.
PART VI: Maintaining Positive Behavior Change/Narrative Summary:
How will you provide a maintenance plan that:
Supports new skills
In order to support M.s new skills is will be important to continue to check-in with him before and
after lessons. Providing M. with additional academic support as needed to support his continued
learning will be necessary to maintain his new skills.
Contributes to positive changes in the students life and across setting
Increasing M.s participation during academic activities could play a significant role in increasing his
confidence and happiness at school. Showing his new skills in the classroom could help increase M.s
academic reputation among his peers. This could lead to him gaining their respect and thus improve
his relationship with his fellow classmates. Most importantly, maintaining his positive behavior could
go a long way in preparing M. for the transition to middle school next year.
PART VII. PARTICIPANTS IN PLAN DEVELOPMENT:
Student:
Parent/Guardian:
Educator & Title:
Behavior Specialist:

Administrator:
Parent/Guardian:
Educator & Title:
Other (Occupational Therapist, Speech Therapist,
Psychologist, Counselor):