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:

Student Name Mark Villalobos

504 plan date:

Todays Date 02/1/16

Team meeting date: 01/20/16

Next Review Date 03/01/2016

1. The behavior impeding learning is (describe what it looks like) Disruption through rude and distracting jokes,
off-task
2. It impedes learning because It takes away from both Marks cademic learning and his peers.
3. The need for a Behavior Intervention Plan
early stage intervention
moderate
serious
extreme
4. Frequency or intensity or duration of behavior Before and after lunch (9:30-10:50 a.m. and 11:30-11:59 a.m.)
reported by Mr. McGreevy and/or
observed by Mr. Jackson

Analysis
Observation &

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. Mr. Mc Greevy's Math class and homeroom

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. There is a reinforcer missing from the enviroment in Mr. McGreevy's class. In Ms. Johnson's class there is this
piece. It needs to be consistent across the board.

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. There needs to be a constistent form of reinforcement across the board like in Ms. Johnson's class. (ex: Ms.
Johnson's reinforcement plan of Universal Group Contingency System with her entire class works well. The fact that
Mr. McGreevy has no plan shows with how Mark acts for him compared to Ms. Johnson.
Who will establish? Mr. McGreevy
2 week period

ALTERNATIVES

Who will monitor? Mr. Jackson or Mr. Mayer

Frequency? 3 days out of the week for a

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

Intervention

Analysis
Observation &

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

8. Mark seems to do this because he is trying to gain attention from both his teachers and peers.
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. Mark should replace his disruptive behavior with a behavior that helps his peers learn with him. Teachers could
do this by using Mark's outgoing personality in a positive way to help him get the attention he wants and be
productive. (ex: involving Mark in class activities where Mark and still be the center of attention.
What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)

10. Use Ms. Johnson's reinforcement plan of Universal Group Contingency System that works well in her classroom.
Who will establish? Already established in Ms. Johnson's class Who will monitor? All teachers along with Mark (selfmanagement Frequency? Every week to start out with and then every two weeks after that.

Diana Browning Wright, Behavior/Discipline Trainings

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Intervention

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

11. Uniiversal Group Contingency System/ Token Economy: 1. Talk to Mark about system. 2. Reward Mark and class
with good behavior by alowing him to have extra recess time or time at the end of class if he stays on-task. 3.
Monitor Mark's behavior with how he performs both personally and academically. 4. Change reward system if not
working.

Selection of reinforcer based on: Mark's need for attention

reinforcer for using replacement behavior
reinforcer for general increase in positive behaviors
By whom? All teachers Frequency? Every week to start out and tehn every two weeks after that if progress is being
made.
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 Sit Mark and his parents down and talk to him.

2.

Describe how staff should handle the problem behavior if it occurs again Hold Mark accountable during the class period

3.

Positive discussion with student after behavior ends Let Mand his parents know that he is making progress and reward him
for it, until he is able to self-manage it himself.

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
May

Who
Mark
Villalobos

3th,

2016

Will do X
behavior
(line 9)
Will
demonstrate
on-task
behavior with
peers

For the
purpose
of y
(line 8)

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

during Math
class in Mr.
McGreevy's
class

with 100%
accuracy on
3 out of 5
days during
a 2 week
time period

measured by
Mr. Mayer
observing
Mark at
random 3 days
during the
week.

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

Diana Browning Wright, Behavior/Discipline Trainings

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Under what
conditions

Measured by
whom and how

Option 2: Increase General Positive or Decrease Problem Behavior

By when

Will do what, or
will NOT do what

Who

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 ......................................................................................
COMMUNICATION

yes
yes
yes
yes
yes
yes

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?

4. Expected
Frequency?

Jose Villalobos

Parent/Guardian

Tatianna Villalobos

Educator and Title

Mr. McGreevy- General Education Teacher

Educator and Title

Mr. Mayer- Special Education Teacher

Educator and Title

Mr. Jackson- Case Manager

Other
Diana Browning Wright, Behavior/Discipline Trainings
3
For the electronic expandable version, see www.pent.ca.gov/forms.htm.

6. How will this be

two-way
communication

5. Content?

6. How will this be

two-way
communication

5. Content?

PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Parent/Guardian

Other

4. Expected
Frequency?

Mark Villalobos

Administrator

5. Content?

6. How will this be

two-way
communication

no
no
no
no
no
no

Diana Browning Wright, Behavior/Discipline Trainings

4
For the electronic expandable version, see www.pent.ca.gov/forms.htm.