Behavioral Intervention Plan

Nick Campbell

The behavioral intervention plan (BIP) was implemented on a twelve year old 6th

grade female in a life skills classroom. She speaks both English as well as Spanish with

communication, language, social/emotional and fine motor needs. The student receives

speech and language therapy for 45 minutes once every 5 days. She also receives one

120-minute session of occupational therapy per a month. All other academic classes are

taken with a special education teacher in an exclusive classroom. The student is also

enrolled in the extended year program where she further is exposed to speech, language

and occupational therapies while still focusing on social interaction and academics. She

also takes medication for her diagnosed ADHD. She often has trouble remaining in her

seat and/or focused on the task at hand. The skill that was the decided focus is that of

remaining seated or facing her task in front of her. The measurable goal for my student is

she will remain seated and on task with non-verbal cuing 80% of the time. The reasoning

behind targeting this specific skill is that it will benefit her in helping to reach all of her

academic IEP goals and create progress toward her benchmarks. As more time on task

and focus will allow her to retain more information and lead to growth. It is unrealistic to

expect the student to sit through the entire day and every lesson especially in special

education with ADHD. A modification made to our classroom routine was Seventh

Inning Stretch a period in the middle of a lesson where the teacher observes students off

task or fidgety, allowing them to get up and move about and stretch for a minute before

returning to work. This modification helped not only the target student but benefitted the

class as a whole.
 After observing the student for a 3-day period, the 2 week behavioral intervention

plan would be implemented. Through out the last few months when I wanted my

students to sit down I would say Park it! The student in this BIP took a particular

liking to the phrase, as she would often tell me to park it next to her when she needed

help. I decided to use this in my plan, I modeled parking it for her each time she would

say it to me so she would understand exactly what I expected from the terminology.

During the first few days I would verbally have to remind the student to sit and stay

focused often. I would do so by saying several phrases such as park it, sit

down/turnaround, and sientate (Spanish for sit down). I soon created a parking sign

similar to a blue street sign; an example of the sign can be seen attached. I posted the

sign on a cabinet near her desk, when I wanted her to sit down or pay attention I would

point to the sign and use one of the several phrases she was accustomed to hearing. After

a day or two of using the sign I stopped using verbal cues and would stop teaching and

point to the sign until she recognized what was expected of her. The next phase was to

create a smaller sign similar to the one used on the cabinet and tape it to her desk. At this

point there would no longer be any verbal cues I would just walk by her desk and tap the

sign and she would understand based off her previous experience with the sign picture

symbol meaning.
 Data Analysis and Conclusion

The data chart shows the three periods through out the day the student was under

my full responsibility; advisory, English language arts and ESOL (English learners).

Each period was broken down into five-minute segments in which the student had the

chance to earn a check. A check was earned if the student had completed the five-minute

segment with out the need of a reminder to sit down or get back on task. There were 27

segments in each day. Since the goal is focused on time on task I found the percentages

of each day for a two-week span of her time on task/seated. The initial baseline data

shows that the student on average is seated/on task for about 45% of the allotted

segments. In order for this to be a high impact implementation the student would have to

increase time on task by 30% or more. If she increased frequency by 20-29% it would be

a medium level impact and anything below 20% would be considered low impact.

Through out the progression of the trial there were some days better than others but the

student showed progress throughout the two-weeks. At times she would increase her

percentage significantly and then take a step back the next day. By the end of the two

weeks the student increased her average time on task/seated by 21% making it a medium

level impact.

Some students liked to also use the phrase park it so this created a small

obstacle for me as it become a joke within the class to tell me to sit when we were having

a good time. The student could get silly with it. In order to counter this challenge I had to

reestablish why we use the sign and ended up using it with another student who had a

similar behavior. Other students felt it was childish to have the sign on their desk; they
did not want it so they moved on from always joking about it. Though my target student

loved the sign personalized for her.

Next steps for the student would be the continued use of the park it sign on her

desk, after time no longer using non-verbal cues, allow her to police herself. To help

keep her engaged with the sign I would change the color or something subtly about it

often so she does not become accustom to the point where the sign is not longer relevant.

I would also consider using a self-policing point system where if she completed a class

period with a certain amount of points she could earn a reward of her choosing.

Behavioral Intervention Plan Baseline

Data
5 Minute Periods On Task
Advisory 20-Mar 21-Mar 22-Mar
7:40-7:45
7:45-7:50
7:50-7:55
7:55-8:00
8:00-8:05
8:05-8:10
8:10-8:15

ELA
8:20-8:25
8:25-8:30
8:30-8:35
8:35-8:40
8:40-8:45
8:45-8:50
8:50-8:55
8:55-9:00
9:00-9:05
9:05-9:10
9:10-9:15

ESOL
12:45-12:50
12:50-12:55
12:55-1:00
1:00-1:05
1:05-1:10
1:10-1:15
1:15-1:20
1:20-1:25
1:25-1:30

Total Periods on
12 /27 13/27 11/27 Avg. 12/27
Task
Percent of Time on
45% 48% 41% Avg. 45%
Task

Behavorial Intervention Plan Data (2 weeks)

On Task
Advisor 27- 28- 29- 30- 31- 3- 4- 5- 6-
y Mar Mar Mar Mar Mar Apr Apr Apr Apr
5 7:40-7:45
Minutes 7:45-7:50
Periods
7:50-7:55
 7:55-8:00
8:00-8:05
8:05-8:10
8:10-8:15

ELA
8:20-8:25
8:25-8:30
8:30-8:35
8:35-8:40
8:40-8:45
8:45-8:50
8:50-8:55
8:55-9:00
9:00-9:05
9:05-9:10
9:10-9:15

ESOL
12:45- D
12:50
12:50- I
12:55
12:55- S
1:00
1:00-1:05 M
1:05-1:10 I
1:10-1:15 S
1:15-1:20 S
1:20-1:25 E
1:25-1:30 D

Total 12 / 15/27 11/1 15/2 19/2 21/2 18/2 22/2 20/2

Periods 27 8 7 7 7 7 7 7
on Task
Percent 45% 55% 61% 55% 70% 77% 66% 82% 74%
of Time
on Task

Artifacts

Total Periods on Task Average =17/27

Percent of Time on Task Average= 66%

Individual Desk Sign
Large Sign on Cabinet next
to students desk