If you need this notice in a different language or communicated in a different way, or have questions about this notice,

please contact the school district at the telephone number at the bottom of this form.

S-26 - Behavior Intervention Plan

Student: Birth Date
J.M. 10/12/2006

Grade District of Residence District of Placement Current School

5 Anytown School District Anytown School District Anytown Elementary

Form Date
4/11/2017

I. Operational Definition of the Target Behavior:

When J.M. hears that he will be expected to complete partner or group work with other student(s), J.M.
will:
- verbally refuse to begin work (e.g., This is stupid!, Im not doing this, You cant make me,
Im not sitting by hershes annoying, Group work is dumb., etc.)

- yell/scream in frustration (a growl that is loud enough to be heard in the neighboring classrooms)

- will throw materials (e.g., pencil, paper, books, markers, ruler, etc.) on the floor, or at the teacher
or another student.

II. Functional Behavior Assessment Hypothesis:

When J.M. verbally refuses to begin work, yells/screams loudly, and throws his materials at the teacher or
a student, then he is trying to avoid/escape doing partner or group work because:
1. He fears the work will be too difficult for him and is afraid his peers will notice; instead of asking for
help, he saves face by acting out instead of potentially being embarrassed.
2. He lacks the age appropriate verbal skills and vocabulary to appropriately express his frustration or
emotions.
3. He struggles with social skills in initiating and maintaining conversations with peers that would
allow him to collaborate more effectively as a partner or group member.

Additionally, by verbally refusing to begin work, yelling/screaming loudly, and throwing his materials, J.M.
is trying to gain control through using his misbehavior to delay the teacher and students in beginning the
group, or partner work activity that he is trying to avoid.

III. Goal - Expected Behavior (connect to operational definition, and state current baseline):
1. When asked to begin group/partner work, J.M. will gather his materials without throwing them, and
bring the materials with him to physically join his partner or group by sitting next to the other
student(s). J.M. will begin his group work with the other student(s) within three minutes of the
teachers verbal to direction to begin working without verbally refusing (e.g., This is stupid., You
cant make me, etc.) at least 3 out of 4 weeks in the month (75%).

Current baseline: J.M. verbally refuses every week (100%)

1. J.M. will manage his frustration using strategies such as deep breathing, counting to ten, or asking
to leave the classroom for a five-minute calm down break. Instead of screaming and throwing
materials, he will use his words to express his frustration in a voice volume level that is appropriate
July 1, 2014 2014 CESA 6 S-26 -
Behavior Intervention Plan
If you need this notice in a different language or communicated in a different way, or have questions about this notice,
please contact the school district at the telephone number at the bottom of this form.

for the classroom.

Current baseline: J.M. screams to voice frustration each time group work is announced (100%)

IV. General Approach:

A. Trigger / Setting - Event:
During classroom time, when group/partner work is announced by the teacher
J.M.s perception that work is difficult, and lack of confidence in his abilities
J.M.s fear of looking foolish in front of peers when he potentially doesnt know an answer
J.M.s struggles to initiate and maintain social conversations with peers during group work

B. Predictor Strategies:
The teacher will give J.M. advanced notice of when group work is planned by showing him the
daily schedule, and telling him when to expect group work after morning announcements are
made.

The teacher will create a system where J.M. will be permitted to leave the classroom, if
necessary, to calm down. The teacher will show J.M. some designated manila/interoffice
envelopes that are left for him on top of the reading corner bookshelf to be taken to the office
as a discreet errand when he is feeling frustrated so that his peers may not notice the true
reason why he is leaving the classroom.

The teacher will plan the group work lesson so that the first activity is the most engaging, and
least difficult of those activities planned. The remaining activities will be broken into smaller
chunks with a brief movement break in between activities for the whole class.

The teacher will arrange the seating chart so that J.M. will be sitting close to the teacher or
paraprofessional, and away from students he has had negative encounters with, when possible.

C. Teaching Strategies (specific skills to teach/plan for addressing the behavior):

The teacher will demonstrate, and practice self-calming strategies (e.g., Deep Breathing,
Counting to Ten) with J.M. and explain how these strategies can help him feel calm when he is
frustrated or angry.

The teacher will create social stories to help J.M. improve his ability to verbally express his
emotions, and to initiate and maintain conversations with other students during group work.
1. The teacher and J.M. will role play expressing emotions and frustrations using words in a
volume appropriate for the classroom. (e.g., J.M.: Im feeling frustrated because I dont like
working in groups. Teacher: I hear that you are frustrated, what can I do to make group
work less frustrating for you?)
2. The teacher and J.M. will role play initiating and maintaining conversations with his peers
during group work to help him feel more confident in his ability to collaborate socially.

The teacher will teach J.M. to ask for assistance/help privately when needed by approaching
her desk, so that he will be more likely to ask for assistance instead of being embarrassed to
ask for help with work in front of his peers.

July 1, 2014 2014 CESA 6 S-26 -

Behavior Intervention Plan
If you need this notice in a different language or communicated in a different way, or have questions about this notice,
please contact the school district at the telephone number at the bottom of this form.

The teacher will teach J.M. to get a manila/interoffice envelope off of the bookshelf, and to
bring it to her, when he feels his frustration level is too high. Then, the teacher will ask J.M. to
bring it to the office so he can calm down outside of the classroom, without his peers knowing
the reason for his errand.

The teacher will plan the group work lesson so that the most engaging/least difficult activity will
be first. The rest of the lesson will be divided into two smaller chunks, with a physical
movement break for the whole class in between to give a short break between activities.

The teacher will create a behavior log form for J.M. which allows for him to rate his own
behavior per class period, and decide if he thought he met either goal behavior per period. All
of his teachers will be asked to verify the accuracy of J.M.s self-rating by giving their own
rating on the checklist. If J.M. needs to use a break, that will be noted by the teacher on the
form for recordkeeping purposes. If J.M. meets his goal behaviors for the day, he will earn two
gold tickets as positive reinforcement.

D. Consequence Strategies (include positive reinforcement as well as consequences, and

address if seclusion or restraint is anticipated and the conditions when and how it
would be used):
School disciplinary procedures will be followed, in accordance with J.M.s Individual Education
Plan (IEP). Seclusion and restraint is not anticipated.

For every day that J.M. successfully meets his goal behaviors, he will earn up to two gold
tickets. (i.e., one for each goal behavior). Every Friday, he will be able to cash in his tickets,
and choose from a menu of incentives (i.e., five extra minutes on the iPad during Free Choice
time, a small toy or book, five extra points on an assignment, etc.)

V. Routines (i.e. regular, positive expectations that establish the things that should be done
first, seconds, etc. how they need to be done - with positive reinforcement):
After morning announcements, the teacher will quickly review the daily schedule with J.M. and let him
know if group work will be expected that day.

Before group work is announced, during another quiet work time, the teacher will privately remind J.M.:
1. He is expected to gather his materials and sit next to his group without verbally refusing within
three minutes. (Goal Behavior #1)
2. He is expected to use his words to express frustration, in a volume appropriate for the classroom.
(Goal Behavior #2)
3. He should try to calm himself down using the strategies of Deep Breathing and Counting to Ten if
he starts to feel frustrated.
4. He can take the interoffice envelope to the office if he needs to leave the room to calm down.
5. A quick review of the social stories for expressing frustration and anger with words, in a voice level
that is appropriate for the classroom, and how to initiate and maintain conversations with peers
during group work.

After the group work period has ended, the teacher should review J.M.s self-rating on his behavior
chart to make sure the ratings are accurate, and to record the teachers ratings next to J.M.s for the
period. At the end of the day, J.M. will be given any gold tickets earned as positive reinforcement, to
be cashed in later for a reward/incentive.

July 1, 2014 2014 CESA 6 S-26 -

Behavior Intervention Plan
If you need this notice in a different language or communicated in a different way, or have questions about this notice,
please contact the school district at the telephone number at the bottom of this form.

VI. Monitoring and Evaluation:

A. Responsibilities/Tools/Methods (relate to progress toward the target behavior):
J.M.s daily behavior log sheets will be completed at the end of every class period by J.M. and the
classroom teachers. The Special Education Teacher will collect the log sheets daily, and will forward
them to J.M.s case manager who will compile data weekly.

B. Timeline (review and update baseline at least quarterly):

J.M.s daily behavior log sheets will be turned in to the special education teacher at the end of each
day, and data about meeting goal behaviors and breaks needed will be compiled weekly. The baseline
will be updated quarterly.

NAME AND TITLE OF DISTRICT CONTACT

Contact Name/Title:

Abigail Hancock/Special Education Teacher

Phone:

(123) 867-5309

Email:

ahancock@anytown.wi.edu

July 1, 2014 2014 CESA 6 S-26 -

Behavior Intervention Plan