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OP-2 Behavior Intervention Plan District Name

(Optional Form)

Childs Name: Jack Frost Student ID: Grade: K

Date of Meeting: Date of Implementation:

Sources of Information:
List sources of information used in the FBA, both formal and informal, to develop this plan.

Parent and teacher interview


Observation and collection of functional behavior data
Strength Based Profile
Identify skills and interests, positive relationships, pro-social behaviors, family and community supports.

Jack is interested in creating and building things, and loves Legos, computers, and videos. He also likes to help the
teacher and other adults with tasks such as cleaning up, getting objects from around the room, and pulling out the
lunchbox bin every day. He behaves well during lunchtime, and is eager to receive positive attention for his good behavior.
Functional Behavioral Assessment (FBA) Summary Statement
Describe the specific problem behavior as outlined on the FBA and create a hypothesis/summary statement about the specific behavior utilizing the
information on the FBA.

When Jack is asked to complete a task independently, when another student is receiving attention from the teacher, or
when he is denied an object or activity he desires, Jack raises his voice, whines, wanders around the classroom and does
not complete the task and seeks attention from adults by attempting to hug them and make them come over to his seat.
Jack engages in this behavior in order to receive attention from adults and avoid completing tasks. Jack's problem
behavior occurs more frequently with student teachers and aides in the classroom, as well as substitute teachers and
other professionals in the school, rather than the classroom teacher. The function of his behavior is to gain attention from
adults, as well as avoid/escape tasks.
BIP Strategies/Outcomes Worksheet
Based on hypothesis, in the table below, identify the strategy, what will be done, when and where the strategy will occur.

Setting Event Strategies A possible setting event is Jack not taking his medication before coming to
(reducing impact of setting events)
school. A strategy to help reduce the impact of this setting event would be to
have a meeting with the parents about why Jack is not taking his medication,
and stress to them the importance of taking it before coming to school.
Educators will work with the family to come up with a schedule or plan for taking
his medication, and a way to notify the school if it has not been taken that day,
for example a note or phone call. If this is the case, Jack will also have
medication with the school nurse so he can take it at school if it was not taken
at home.
Another setting event is difficulties at home behaviorally, which may impact how
Jack behaves in school. A strategy to reduce the impact of this setting event is
to send a note from home to the teacher if behavioral difficulty happened at
home, so that the teacher is aware of this going into the school day.

Antecedent Strategies If there are student teachers, aides, substitute teachers, or other professionals
(decreased likelihood that behavior will
in the classroom, they will be informed about the behavior intervention plan and
occur) the specific strategies in place when working with Jack so that they do not
reinforce the problem behavior by allowing Jack to escape tasks or receive
attention. This will be done in the morning in the classroom before the school
day begins, when the classroom teacher is notified that another adult will be in
the classroom on that day, or when the classroom teacher requests a substitute
teacher for the day. Knowledge that Jack should not receive attention for
problem behavior or should not be allowed to escape work could help
professionals have a consistent approach with Jack and ensure that he knows
that he will not receive attention from any adult for his problem behaviors.
Another antecedent strategy is to provide instruction to Jack in small
increments, and using high probability requests. Jack responds well when he is

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OP-2 Behavior Intervention Plan District Name
(Optional Form)

not overwhelmed by a task and he is only provided with one step of the task at
a time. These small increments of instruction should not last longer than one
minute each, and should not provide too much attention to Jack. High
probability requests could include doing small tasks for the teacher, including
small cleaning tasks that Jack enjoys and could decrease the likelihood of the
problem behavior.

Behavior Teaching Strategies One strategy that teachers could use when working with Jack is to ignore his
[Alternative Behaviors] attempts to receive attention and escape work. When Jack begins to engage in
(increases the likelihood that the appropriate
the problem behavior, by starting to have a outburst or get attention by
replacement behavior will occur through wandering around the classroom and attempting to get hugs from the teachers
instruction) in the room, teachers should ignore this behavior to let Jack know that he will
not be reinforced with attention for these behaviors. This strategy may not seem
to be effective at first, as Jack may increase his behaviors or engage in novel
behaviors, but teachers should be consistent with this strategy in order for it to
be effective. Teachers should give positive attention to Jack for his on-task
behaviors, like completing work independently and complying with requests, or
for complying with the high probability requests such as helping the teacher with
small tasks around the classroom. This will satisfy the attention-getting function
of his behavior.
When Jack begins to engage in non-compliant behavior, teachers should offer
Jack choices for the replacement behavior. Consistently offering him choices
helps Jack to still feel in control of different situations and doing something that
is his choice will help to increase compliance. This will help to meet his
escape/avoidance function of behavior.
Jack may have skill deficits in building relationships with peers and pro-social
skills. Teachers should help Jack build relationships with his peers and provide
him with conversation starters to help him build friendships. Social stories and
teaching Jack to do nice things for his peers could help him. Building positive
friendships with peers might help Jack with attention, as he is receiving
attention in a more positive and appropriate way and will increase the likelihood
that he will not engage in attention-getting behaviors in the classroom.
Jack may also have skill deficits in dealing with frustration and how to ask for
help. He should be taught how to appropriately ask for help when he feels
frustrated or overwhelmed by a task instead of engaging in the problem
behavior. These behaviors may be raising his hand instead of his voice, or
using a card system where he holds up a certain card when he needs
assistance or needs a break from the task. Some strategies to help him deal
with frustration may be to play with Legos for five minutes or watch a short
video on the computer, helping him to escape a task for a time before going
back to work.

Reinforcement Strategies I think that the most effective reinforcement for Jack would be giving positive
[Consequence] attention when he displays the desired behavior. This could be receiving
(when student demonstrates the desired
individual time with the teacher or engaging in a preferred activity for completing
behavior, the need behind the behavior is work and avoiding problem behavior. Jack enjoys one-on-one attention from the
met. teacher, so having a reward like eating lunch with the teacher if he avoids the
problem behavior and engages in the desired behavior could increase the
likelihood of the desired behavior occuring in the future as well.

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OP-2 Behavior Intervention Plan District Name
(Optional Form)

DEVELOP AN ACTION PLAN*


A. Goal Statement (Use one page for each goal.)

Intervention/Skills
A goal for Jack to work towards is reducing the number and frequency of his outbursts to a maximum of five per day.
Interventions for working towards this goal and teaching of skills to accomplish this goal are stated on the previous
page.

Who Implements?
The classroom teacher will implement this behavior plan.

How Long?
This goal will be implemented until Jack's outburts are reduced to five per day, the goal being to accomplish this in
four weeks.

Data Used to Measure Progress?


The data used to measure Jack's progress will be a frequency count of his outburts which include noncompliance,
talking back, raising his voice and throwing objects.

Who Collects Data


The main classroom teacher will be the person responsible for collecting the data in the form of a tally chart/frequency
count. The classroom teacher will also take anecdotal notes on the nature of each outburst, the antecedents and
consequences.

Who Monitors During Implementation?


The classroom teacher will be monitoring during implementation to make sure that the behavior interventions are
being implemented.

Review Schedule
This behavior intervention plan and goal will be revisted in four weeks, and revised as necessary.
*

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OP-2 Behavior Intervention Plan District Name
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Crisis Intervention Plan


If the students behavior has the potential to produce harm, summarize the steps to be taken to protect all parties.
If Jack's outburts include behaviors which have the potential to harm, such as throwing or kicking objects, the classroom
teacher will remove all other students from the classroom and attempt to reduce the impact of his behaviors. If Jack
continues in behaviors which have the potential to harm himself or others, a trained professional will restrain him to
protect all parties. The classroom teacher should take steps after the outburst to repair the relationship with the student
and discuss what occurred.

Measuring Progress
Indicate how the plan will be measured and by whom. Identify the desired performance level for either increasing the
occurrence of the identified alternative behavior(s) or decreasing the occurrence of the behavior of greatest concern
(criterion for success).
Continuous Progress Monitoring Method: Frequency count and event recording
Person Responsible: Classroom teacher
Criterion for Success: Jack will engage in five or less outbursts per day, which include behaviors such as
noncompliance, raising his voice, talking back and throwing objects.
Follow-up Meeting Date: 5/29/2017

Newest IEP Wording


Supports, resources and training needed for personnel to implement this plan in the current educational environment.
Training may need to be provided to a professional in the building on restraints and when it will be appropriate to use this
method when Jack's problem behaviors have the potential to harm himself or others.

Communicating the Behavior Intervention Plan


The plan will be communicated to the following people (i.e., bus driver, clinic aid, school resource officer.)
Person to be contacted: How contact will be made: Person responsible: Date/Frequency:



Who will communicate revisions and updates internally and externally?
Team Members:

Parent
Print Name Signature

Parent
Print Name Signature

Student
Print Name Signature

Case Manager
Print Name Signature

Other
Print Name Signature

Other
Print Name Signature

Other

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OP-2 Behavior Intervention Plan District Name
(Optional Form)

Print Name Signature

Other
Print Name Signature
Parent provided a copy of plan

Instructions:
What are behavior intervention plans?
Behavior intervention plans are teaching tools.
There are four areas of focus in a behavior intervention plan: (1) Adjustment of environmental factors; (2) Decrease of
interfering behaviors; (3) Acquisition of replacement behaviors; and (4) Strengthen existing skills. All behavior
intervention plans should include proactive approaches to changing behavior. The purpose of a behavior intervention
plan is to ensure the environment is conducive to learning and to teach the student what to do instead.
The design of behavior intervention plans leads to positive outcomes for students.
The behavior intervention plan is developed as a means of coordinating intervention activities. Discipline, when used as
a proactive approach in the behavior intervention planning process, addresses the cause of the behavior and helps to
create a safe, positive learning environment for all. Effective discipline provides appropriate logical consequences for
behavior and results in long-term positive behavioral changes. Discipline does not focus on the behavior in isolation or
quick fixes. Rather, it is a learning process that provides the child with an opportunity to learn new skills so that he/she
can be an effective student.
The behavior intervention planning process is a collaborative problem solving approach involving all
stakeholders.
A behavior intervention plan serves as a communication tool developed by a team that is made up of stakeholders.
Stakeholders, as used in this context, may mean the student, the parents/family members, general and special educators
who work with the student, peers, a key administrator and support service providers who may provide support services.
These individuals know the student best and are essential to behavior planning.
How should the functional behavioral assessment be conducted in the behavior intervention planning process?
Functional behavioral assessment is a collaborative problem-solving process that is used to describe the function or
purpose that is served by a students behavior. Understanding the function that an impending behavior serves for the
student assists directly in designing educational programs and developing behavior plans with a high likelihood of
success.
The collaborative problem-solving process is the foundation for many team processes in education including the IEP
planning process, functional behavior assessment, behavior intervention planning process and intervention-based
assessment.
The following sections outline a systematic collaborative problem solving process to guide behavior intervention planning,
either as a component of the IEP or as an intervention plan for a student with or without a disability.

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