Example Bip

Behavior Intervention Plan
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Revision
Review without change
A substantial change requires a new BIP summary.
Student:
Date: 12/14/15 Date of most current FBA: 12/9/2015
Names and positions of those who developed this Behavior Intervention Plan:
Parents
Sara Rubocki
Special Ed. Teacher
Annie Bradford
Facilatator
Karen Eiles
Special Ed. Teacher
Ryan Patterson
Special Ed. Teacher
Behavior(s) of Concern Identified in the Functional Behavior Analysis:

Refusal-passively or actively refusing to start or complete a demand
Example: No, writes no on paper or white board, turtles (head down, hides face), stands by teacher when other
tasks are presented
Non-examples: answering no to a question asked, resting, standing by teacher in group
Disruption- Behaviors that interrupt or disturb an activity or task
Example: repeating statements, blurting out, interrupting other student groups, inappropriate use of materials (ruler
banging on dest, throwing blocks, ripping paper), growling
Non-examples: repeating for clarification, call/response answers, growling when interepreting animal sounds during
science class
Elopement- leaving the area the student is expected to be in without permission
Example: leaves desk/work area w/o permission (more than an arms length), leaves room, leaves school
Non-examples: leaves desk area to sharpen pencil or gather needed work materials, leaves are to get in line, or
during scheduled break times.
The behavior(s) of concern is a:
Skill Deficit
Performance Deficit
Alternative or Replacement Behaviors and/or Skills.

Has the alternative or replacement behavior been observed?
Yes
No
If yes, describe the behavior and under what conditions it was observed?
During preferred talks/activities such as math, small group instruction, and unstructured time in the classroom,
lunch, and recess, **** displays appropriate skills instead of the behaviors of concern.
If no, can the alternative or replacement behavior be elicited by offering appropriate reinforcement?
Yes
No
1
If yes describe reinforcement required:

Tangibles such as food, computer time, reading preferred book
Baseline. What is the students current level of performance?

**** currently demonstrates refusal behavior 4.93 occurrences per hour, disruptive behavior 0.41occurences per
hour, and elopement behavior 2.47 occurrences per hour.
Goal. State the behavioral goal in measurable and observable terms that include the conditions, behavior, and
criterion.
In 36 weeks given direct instruction in coping strategies, **** will reduce the number of refusal/disruptive
behaviors/incidents (as defined above) by 50% on 3 out of 4 weeks of data collection.
Implementation Plan
Prevention Strategies: What changes in instruction, choices, environment, and so forth are needed to decrease or
prevent behavior(s) of concern?
Action:
Refusal:
1. Adults will use visuals with **** during instructional tasks to help make instruction meaningful.
2. **** will be taught direct instruction of social skills in a small group setting.
3. **** will be given a visual on a lanyard to ask for help.
Elopement:
1. **** will be provided a task list and earn a highly-preferred break choice.
2. **** will be taught to request a break appropriately. In-class breaks will be a lower preferred activity.
3. **** will be given a visual on a lanyard to request a five-minute lower preferred break in class. Aaron will also be
given a visual on a lanyard to ask for help.
4. **** will be taught direct instruction of social skills in a small group setting.
5. **** will have the opportunity to earn tickets for showing replacement behaviors throughout the day. Each ticket
earned can be exchanged for 3 minutes of a highly preferred break.
Who will be responsible for this action? Jackson Staff
When this action will be implemented: 1/7/2016

Teaching Alternative or Replacement Behaviors and/or Skills: This behavior will replace the behavior(s) of
concern for student to obtain the same results.
Action:
Refusal:
1. Teach **** how to use a help card through modeling, role playing in multiple settings and with a variety of adults.
This should be done when he is not upset.
2. Help cards will be reinforced with tickets. Tickets can be exchanged for a highly preferred break.
3. Teach **** what is expected behaviors through pictures of him demonstrating appropriate school behaviors (e.g.,
sitting on carpet and listening, sitting at desk working).
Elopement:
1. Teach **** how to use a break card through modeling, role playing in multiple settings and with a variety of adults.
This should be done when he is not upset.
2. Break cards will be allowed with a lower preferred item in class for 5 minutes.
Who is teaching the replacement behavior? Jackson Staff

Response Strategies: Teacher/parent/caregiver responses
Action:
For problem behaviors: **** will go to Room 121 for tunraround. During problem behaviors, staff will provide neutral
responses and visual and verbal redirections. **** will complete a turnaround sheet with staff. **** will then be
directed to go back to class to complete work.
For replacement behavior:
Staff will provide positive acknowledgements for apporpriate behavior choice and reward replacement behaviors
with a ticket system. **** will complete a reflection of his day including check-in and check-out.

Safety Plan: Actions needed to ensure safety and the de-escalation of student behaviors in emergency situations.
Action: When **** displays behaviors which are disruptive to the classroom he will be asked to leave and go to
room 121 to calm himself down. Staff will use CPI strategies to deescalate the situation. Staff involved in transport
and de-escalation will be CPI trained. If he refuses and/or continues to escalate during quiet time, he will be
directed to the safe room for his safety and the safety of others. He will remain in the safe room until he is able to
de-escalate and process the problem with the staff. Staff will use de-escalating strategies and monitor **** while he
is in the safe room. If **** is out of instructional control in excess of 1 hour, his parents will be notified to discuss
what should happen next.
Other actions that are needed to meet the needs of this individual
Action: Snacks will be provided to **** by his parents. **** can request a snack any time. Snack given must be
snack provided by parents. Staff will not offer special treats as an incentive. If a special treat is requested, prior
approval from the principal or the facilitator must be accepted.
3
Monitoring Plan
Monitoring: complete the area(s) to be monitored
BIP Student Goal: State how progress toward meeting this goal will be measured and how often progress will be
measured.
Action: In 36 weeks given direct instruction in coping strategies, **** will reduce the number of
refusal/disruptive behaviors/incidents (as defined above) by 50% on 3 out of 4 weeks of data collection.
Frequency of monitoring? The information will be obtained every day and graphed weekly.
Alternative or Replacement Behavior: State the method, person responsible and frequency of monitoring of
replacement behavior success.
Action: **** will be observed for replacement behavior skills as he works on social skills training. A frequency of
replacement behaviors (asking for help/accepting criticism, etc and participating in instruction without disruptive
behavior) will be monitored through his check-in/check-out sheet and a replacement behavior count.
Frequency of monitoring? Daily monitoring of behavior and monthly review of skill instruction will be reviewed
for possible need for phase changes in instruction.
BIP Implementation: State the method, person responsible and frequency of monitoring the implementation of the
components outlined in this BIP.
Action: An implementation checklist will be used to monitor the components of the BIP. The general education
teacher is responsible for this but can ask for help from the school team members to complete (facilitator, AEA
staff, or another teacher). The team will use implementation data to help make changes as needed to the plan.
Frequency of monitoring? We will use this monthly checklist to ensure that we have the components in place.
If problem behaviors increase we may need to use the checklist more frequently.

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What behaviors of concern are identified for the student?

What is the student's current level of performance regarding the behaviors of concern?

Behavior Intervention Plan

Review without change

A substantial change requires a new BIP summary.

Date: 12/14/15 Date of most current FBA: 12/9/2015

Special Ed. Teacher

Special Ed. Teacher

Special Ed. Teacher

Behavior(s) of Concern Identified in the Functional Behavior Analysis:

The behavior(s) of concern is a:

Alternative or Replacement Behaviors and/or Skills.

If yes describe reinforcement required:

Baseline. What is the students current level of performance?

When this action will be implemented: 1/7/2016

When this action will be implemented: 1/7/2016

Who will be responsible for this action? Jackson Staff

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