Note: Numbers correspond with the scoring system on the BIP Quality Evaluation Guide

This form
CO NFI DE NTI AL – DO NO T DIS P LA Y

BEHAVIOR INTERVENTION PLAN

For Behavior Interfering with Student’s Learning or the Learning of His/Her Peers

This BIP attaches to: IEP date:       504 plan date:       Team meeting date:      

Student Name John Doe Today’s Date 11/5/21 Next Review Date 11/7/22
1. The behavior impeding learning is (describe what it looks like) He makes innapropriate comments toward peers
when in group settings. This leads to physical aggression and can be seen as hitting, kicking, or throwing
objects.
2. It impedes learning because he gets involved in altercations with his peers and is unable to focus in class.
3. The need for a Behavior Intervention Plan early stage intervention moderate serious extreme
4. Frequency or intensity or duration of behavior once a week
reported by School psychologist and/or observed by General Education Teacher

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. The behaviors occur when the student is around other peers, during transitons, and during academics that he has to
Observation &

do indpendently.

What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the
Analysis

environment curriculum that needs changing?)

6. He needs support staff watching him during recess and correcting the behaviors. The student also feels frusturated
because he is not at grade level for academics. Therefore, more individualized instruction may support him so he
does not get frusturated during class.

Remove student’s need to use the problem behavior-----

Intervention

What environmental changes, structure and supports are needed to remove the student’s need to use this behavior?
(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)
7. Having a Special Education aid supervise him can help reduce the behavior.
Who will establish? Special Education aid, General Education teacher, and Special Education teacher Who will monitor?
Special Education teacher, General Education teacher, and Special Education aid Frequency? Everyday

ALTERNATIVES PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT
Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)
8. He has a limited ability to utilize communication/coping/social/play skills and monitor own behavior. There is
Observation &

unstructured time and sitting for long periods of time. It can also occur when he is with groups of peers.
Accept a replacement behavior that meets same need-----
Analysis

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. He can use assertive communication that promotes social interaction ("I disagree" "please stop"). He can use
problem solving and self-regulation strategies (size of the problem, mindfulness, empathy, and assertive
communication).

What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
Intervention

replacement behavior/s)
10. A Tier 2 zones of regulation group and second step curriculum for social-emotional learning.
Who will establish? School psychologist Who will monitor? School psychologist Frequency? twice a week

Diana Browning Wright, Behavior/Discipline Trainings 1

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

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. The student will earn tokens for staying calm and showing positive behaviors when being taunted by peers. He will
have a classroom and recess/lunch contract.

Selection of reinforcer based on: Classroom data

reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? General education teacher, special education teacher, and school psychologist Frequency? Can cash in
tokens everyday.

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 IStudent will be prompted by a teacher and will model the replacement
behavior.
2. Describe how staff should handle the problem behavior if it occurs again Staff will monitor and record on behavior contract.
Teachers will hold meetings with IEP team and parents to discuss behavior if it continues.
3. Positive discussion with student after behavior ends Teacher will explain how student changed behavior and give positive
comments.
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
As
Will do X For the Instead of Z For the Under what At what
measured
By when Who behavior purpose of y behavior purpose of y conditional level of
by whom
(line 9) (line 8) (line 1) (line 8) conditions proficiency
and how
11/7/202 Joh Assertive Feeling Innapropriate Feeling To promote 60%(3 out of As
2 n comments, frusturated, comments frusturated, positive 5 measured
Doe self- not being and physical not being social opportunities by
regulation, able to aggression. able to interactions ) behavioral
and communicate communicate with peers contracts
mindfulness feelings, and feelings, and and by special
interacting interacting support education
(identify with peers. with peers. him in his aids,
zone of academics. general
regulation education
he is and teacher,
removes and
himself special
from the red education
zone) teacher.
(calming
corner)

Diana Browning Wright, Behavior/Discipline Trainings 2

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 Option 1: Increase General Positive or Decrease Problem Behavior

Will do what, or At what level of Under what Measured by

By when Who
will NOT do what proficiency conditions whom and how

N/A N/A N/A N/A N/A N/A

Option 2: Increase General Positive or Decrease Problem Behavior

Will do what, or At what level of Under what Measured by

By when Who
will NOT do what proficiency conditions whom and how

N/A N/A N/A N/A N/A N/A

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 student’s need to use the problem behavior

Observation and Analysis Conclusion:

Are curriculum accommodations or modifications also necessary? Where described: Yes, Language Arts
yes no
and Math................................................................................................................................................................
Are environmental supports/changes necessary?................................................................................................. yes no
Is reinforcement of replacement behavior alone enough (no new teaching is necessary)?.................................. yes no
Are both teaching of new replacement behavior AND reinforcement needed?..................................................... yes no
This BIP to be coordinated with other agency’s service plans?............................................................................. yes no
Person responsible for contact between agencies N/A......................................................................................... yes no

COMMUNICATION PART V: COMMUNICATION PROVISIONS

Manner and content of communication
14.
2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)
Parent Parent will be email and When the Monitoring his progress Parent can contact
communicated with phone contract is with target behaviors and staff if they have any
about the terms of his call made and at FERB questions
behavioral contract and least twice a
how it is used at home. month to
Parent will also be check-in
notified when negative
behavior is persisting
at school.

Diana Browning Wright, Behavior/Discipline Trainings 3

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)
School If student is having School If general School psychologist will Teacher and school
psycholo behavior problems in pscyholo education or review midnfulness and psychologist can
gist the classroom and will gist will special self-regulation strategies. contact each other by
not follow the FERB. come to education phone.
classroo teacher asks
m. for
Teacher assistance.
can
contact
by
phone.

2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)
Special The aid will be with him They will Everyday They will remind him of Special education aid
educatio during recess and monitor during recess assertive communication can communicate
n aid lunch. his and lunch. and self-regulation staff via phone or
behavior strategies (size of the email.
and problem, mindfulness,
prompt empathy).
him with
FERB
strategie
s if
needed.

PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Student      
Parent/Guardian      
Parent/Guardian      
Educator and Title Education Specialist
Educator and Title General Education Teacher
Educator and Title School Psychologist
Administrator      
Other      
Other      

Diana Browning Wright, Behavior/Discipline Trainings 4

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