Erin Alles Bip

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Behavior Intervention Plan
Erin Alles
DIFF 512
3/28/2015
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Literature Review
In school most students are willing to follow directions and behave appropriately. A small
percent of students though do not feel the need to follow directions or display appropriate
behaviors. Many of these students have emotional or behavioral disorders (E/BD). Students with
emotional and behavioral disorders can be disruptive to the entire classroom, and their behaviors
often cause them to lack in academic knowledge and skills, because of these reasons many EB/D
students are placed into smaller classrooms to better meet their needs and address their
behavioral problems.
Students who have emotional or behavioral disorders can show these behaviors for many
different reasons. Schmid (2013) states that there are eight reasons students display inappropriate
behaviors in school. They are as follows; the student is testing the teacher, trying to manipulate
the situation and see how much he/she can get away with. The student may not be interested in
the material being taught, or the material is too difficult/easy for them. The student has a need to
be recognized as a person and gain attention, positive or negative. If the student brings outside
resentments into school, such as environmental factors, these can affect the students daily
behavior. The students need for peer acceptance can lead to peer pressure and following along
with other peers behaviors. Along with the possibility the student is in a stage of rebellion.
Students who are EB/D tend to struggle academically. Students with EB/D have high
dropout rates, and score two standard deviations below the mean in academic competences and
one standard deviation below the mean in social skills (Conley, Marchant & Caldarella, 2012).
To be able to teach these students their behaviors have to first be addressed. Students need to be
taught appropriate behaviors to replace the inappropriate behaviors before academic needs can be
addressed.
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Students who have inappropriate behaviors in the classroom can be assisted with the
implementation of a Functional Behavior Assessment (FBA) and a Behavioral Intervention Plan
(BIP). A FBA is a systematic process used to identify the purpose or function of the behavior
(Zirkel, 2011). The FBA helps to determine the relationship between the behavior, along with its
antecedents and the consequences (ONeill & Stephenson, 2009). An antecedent is the action that
happens before the behavior, what caused the behavior to occur, and consequences are the events
that happen because of the behavior, what happens afterwards. A FBA process consists of
interviews, review or records and observations in the students natural environment. The results
from these assessments can show patterns of behavior, allowing for evidence as to what events
trigger the behaviors and what consequences eliminate or continue the behavior (ONeill &
Stephenson, 2009). The information gained from the FBA is then used to develop a hypothesis,
which can be tested to determine changes in behavior. Once a FBA is completed the information
gained is used to create a BIP, which is a plan of action that will be used to reduce the behavior
(Zirkel, 2011).
Sarah is one of these students. She is diagnosed as emotionally disturbed on her
Individualized Education Plan (IEP). She was removed from her general education classroom in
first grade, after a year of behavioral issues and a loss of academics. Sarah was placed into a
6:1:1 therapeutic classroom for students will behavioral issues. In the classroom the students
have access to a counselor daily to help them learn how to express their emotions and behaviors
in a more positive way. The classroom is structured around assisting the students, meeting their
needs and replacing inappropriate behaviors with more appropriate ones. At this time Sarah has
already had a FBA and has a BIP. These were implemented though in the general education
setting, and now that Sarah is in a 6:1:1 classroom the FBA and BIP are no longer accurate or
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helpful to Sarahs behavioral needs. To meet Sarahs needs in her new classroom a new FBA and
BIP will be completed and implemented.
Introduction
Sarah is 8 years old. She is in 2nd grade in a BOCES 6:1:1 therapeutic classroom, at
Arcade Elementary School. Sarah lives in Filmore and drives 30 minutes to get to school.
Filmore and Arcade are both rural areas. In the classroom there are two other 2nd grade students,
a kindergartener and two 4th graders. There is a classroom counselor and three classroom aids in
the classroom all day, along with a social worker in the classroom twice a week. Sarah is being
taught with a modified curriculum to meet her needs. She is below grade level in all academic
areas. Sarah enjoys being read to and is an auditory learner. To be successful in school Sarah
needs frequent movement breaks, options of how to complete tasks, and a structured and flexible
setting.
Definition
During Sarahs math instructional period, Sarah yells/screams, refuses to complete
assignments and crawls under tables.
Staff Interview
The counselor in the classroom stated that Sarah is successful in school when she is
working one on one, and when she is given frequent breaks for movement. Sarah has difficulty
completing most academic tasks including math, ELA and writing. Sarah often refuses to
complete tasks and yells when she is instructed to do so. Sarah has difficult knowing when and
how to ask for help, she also struggles with the idea that her work does not go away. The
counselor feels Sarahs refusal to complete work is sometimes because of her lack of knowledge
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of material, and sometimes is because it is not an activity that she prefers. Sarah lacks many
basic skills that are learned in the early grades, so she struggles academically and is fearful. At
times though, Sarah is fully capable of completing a task, but simply does not want to do it.
Sarah has access to a counselor and she receives occupational therapy. At this point a priority for
the counselor is having Sarah understand that there are other ways to express her frustration. The
counselor is working on teaching Sarah to ask for help and breaks when they are needed.
From this interview it is evident that the counselor has a good understanding of Sarahs
needs in the classroom, and is working on addressing appropriate behaviors for her. Along with,
that Sarah is very strong willed and wants control in her learning. It seems that Sarah enjoys
being in school and with her friends, but dislikes academic work.
Student Interview
Sarah was asked questions about what she thinks of school, what work she does, what she
likes best and least about school and if she gets in trouble in school. Sarah stated that she likes to
come to school, but she does not like to do work when she is at school. Sarah says she likes her
teachers and her classmates, and she has friends in the class. In school Sarah likes to play with
her friends, go to gym, roll on the ball, go to occupational therapy and swing, and listen to
stories. Sarah stated that she does not like doing work, going to the library, and writing. When
asked about the rules Sarah stated that in the school the rules are to be respectful, responsible and
ready. In the classroom the rules are to not hit the adults, to have a quiet voice, to raise your
hand, and to ask before you do things. Sarah said that she does not mind the rules, but not many
students follow them. She was asked if she followed them, and she stated some days. Sarah
stated that she loses points on days that she does not follow the rules, and she does not want to
lose points, but she also does not want to do work. When Sarah gets all her points, she says that
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the teachers are excited for her which makes her excited. She often earns things back when she
gets all her points, like her princess shoes. Sarah stated that her work sometimes is difficult for
her. To make school better Sarah would like to have more play time and less work time.
After interviewing Sarah, it can be seen that she knows what it means to behave
appropriately and knows when she is not behaving appropriately. Sarah is proud of herself when
she works hard and gains all her points, but her desire to not do work is stronger than her want to
gain points.
Baseline Data
Two different forms of baseline data were used, an ABC chart and a frequency chart. The
ABC chart was used four times to observe Sarah during her math time. The ABC chart was used
because it allows for the observer and teacher to have a detailed observation of what happen
during the lesson. The ABC chart shows what happen prior to the behavior, what the behavior
and consequence were, along with if the consequence worked. This information can be used to
determine what starts and stops the behaviors being displayed. A frequency form was used once.
The frequency form was the first form to be used with the student. This form was chosen to show
how often during one lesson the student exhibits these behaviors.
Observations with both the ABC chart and frequency chart went well. All five
observations were done during math time, in the same area. All recordings of observations were
done by classroom aide, while a math lesson was being taught. The observations were accurate
and show a good representation of Sarahs daily behaviors. From the observations it can be
determined that Sarah has on average four behavioral issues for every hour math lesson. The
frequency form recorded 5 behaviors during the lesson, and the ABC chart had either 4 or 3
behaviors during the lesson.
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Analysis and Function

From the data that has been collected it can be assumed that the function of the behavior
is to avoid the completion of math work. Sarahs antecedent 50% of the time was being
instructed or directed to complete an academic skill or assignment. Sarahs behavior of yelling is
always related to not wanting to complete work, or her not going to a math lesson. The data also
shows that Sarah responds best to being given a choice as a consequence. Being given a choice
was the most successful to stop the behavior and redirect Sarah to her academic work. Choices
can be either how to complete assignments, such as white boards, or speaking instead of writing,
or choices can be being given a movement break.
Hypothesis
From the information gathered the hypothesis can be assumed, Sarah will be able to
complete her math assignments and attend math lessons without yelling or crawling under tables,
if movement breaks and choices are scheduled into the lessons.
Reflection
Through the observations completed on Sarah it can be seen that she strongly dislikes
academic work. A lot was learned about the type of learner Sarah is, and what she responds best
to in her learning. When she is allowed to have choice in her learning and allowed to make her
own decisions she responds better to completing assignments. When given these options Sarah
still yells, but often will still complete her assignments. Sarah likes to have control over her
lessons and how she is going to complete activities.
Sarah seems to start refusing as soon as math begins, when she is asked to go to the math
table. It was observed that Sarah does not even need to know what they are doing in math, she
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will automatically refuse to go. Sarah also refuses and yells after being directed to complete an
assignment, even if she is capable of completing it. During the observation the material that was
being taught seemed to be information Sarah had knowledge of, she was able to complete the
problems when she was willing to. Overall Sarah seems to be a sweet girl, who wants control in
her learning. She seems to be very intelligent, but is missing academic skills due to refusals to
participate and complete lessons.
Intervention
As a form of preventative intervention, breaks will be planned into all math lesson.
Breaks will be planned beforehand, and all materials will be prepared and at the math table.
Sarah will be allowed to choose out of three breaks which one she wants to complete. Breaks
will be based on preferred activities. Lessons will be structured, so the student will be allowed to
take a break after the completion of three academic problems. This will serve as an incentive for
Sarah to complete academic work to be able to complete a preferred activity, along with a needed
movement break for behavioral needs.
As a form of teaching intervention, Sarah will be taught how to ask appropriately for
things instead of yelling. Sarah will be taught how to ask for help when she does not know how
to complete a problem. She will be given an I need help card that she can handed in when she
does not understand a problem. Sarah will also be taught how to ask for options in her lessons,
for example when she is directed to write a problem, instead of her yelling no I am not doing
work, she will ask can you write it for me.
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Intervention Plan Data

After the intervention was put in place, data was recorded with the use of four ABC
charts. The data from before the intervention and after the intervention were compared. The
comparison of the ABC charts from before the intervention and after the intervention, show that
the antecedent continues to be, Sarah, being directed to complete math assignment, or go to a
math lessons. Consequences before the intervention were, being given a break or redirected back
to lesson, where after the intervention was in place consequences were more discussion of
behavior and a discussion to how to receive the preferred activity of a break. Before the
intervention consequences were successful at stopping the behavior 60% of the time. After the
interventions all consequences were successful in stopping the behavior. After the intervention
behaviors were less common in lessons. Before the behaviors occurred about four times a lesson,
and after the behaviors occurred about two times per lesson. From this information, it can be
assumed that the use of a break as an incentive and a movement break is successful at decreasing
the amount of times the student is yelling and refusing during a math lesson.
Reflection
After the completion of the FBA and implementation of a BIP Sarah has decreased the
amount of times she is yelling and refusing in lessons. Sarah is still displaying the behaviors of
yelling, refusing, and crawling under tables, but they have decreased in the amount per lesson.
From the completion of this it can be assumed that when students are allowed to have a choice
and are given incentives that are preferred they are more willing to behave appropriately and
complete academic work. Sarah continues to learn her new schedule for math lessons, she
continues to get use to completing problems to be able to take a break. She is still learning how
to ask for help, and other appropriate behaviors instead of yelling.
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Sarah is a student with EB/D and is behind academically. Now that it has been
determined why she is displaying these behaviors and her behaviors are being addressed through
the use of the BIP, Sarah is able to complete her math lessons more successfully. As Sarah
continues to learn more appropriate ways to behave, her academic needs can be addressed, in
hopes of increasing her academic abilities and bring her to grade level.
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References
Conley, L., Marchant, M., & Caldarella, P. (2012). A comparison of teacher perceptions and
research-based categories of student behavior difficulties. Education, 134(4), 439-451.
ONeill, S., &Stephenson, J. (2009). Teacher involvement in the development of function-based
behavior intervention plans for student with challenging behavior. Australasian Journal
of Special Education, 33(1), 6-25
Schmid, J. (2013). Reasons for student behavior problems. National Forum of Education
Administration and Supervision Journal, 31(2), 59-63.
Zirkel, P. (2011). State special education laws for functional behavioral assessment and behavior
intervention plans. Behavioral Disorders, 36(4), 262-278.
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Appendix A
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Appendix B
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