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

This form
CO NFI DE NTI A L DO NOT DIS P LAY

B E H AVI O R I N T E R VE N T I O N P L AN
For Behavior Interfering with Students Learning or the Learning of His/Her Peers
This BIP attaches to:

IEP date: 02/2/16

Student Name Mark Villalobos

504 plan date:

Todays Date 02/2/16

Team meeting date:

Next Review Date 02/2/17

1. The behavior impeding learning is (describe what it looks like) Mark demonstrates inappropriate behvaior such
as inappropriate jokes/comments, talking out of turn, talking and laughing louder than a usual tone during
teacher instruction, murmuring under his breath, etc.
2. It impedes learning because Mark does not pay attention during instruction and often fails to turn in
assignments. Mark is currently failing Mr. McGreevey's class. Mark is currently reading and performing math
multiple grade levels below the rest of the class. He also feels distracted in class, which impedes his
learning as well.
3. The need for a Behavior Intervention Plan
early stage intervention
moderate
serious
extreme
4. Frequency or intensity or duration of behavior This behavior occurs an average of 6 times in Mr. McGreevey's
classroom between the times of 9:30 and 10:30. On average, this behavior is seen throughout the day (in 3060 minute intervals) between 4-5 times. This behavior is seen in Mr.McGreevey's classroom between 9:30
and 10:30 and often during lunch and homeroom, which occurs between 11:30 and 12:30.
reported by Mr. Jackson (case manager)

Intervention

Analysis
Observation &

PREVENTION

and/or

observed by Mr. McGreevey and Mr. Jackson

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. Whole group instruction, academic demands, teacher has his/her back turned away, when the teacher asks Mark to
complete an independent assignment, when Mark turns around to look at his classmates, Mr. McGreevey's
classroom (between 9:30 and 10:30), lunch, recess, in front of cousins, siblings, or classmates, when asked to do
chores at home, etc.
What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the
environment curriculum that needs changing?)
Remove students need to use the problem behavior----What environmental changes, structure and supports are needed to remove the students need to use this behavior?
(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)

7. Mark could use a para-professional or special education teacher to work one-on-one with him in the classroom in
order to help him stay focused on his classwork. Mark could also start a self-monitoring plan. In this plan, he could
receive stickers for every time that he stays on task and raises his hand when he wants to talk. If he makes an
inappropriate comment/joke, stickers will be taken away. At the end of the day, if no stickers are taken away, Mark

ALTERNATIVES

PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT

Intervention

Analysis
Observation &

Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)

8. Mark demonstrates this behavior in order to receive attention from both his teacher and his peers.
Accept a replacement behavior that meets same need----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. Teach Mark how to make appropriate comments and demonstrate appropriate noise levels. Mark should be
taught ways to participate positively in class by interacting in classroom discussion and completing
What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)

10. It is recommended that the student learn how to make appropriate comments and demonstrate appropriate noise
levels by doing the following:
a. The teacher will establish a self-monitoring sticker system for Mark or for the whole class. As Mark demonstrates the
expected on-task behavior, he will be rewarded with a sticker. If he makes an inappropriate comment/joke, a sticker

Diana Browning Wright, Behavior/Discipline Trainings

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Intervention

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?

11. Mr. McGreevey can use a token economy for positive reinforcement of the replacement behavior. He can use
stickers to reinforce Mark's appropriate, on-task behavior. When they establish this plan of reinforcement, Mr.
McGreevey can tell Mark that stickers will be taken away when inappropriate behaviors happen, but if no stickers
are taken away at the end of the day, then Mark will get to tell a pre-approved, appropriate joke to his classmates.
The more that Mark sticks to this plan, the more attention he will receive daily from his classmates. This will help
keep Mark focussed on demonstrating the appropriate behavior throughout the whole class period.

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 Mr. McGreevey will point to Mark's sticker sheet as a warning and as a
reminder to switch behaviors.

2.

Describe how staff should handle the problem behavior if it occurs again Staff should remind Mark of the choices that he has
for his actions. They should remind him that if he chooses to act inappropriately, then he will not have the privelege of
sharing a funny joke with his class at the end of the class. They should also remind him that he has the choice to act
appropriately and receive stickers.

3.

Positive discussion with student after behavior ends Mr. McGreevey or other staff members will remind Mark of the times
when he got to tell a joke to the class and how his grades have increased since he started following the new
expectations. Teachers and staff should encourage him and remind him of the appropriate behavior that he has shown
before.

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
By
whe
n
By
May
4,
2016

Who
Mark
Villalobo
s

Will do X
behavior
(line 9)
Will use
strategies
to make
appropriat
e
comments
and
monitor
his noise
levels

For the
purpose
of y
(line 8)
For the
purpose
of
receivin
g
attention
from his
teachers
and
peers

Instead of Z
behavior
(line 1)
Instead of
demonstrating
inappropriate
behvaior such
as inappropriate
jokes/comments
, talking out of
turn, talking and
laughing louder
than a usual
tone during
teacher
instruction,
murmuring
under his
breath, etc.

Diana Browning Wright, Behavior/Discipline Trainings

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

For the
purpose
of y
(line 8)
For the
purpose
of
receivin
g
attention
from his
teachers
and
peers

Under what
contingent
conditions

At what
level of
proficiency

By receiving
stickers for
every time
that he acts
appropriatel
y in class.

With 100%
accuracy on
3 out of 5
days of Mr.
McGreevey'
s class

As
measured
by whom
and how
as observed
by Mr.
Jackson
through
observation
and data
collection.

Option 1: Increase General Positive or Decrease Problem Behavior

By when

Will do what, or
will NOT do what

Who

At what level of
proficiency

Under what
conditions

Measured by
whom and how

Option 2: Increase General Positive or Decrease Problem Behavior

By when

Will do what, or
will NOT do what

Who

The above behavioral goal(s) are to:

At what level of
proficiency

Under what
conditions

Measured by
whom and how

Increase use of replacement behavior and may also include:

Reduce frequency of problem behavior

Develop new general skills that remove students need to use the problem behavior

Observation and Analysis Conclusion:

Are curriculum accommodations or modifications also necessary? Where described: ..............................

yes

no

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 agencys service plans?.............................................................................

yes

no

Person responsible for contact between agencies ......................................................................................

yes

no

COMMUNICATION

PART V: COMMUNICATION PROVISIONS

Manner and content of communication

14.
1. Who?

1. Who?

1. Who?

2. Under what
condition(s)
(Contingent?
Continuous?)

2. Under what
condition(s)
(Contingent?
Continuous?)

2. Under what
condition(s)
(Contingent?
Continuous?)

3.
Delivery
Manner

3.
Delivery
Manner

3.
Delivery
Manner

4. Expected
Frequency?

5. Content?

4. Expected
Frequency?

Diana Browning Wright, Behavior/Discipline Trainings

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

5. Content?

4. Expected
Frequency?

6. How will this be

two-way
communication

5. Content?

6. How will this be

two-way
communication

6. How will this be

two-way
communication

PARTICIPATION
Student

PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Mark Villalobos

Parent/Guardian

Jose Villalobos

Parent/Guardian

Tatiana Villalobos

Educator and Title

Mr. McGreevey, General Education Teacher

Educator and Title

Educator and Title

Administrator
Other

Other

Mr. Jackson (case manager)

Diana Browning Wright, Behavior/Discipline Trainings

4
For the electronic expandable version, see www.pent.ca.gov/forms.htm.