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Behavior Intervention Plan

Billy has an emotional behavioral disorder and is also diagnosed with ADD. The following is
a Behavior Intervention Plan to support the goals and objectives stated in the IEP.
Billy is a second grade student in Mrs. Smiths class. He is outgoing and excels in physical
education and sport activities. His favorite subject is math and enjoys hands-on learning
activities. He is a good friend and enjoys helping and completing tasks for Mrs. Smith.
Billy receives Title services as he is 2 deviations below grade level in reading. Billy receives
special education services for behavior management along with in class support for RTI reading.
Billy tends to avoid or displays inappropriate actions when confronted with tasks that he
academically struggles with, specially reading tasks. Billy received 21 office referrals last school
year mostly for aggressive behavior and non-compliance. He struggles in whole group settings
and is easily distracted by others.
Behavior Description:
Billy has displayed aggressive and disruptive behaviors in the classroom. When paired with a
partner for a reading activity, Billy threw a pencil across the room and refused to complete the
partner reading activity. Billy has completed 25% of the required reading assignments. Billy
was observed avoiding a whole group reading activity and had his head on his desk for 15
minutes of the 20 minute reading activity. During circle time, Billy was off task and distracted
by peers around him. Billy has been seen off task during transition times given him 9 tardy
occurrences in the last school year.
Preventative Strategies/Modifications:
For example: seating Billy near Mrs. Smith when doing seat work or circle time, class schedule
posted in the classroom to help with transitions, allow for opportunities to move around during
class time.

1. The special education teacher will take 5 minutes before and after school to check-in
and check-out with Billy. The special education teacher will also monitor his
assignment notebook for missing or incomplete work.
2. The general education teacher will implement an arranged seating chart. The general
education teacher will ensure Billy is seated next to an adult during any group time or
circle time.
3. The general education and special education teacher will announce transitions giving a 2minute notice before the transition and discuss in advance any extra activities that will
take place in the day.
Encouragement of Positive Behaviors (prevent further escalation):
For example: hands, feet, and other objects kept to yourself, raising a hand to speak, following
directions the first time, participating in class discussions, listening to others quietly.
1. Verbal explanations of positive expectations following the PBIS model.
2. Advanced notice and preparation time before transitions.
3. Praise students that are modeling appropriate behaviors.
4. Provide PBIS red or gold tickets to students using appropriate behaviors.
Decreasing Inappropriate Behaviors:
For example: frequent verbal praise for positive behaviors, praising nearby children when Billy
is off task, behavior sticker chart for positive behaviors which child can earn stickers and receive
a prize from the prize box, free-choice time, awarding Billy or others for appropriate behaviors
with red or gold PBIS tickets.
The following behaviors have planned consequences in order to decrease their occurrence:
interruptions during class, disengagement in class particularly during large group, small group, or
partner activities, noncompliance to teacher instructions.
1. Clarify positive and negative consequences.
2. Billy may be asked to take a time out to reset behaviors. This should take place in the
designated cool down area of the classroom for a set time.

3. Billy may be escorted or sent to the Special Education classroom if he is unable to or

refuses to reset is own behavior in the general classroom setting. His return to the
general classroom should be as soon as possible.
Parent/Guardian Involvement:
The parents are involved in supporting their childs success in school and agreed that the
following approaches would be equally supportive: behavior sticker chart of positive behaviors
sent home weekly will have incentives from parents too, parents will focus on Billys successes,
discipline plan was agreed to by parents, telephone calls will be made to mother about positive or
concerning behaviors, teachers and parents will try to communicate weekly by note, voice mail
or e-mail.
1. Parents will be called or note sent home on student successes or struggles every Friday.
2. Parents will celebrate successes and be encouraging for positive behaviors.
3. Parents may participate in planning incentives or rewards for good behaviors.

Plan discussed and agreed upon (date):_____________________________________

Plan to be re-evaluated (date): ____________________________________________