Behavior Intervention Plan

Name: Max Bmx

Date: 10/22/14
Grade: 7

Date of Birth: 04/08/2002

School: New Lisbon Junior High School

Team:
Mom Bmx, parent
Dad Bmx, parent
Gary, Principal
Marie, School Psychologist
Ms. S , SPED Teacher
DB, SLP
Behavior summary:
Maxs pragmatic language comprehension is low and his inability to interpret proper
verbal language and body language can lead to paranoia with students. His coping
skill when this occurs becomes overwhelming and he is aggressive and intimidating
with peers and adults. The student says things like I am sick of you looking at me
like that, I am going to beat you up, or I dont understand why I have to do this, I
am not going to use this in the real world so why would I have to do the
assignment. The antecedents appear to be participation in lunch recess with
sensory overload and not eating lunch. Once frustrated, Max will become aggressive
with someone that he feels has looked at him funny, thrown at a ball at him (usually
it is just a random ball that is being thrown during recess and hits the student
inadvertently), or has been in his personal space. Max has been removed from
recess. Classroom and non-compliance with adults is a practiced response of
learned behavior.
Target Behavior:
Max will decrease the use of aggressive behaviors that include grabbing other
peers, pushing, verbal aggression to staff and peers.
Max will comply with adult requests.
These behaviors include refusing to comply with teacher request to start or
complete work, to move to a different physical space and when directly instructed
by a teacher he acknowledges and chooses to pursue alternative poor choices.

Currently the team speculates the function of Maxs behavior is:

1) To address feelings of paranoia. Max feels everyone is looking at or
talking about him without actual knowledge or hearing any of this occur. His
pragmatic language skills are poor and he struggles to make friends due to
his inability to interpret others words and body language.
2) To avoid unpleasant tasks. Max does not like to write or do assignments
that he feels are unnecessary. In the past, Max has refused to do work and
spent many hours reading a book in a separate classroom. He tries to avoid
all writing, direct instruction to read, write out math problems, etc.
Replacement Behavior (classroom):
Step 1: When the teacher can sense that Max needs a break, he/she will provide an
envelope that needs to be taken to the office as an opportunity for Max to take a
break. The teacher will contact the office to let them know to expect the student for
a 10-15 minute break or until an adult thinks he is ready to return to class.
Step 2: Max will carry 3 exit tickets with him and if he feels he needs a break he can
quietly leave one at his desk or hand to the teacher and go to an approved deescalation location. Max will fill out a behavior form once he is at his location and
has calmed down. The student will take a 10-15 minute break and ask to return to
class after his break time is complete.
Replacement Behavior (lunch recess):
Once Max has completed behavior contract (see below), Max will ask for a break
from the principal or teacher that is in charge of recess for the day.
Positive Reinforcement:
Daily:

A written note (sticky or small paper) of a positive for the student. (Special
Ed Teacher)
A written note to take home to parents about a positive highlight for the day.
(Special Ed Teacher)

When Max has had 1 day of successful exit ticket use he can choose from the
following options: (Special Ed Teacher/para-professional)
1. Play with electronic circuit board-15 minutes
2. Play games on the school WII-15 minutes
When Max has had 3 consecutive days of successful exit ticket use he can choose
from the following options: (Special Education Teacher/para-professional)
1.
2.

Play games on the school WII-20 minutes

Extra activity time outside -20 minutes (aide support)

When Max has had 5 consecutive days of successful exit ticket use he can choose
from the following options:

1.
2.

Have lunch with current teacher of choice-30 minutes (based on teacher

availability)
Assist IT manager with computer storage organization-30 minutes (arrange
with IT manager)

Consequences:
If the student does not follow the de-escalation plan the behavior contract below
states the consequences of not following the contract during lunch recess.
(Principal, Special Education Teacher)
If the student refuses to do his schoolwork he will stay after school until his
homework is complete. (Parent support)

Behavior Contract
Lunch Recess
Max is not in recess now because:
1.

Max is a danger to students in violation of school policy by hitting, kicking,

pushing and threatening students. (New Lisbon Student/Parent Handbook,
Pg. 35)
4. Arguing, taunting, baiting, bullying, cyber-bullying,
inciting or encouraging an argument or disruption or
group posturing to provoke altercations or confrontations.
5. Pushing, striking, or other inappropriate physical
contact with a student or staff member.

To return to recess Max needs to:

1. Eat lunch daily
2. Not argue with adults when told he needs to comply

To participate in recess he must demonstrate these behaviors consistently for 10

school days.

If Max pushes, hits, kicks or threatens students he will be removed from lunch
recess for 2 weeks and at the end of two weeks Mr. Principal and Ms. S will discuss
his return to recess.

Student Signature:___________________________________________________

Principal Signature:_________________________________________________

Schedule:
AM Schedule Max will check in with the special education teacher during Daily
Living Skills 1st period. He will review his visual schedule for the day and participate
in class.
He will leave 3 minutes early to go to his locker and move to his next class before
the bell rings.

He will attend Art class.

He will leave 3 minutes early to go to his locker and move to his next class before
the bell rings.

He will attend Language Arts class with support.

He will leave 3 minutes early to go to his locker and move to his next class before
the bell rings.

He will attend Social Studies class with support.

He will leave 3 minutes early to go to his locker and move to his next class before
the bell rings.

He will attend ELT class in the instructional support room 5 days/ week.
He will have lunch in a designated area from pre-picked list on previous day. For
recess time he will choose from a list of activities.

PM Class Schedule
Computer based program in designated location for core subjects.
8th period-check in with instructional support teacher.
Choose lunch for next day fill out report to send home to parent.

Continuum of Service
1. Full day school-accommodations for Autism
a. Visual Schedule
b. Breaking assignments into smaller segments
c. Assignment notebook
d. Allow jacket
e. Check in/Check out with resource teacher
f. 1st period-Daily Living Skills-4 days/week
g. Speech and Language-1 day/week
h. 8th period-Study skills-5 days/week