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BIP Summary Page1

Behavior Intervention Plan


Student: EE Date of Plan: __________________________________ People who will be implementing the plan: Name N A E Role Reading Teacher (homeroom teacher) Writing Social Studies Name S Role Instructor Start date for intervention: __________________

NYCRR 200.22 (b) (4) (i)


The behavioral intervention plan shall identify: (I) the baseline measure of the problem behavior, including the frequency, duration, intensity and/or latency of the targeted behaviors. Such baseline shall, to the extent practicable, include data taken across activities, settings, people and times of the day.

Baseline Measure of the Problem Behavior


The behavior challenges are defined as classroom disruptions and characterized as verbal or physical outburst towards others, refusal to participate in-group activities, inability to focus on the prescribed task and/or isolation from peers It impedes learning because EE is unable to access instruction, disrupts others and teacher, and is unable to engage in collaborative activities with peers. Estimate of current severity of behavior challenge(s): moderate Current frequency / intensity / duration of behavior: 3-4 a class period (30 minutes); with potential increases in intensity based on the class setting (higher in content area classes; lower in advanced aesthetics)

Measurable Effect: 3-4 documented disregard for others on his schoolwide behavioral system The baseline data shall be used as a per day. standard to establish performance criteria and against which to evaluate
GC2010-BIP Summary Sample Patil, Lohrmann, & Martin (2007) (For the full regulatory sections visit

www.vesid.nysed.gov)

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intervention effectiveness

Intervention Strategies
200.22 (b) (4) (ii) The intervention strategies to be used to alter antecedent events to prevent the occurrence of the behavior
How will you modify antecedent triggers to prevent behavior from occurring? Consider: - How will you change/modify each trigger identified in the hypothesis statement so it does not cause problem behavior? - What prompts or scaffolds can you add to the environment to help the student overcome or
GC2010-BIP Summary Sample Patil, Lohrmann, & Martin (2007)

Strategies That Will Be Used


A. EE will receive liberal verbal praise for all completed work and compliance to class room rules. B. EE will be seated near the front in each class to assist with attentiveness and compliance. C. EE will receive additional free time in [favorite class], as a reward, when he has completed all assignments in compliance with the Teacher instructions. This includes but is not limited to [favorite class] time, reading, assisting Teacher, etc.... E. EE and his social worker will contact each other, every Thursday to coordinate each week's incomplete or missed assignments in each class utilizing the prepared form from [School Counselor]. F. When EE is not cooperating, following rules or being disruptive then the teaching
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Prevention

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BIP Summary Page3

negotiate trigger situations?

staff or others shall initially use a verbal redirection. G. If the verbal redirection fails, the Teacher will initiate a one to one conference outside the room in an attempt to have EE regroup or change the behavior. H. Following this, if the behavioral conference fails, EE will be sent to Social worker for counseling and future a discussion with the classroom teacher about conduct in class/school.

200.22 (b) (4) (ii) Teach individual alternative and adaptive behaviors to the student Alternative and Adaptive Skill Instruction
What skills will you teach to replace behavior? Attach an instruction plan for each skill. Consider: What functionally equivalent skills to teach the student (i.e., skills that serve the same function as the problem behavior e.g., asking for help when presented with a difficult task, instead of leaving the room when frustrated)? What functionally relevant skills to teach the student (i.e., skills that will help the student in the situation e.g.,

Teaching Strategies for new behavior instruction:, validation of feelings and offering alternative replacement behaviors in the form of 1-2 choices, consistency of social skills development with social stories, consistent encouragement to use words, use clear, simple directions, ignore inappropriate behavior whenever possible By: teacher, aides, parents Environmental structure and supports, time/space/materials/interactions: consistency in routine, designate a safe place to calm down, using favorite toys, books or activities engage him in a desired activity, avoid confrontation through calmness, negotiation, choices, diversion of attention, do not use physical force except for immediate safety concerns, anticipate predictors of behavior and avoid or prepare for intervention

GC2010-BIP Summary Sample Patil, Lohrmann, & Martin (2007)

(For the full regulatory sections visit

www.vesid.nysed.gov)

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teaching the student anger management strategies for when he/she is frustrated with a task)?

Intervention Strategies
200.22 (b) (4) (ii) Provide consequences for the targeted inappropriate behavior(s) and alternative acceptable behavior(s) Strengthen Appropriate Behavior
How will you provide the student with reinforcement for appropriate behavior? Consider: - How often and what will people say to provide social praise throughout the day? - Using a system that provides incentives beyond just social praise. Decide: How often should the student receive reinforcement (e.g., after each occurrence, daily, etc)? What is the criteria a student needs to meet to earn the reinforcement (i.e. what specifically does the student have to do)?

Strategies That Will Be Used


Reinforces: immediately reward appropriate behaviors, lots of smiles, verbal praise, read stories of his choice (including books on his favorite topic, manga, etc), outside play, being a helper, special jobs, seating next to a positive peer role model, Social Stories book, puzzles, art projects, computer time/games....... By: teacher, aides, parents..... frequency.........as often as possible, with gradual reduction according to consistent change in behavior Reactive strategy to employ if behavior occurs again: offer safe place to calm down, validate his feelings, offer 1-2 choices of alternative behavior, or diversion of attention

200.22 (b) (4) (ii) Provide consequences for the targeted inappropriate behavior(s) and alternative acceptable behavior(s)

Monitoring results and Communication: options: daily, weekly reports, by phone: leave =message, write in Communication Book to be sent home on Fridays, IEP Team should meet 4-6 weeks after implementation to discuss results of plan and make any necessary changes

GC2010-BIP Summary Sample Patil, Lohrmann, & Martin (2007)

(For the full regulatory sections visit

www.vesid.nysed.gov)

BIP Summary Page5

Responding to Occurrences of Unwanted Behavior


How will staff act when unwanted behaviors occur? Consider: What are strategies that can be used when the student first starts to get agitated (i.e. those behaviors that are typically redirectable and are precursor behaviors)? What are strategies that can be used for behaviors that occur repeatedly? What are strategies that should be used for unmanageable behaviors?

Crisis Plan
(Clear steps for ALL staff to use when student is escalated into a crisis)

Strategies That Will Be Used


1. If counseling on the behavioral problem that occurred does not correct the behavior the parents will be contacted and discuss the behavior problem either by phone or conference. 2. If the parents consent EE could be sent to Better Tomorrow for a day for that occurrence only after an appropriate investigation has been completed and the parents have been informed and agree. 3.If the problem continues EE will be counseled by [outside contract Counselor] who will be called by the School, and the parents will be notified by [outside contract Counselor] when he will see EE and will have a discussion with the parents at that time of the problem and suggested solution. 4. After the counseling the Dean of Students and the parents will discuss solutions and actions to implement. 5. EE will receive counseling on peer relation and social skills from [School Counselor] on a bi-weekly basis. Counseling should provide skills to build and manage his attention and learning strategies to enhance academic performance. This will help him become more self discipline and make better decisions to succeed in

GC2010-BIP Summary Sample Patil, Lohrmann, & Martin (2007)

(For the full regulatory sections visit

www.vesid.nysed.gov)

BIP Summary Page6

High School. If [School Counselor] is not available [outside contracted Counselor] will be utilized. 6. Following the implementation of the above plan, should EE fail to correct the behavior or if there should be any serious un-cooperativeness then a parent conference will be called. The counselor and the nearest member of the IEP Team to the class situation will also be included to discuss corrective actions.

NYCRR 200.22 (b) (4) (iii)


(iii) a schedule to measure the effectiveness of the interventions, including the frequency, duration and intensity of the targeted behaviors at scheduled intervals

BIP Monitoring Schedule


Please note types of data to be collected (DAILY and ONGOING) and time frame for re-convening FBA-BIP team Please attach schedule Monitoring results and Communication: options: daily, weekly reports, by phone: leave =message, write in Communication Book to be sent home on Fridays, IEP Team should meet 4-6 weeks after implementation to discuss results of plan and make any necessary changes

Progress Monitoring Evaluation Plan


GC2010-BIP Summary Sample Patil, Lohrmann, & Martin (2007) (For the full regulatory sections visit

www.vesid.nysed.gov)

BIP Summary Page7

To Be Completed At Each Team Meeting


NYCRR 200.22 (b) (5) The implementation of a students behavioral intervention plan shall include regular progress monitoring of the frequency, duration and intensity of the behavioral interventions at scheduled intervals, as specified in the behavioral intervention plan and on the student's IEP. The results of the progress monitoring shall be documented and reported to the student's parents and to the CSE or CPSE and shall be considered in any determination to revise a student's behavioral intervention plan or IEP.

Statement of Baseline Performance: Staff responsible for tracking plan: Plan Review Date: Continue plan? Modify plan? Why? Why?

Attach data sheets including frequency charts, ABC, MAS, Interview Forms, etc. Date of Conference: Conference Participants: Print Name Title Signature

Next Review Date: ______________________________________


GC2010-BIP Summary Sample Patil, Lohrmann, & Martin (2007) (For the full regulatory sections visit

www.vesid.nysed.gov)

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