Behavior Intervention Plan - Manchester University



James Reed

4/24/09

BIP

Assessment

Behavior Intervention Plan

Student: ____

Class: ___ Kindergarten classroom________

Date: ________4/24/09___________

Behavioral Definitions

Target Behavior: Off-Task Behaviors and Refusal to do work. Puts hands in face when doesn’t perfect work and will talk to others or shout out answers when not called on.

Replacement Behavior: Stay motivated to do the activity assigned even if not done perfectly. Be able to stay on task even if doing something the student doesn’t want to do.

Rationale: If he does not complete activities or stay on task he will not meet standards set for kindergarten and will keep others from learning.

Baseline Data: Jon in a 30 minute period was off-task nearly twice as much as he was on-task.

|Antecedents |Behavior |Consequences |

|Teacher asks a student a question |Does not give student time to answer and |Told to not answer question unless directed|

| |blurts out answer. |to him. Green slip put by his name. |

|Special Education Time |Becomes off-task |Jon is ignored and will usually get back on|

| | |task shortly. |

Function of the Behavior: Jon’s behavior comes from wanting to do assignments perfectly and trying to get attention from teacher or classmates.

Behavioral Objective:

1. When given oral directions, Jon will not disrupt himself or classmates by sitting still and paying attention 95% of the time.

2. When failing an assignment, Jon will either complete the assignment or ask for help by raising his hand or politely asking help from teacher 100% of the time.

Intervention Procedures:

Antecedent modifications:

1. Teacher will have a cue set up to let Jon know when he is off task. Teacher will need to be near him when giving directions so Jon is not encouraged to become off-task.

2. Teacher should have an area Jon can go when he is frustrated because he is failing an activity. He will have 5 minutes to cool down and rejoin and finish the activity.

3. All activities should be set at Jon’s academic level.

Positive Reinforcement for target and/or replacement behavior(s):

1. When completing an activity, verbal praise should be given even on easy tasks.

2. Free time at the end of class is given when Jon stays on task for all activities.

Extinction of problem behavior:

1. If he does not finish the activity, no free time will be given.

2. If Jon becomes off task he will have to sit on the wall and do exercises for 5 minutes.

Fading and Generalization Plan:

Fading- After 3 classes finishing all activities, Jon’s free time will be shortened and eventually he will receive the same amount as his peers. After 3 classes of minimal off-task behavior, Jon will no longer have to move to the wall to do exercises unless behavior is excessive.

Generalization- All teachers may use sign language for no, when Jon is becoming off task. Jon will be awarded with verbal praise when he is having a good day in other classroom settings.

Data to be collected during Intervention:

Keep record of activities completed. If he struggled with activity and still finished, with what kind of quality did he finish?

Teacher will keep chart of off-task behaviors. If stayed on task how well was activity completed, and if off-task how well was activity completed.

BIP Review Date: May 19, 2009 at 3 p.m.

Personnel and Roles

General education teacher: Will give Jon the sign language for no cue and let him know it is for every class. Will keep record for on and off task behaviors.

Physical educator: Will give Jon the criteria for off-task behaviors and let him know of the wall exercise time and that it can be used from any teacher. This teacher will keep the record of on and off task behaviors.

Special educator: Will keep record for on and off task behaviors.

Emergency Procedures: If Jon becomes angry and violent with his off-task behaviors he will have time to cool down for 5 minutes in an area reserved for such a thing, and if activity continues will be brought to office and possibly sent home.

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