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Behavior Intervention Plan

Students name: Satira M.

Date of birth: 06/15/1997

Parents or guardians: Adrianne J. and Eric M.

Date of Meeting: 04/04/2012

Teachers name: Mrs. Shaw

Principals name: Mr. Danner

School: University Place Middle School

TEAM MEMBERS

NAME ROLE

Adrianne Johnson Parent

Eric Mattix Parent

Mr. Danner LEA/ Principal

Mrs. Shaw Special Education Teacher

Mrs. Hartley Science General Education Teacher

Mr. Parrish Social Studies General Education Teacher

Mr. Trayvick Math General Education TeacherMrs. Banks Language Arts General Education Teacher

Ms. Duncan Behavior Specialist

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and teaching conditions and therefore, decided that there should be modifications made in her

general education classrooms.

Functional Behavior Assessment Summary

The following statement summarizes the conditions associated with Satiras problem behavior.

Summary Statement from the FBA

Setting Events Antecedents Behavior Consequences

When Satira is sitting

in her generaleducation class

and she is not

interested in the workor other peers are

distracting around her

she participates in

disruptive, off-task, ornon-compliant

behaviors

to avoid work, receive

attention or approvalfrom peers, or to take

a break from work.

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Competing Behavior ModelSetting Events

Sitting in her general

education class during

teacher led, whole

group instruction

Antecedents

Not interested in the

work

Peers are distracting her

Tired of working

Desirable Behaviors

Remove self from

situations

Complete work

Pay attention and

participate during class

instruction

Current Behaviors

Noncompliance

Off- task

Disruptive

Replacement Behaviors

Lower voice level when

talking to peer

Ask teacher for break when

Satira is tired of working

Talk in appropriate manner

with teacher when having a

request

Consequences

Escape or avoid the work

and have a verbal reprimand

from teacher

Verbal reprimand from

teacher for distracting self

and others

Consequences

Teacher praise

Tangible or

intangible reward

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Behavior Change Plan

Setting Event Strategies

Two strategies were selected to address setting events that are likely to affect Satiras behavior.

These strategies include (a) having small group work and (b) having the teacher start with

instruction right away in all of her general education classrooms.

Antecedent Strategies

Three strategies were identified to address antecedents associated with Satiras problem

behavior. The strategies include having (a) Satira sit around peers that are not distracting to her

(b) having the work that is hands on and involving for Satira (c) having Satira take breaks from

her work and notify teacher when it is needed.

Teaching Strategies and Replacement Behaviors

Several teaching strategies to increase replacement behaviors and reduce problem behavior

include (a) teaching Satira to ask and respond to request in appropriate manner (b) learn how to

communicate with peers in the classroom in an appropriate manner (c) teaching Satira how to

communicate and respond in different settings.

Consequence Strategies

Consequences strategies for reducing problem behavior and increasing the appropriate behaviors

include the teacher (a) providing Satira with a treat such as candy when she has completed her

work (b) helping Satira and guiding her through the work when she needs help (c) providing

genuine praise to Satira after class when the appropriate behavior is exhibited (d) responding to

Satira when she asks for a request appropriately.

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Crisis Management Strategies (Intervention Strategies)

If Satiras behaviors become severe and do not calm down with verbal reprimands, then

strategies will include (a) removing Satira from the group of students she is working with (b)

removing Satira from the classroom for a little while (c) allowing Satira to go to Mrs. Shaws

room for a cool off moment. Satiras behaviors have improved, but sometimes warrant these

management strategies.

Monitoring/ Evaluation Plan

A data collection sheet will be used to monitor the occurrences of Satiras problem behaviors

(i.e., non-compliance, off-task, and disruptive) and replacement behaviors. Data will be collected

daily by Satiras teachers and reviewed every week by the teachers and behavior specialist.

Weekly meetings will be scheduled to discuss Satiras progress and to determine if changes in

his support plan are necessary. All members of the BBST will meet monthly to discuss Satiras

overall progress and the effectiveness of the behavior intervention plan.

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Example of Data Sheet for Satiras BIP

Class and

Time

Removed

Self from

peers ifneeded?

Completed

all work

tasks?

Asked for

help in

appropriatemanner?

Non-

compliant

(list any)

Off- task

(list any)

Disruptive

(list any)

Language

Arts

8 am-9 am

Yes

No

Yes

No

Yes

No

Math

10 am- 11

am

Yes

No

Yes

No

Yes

No

Social

Studies

(12:30-

1:15)

Yes

No

Yes

No

Yes

No

Science

(1:20-2:15)

Yes

No

Yes

No

Yes

No