This document outlines a behavioral intervention plan for an IEP. It identifies the target behaviors as protesting, refusing, and engaging in repetitive routines. It then lists prior interventions that were attempted, including picture schedules, calming sensory outlets, modeling, and reinforcement. The plan describes the positive supports that will be implemented, such as picture schedules, task strips, modeling, and a token economy. It specifies that data will be collected monthly on behavior and the interventions will be used when target behaviors are observed and terminated when behaviors are no longer observed. The plan also addresses parental involvement in following teacher/therapist suggestions.

1. **This is an IEP Behavior plan. It follows the state format for a behavioral plan. It is
from 2005 though. But you can look online at the department of ed website for and
example of an IEP that is current and scroll through it to see the behavior plan. They have
annotated IEP examples too. This means the IEP is filled in with “mock” information as
an example.
BEHAVIORAL INTERVENTIONS
N.J.A.C. 6A:14-3.7 ( C) 3 requires consideration of behavioral needs. If behavior impedes the student’s
learning or the learning of others,
the IEP team must consider, when appropriate, strategies, including positive behavioral interventions and
supports to address that behavior.
When needed, a behavior intervention plan must be included in the IEP. The following are suggested
topics:
Target behavior: protesting, refusing, engaging in repetitive routines
Prior interventions (if any)/student response:
 Picture schedule
 Calming sensory outlets such as rocking on therapy ball
 Pre-warning of events to come
 Slow exposure to new tasks and foods
 Modeling
 Direct positive reinforcement
 Talking about expected behavior with concrete models and role play where applicable
 Shaping
 Structured environment
 Personal aide
 Role-play
 Now and next card
 Token economy
 ABA therapy
Description of the positive supports/interventions:
 Picture schedule
 Task strip
 Now and next card
 Calming sensory outlets such as rocking on therapy ball at first sign of agitation (antiseptic
bouncing)
 Pre-warning of events to come
 Slow exposure to new tasks and foods
 Modeling, cues, prompts,
 Token economy
 ABA therapy
 Direct positive reinforcement
 Talking about expected behavior with concrete models and role play where applicable
 Saying “no”
 Using established operations
 Structured environment
 Role-play
Data collection and management system:
Monthly notes regarding behavior
Conditions under which the supports/interventions will be implemented:

2. When target behavior is observed
Conditions under which the supports/interventions will be terminated:
When target behavior is no longer observed
Parental involvement:
Following suggestions given by teachers, therapists, providing appropriate sensory outlets, using antiseptic
bouncing (alternate activity) at first sign of agitation, using direct concrete language with Scott, use task
strip, use now and next card, provide structure, parent information/training.
BEHAVIORAL INTERVENTIONS
N.J.A.C. 6A:14-3.7 ( C) 3 requires consideration of behavioral needs. If behavior impedes the student’s
learning or the learning of others,
the IEP team must consider, when appropriate, strategies, including positive behavioral interventions and
supports to address that behavior.
When needed, a behavior intervention plan must be included in the IEP. The following are suggested
topics:
Target behavior: protesting, refusing, engaging in repetitive routines
Prior interventions (if any)/student response:
 Picture schedule
 Calming sensory outlets such as rocking on therapy ball
 Pre-warning of events to come
 Slow exposure to new tasks and foods
 Modeling
 Direct positive reinforcement
 Talking about expected behavior with concrete models and role play where applicable
 Shaping
 Structured environment
 Personal aide
 Role-play
 Now and next card
 Token economy
 ABA therapy
Description of the positive supports/interventions:
 Picture schedule
 Task strip
 Now and next card
 Calming sensory outlets such as rocking on therapy ball at first sign of agitation (antiseptic
bouncing)
 Pre-warning of events to come
 Slow exposure to new tasks and foods
 Modeling, cues, prompts,
 Token economy
 ABA therapy
 Direct positive reinforcement
 Talking about expected behavior with concrete models and role play where applicable
 Saying “no”
 Using established operations
 Structured environment
 Role-play
Data collection and management system:

3. Monthly notes regarding behavior
Conditions under which the supports/interventions will be implemented:
When target behavior is observed
Conditions under which the supports/interventions will be terminated:
When target behavior is no longer observed
Parental involvement:
Following suggestions given by teachers, therapists, providing appropriate sensory outlets, using antiseptic
bouncing (alternate activity) at first sign of agitation, using direct concrete language with Scott, use task
strip, use now and next card, provide structure, parent information/training.