The behavior intervention plan is for a 4-year old male student, Jackson, who screams and throws objects between 4-10 times per day. The plan identifies screaming and yelling as target behaviors. It proposes using strategies like specifically praising good behavior, selectively ignoring bad behavior, teaching social skills, and using a behavior contract. Progress will be measured by recording the frequency and intensity of yelling and throwing behaviors. The plan will be implemented by all teachers and evaluated twice weekly, with communication to parents. [END SUMMARY]

1. Running Head: BEHAVIOR INTERVENTION PLAN
1
BEHAVIOR INTERVENTION PLAN
2
Tammy Tillman
Liberty University
EDSP 429
October 7, 2018
Behavior Intervention Plan Template
Student: Jackson
School: ABC Elementary
Date Developed: 10/07/10
Grade: Pre K
“ Philosophy of Behavior Management”
I take an uplifting position on direct organization. I
emphatically assume that it is basic to work with a child and not
against them. To address a direct issue I assume that first you
ought to grasp the lead and simply more critically appreciate
what its causes are. There is an a lot of ways to deal with
change an issue. There are a couple of systems that I
acknowledge are ideal. The system picked is a result of the
possibility of the lead. I assume that the instructor should be
proactive, not just reacting to hones but instead play it safe
measures. An instructor may have the ability to finish an
impressive proportion of things to keep up a vital separation
from lead issues. I trust in couple of particularly portrayed
norms and heaps of strategy. Structure in the classroom and

2. frameworks that the understudies know how to seek after will
give soundness. For example, having a starter posted every day
when the understudies enter is a not too bad technique to expel
bundles of uproarious talking and preparing in the anteroom.
Right when the understudies acknowledge what is foreseen from
them by then there is a trademark stream to the classroom. The
soundness in the classroom is vital to address fundamental
issues of understudies. I acknowledge relentlessly that if basic
human needs are not met then there is no desire for curricular
making sense of how to occur. (Fairbanks, Sugai, Guardino,&
Lathrop,2007).
“Description of Student”
The student is a male one, a child with four years. The student
is not the one giving the information to the interviewer but the
respondent.
“Baseline Data”
The child screams a lot, between four to ten times a day. The
screaming does not take long but the intensity of the scream is
too much. The child throws toys as well as objects between four
to ten times a day but it does not take long. The intensity of this
behavior is very disruptive. The child does the yell shuting-up
near between four to ten times a day, which in terms of intensity
is very disruptive. Finally, the child throws chairs violent but
not so often because this is done like twice in every six months.
The intensity under which this is done is dangerous. (Quinn,
Gable, Rutherford Jr, Nelson, & Howell,1998).
“Identification of the Target Behavior”
The target behavior with Jackson is that of screaming all the
time and yells shut up. The throwing of objects all over is also a
target behavior.
Better to choose on behavior on which to focus
“Hypothesis Statement”
To identify the beahavior of Jackson and come up with
startegies that could be used in controlling the behavior. To

3. compare the Jackson behavior with people who have been in
the same circumstances and the interventions applied to such
behavior.
The hypothesis statement should identify the target behavior,
the antecedents and the function. - When (antecedent) occurs,
Jackson (target behavior) in order to (function).
_____________________________________________________
___________________
“Intervention Goal”
Intervention plan is is an arrangement that is intended to
instruct and compensate positive practices. This can encourage
counteract or stop issue practices in school. The Behavioral
Intervention plan depends on the after effects of the Functional
behavioral Assessment. The BIP depicts the issue conduct, the
reasons the conduct happens and the intercession techniques
that will address the issue conduct. The IEP group may
understand that your youngster does not have the right stuff
expected to deal with specific circumstances. For instance, if
your kid has consideration and impulsivity issues, he may not
know how to react fittingly when another kid stands up to him.
Rather, he may turn out to be physically forceful. (Mouzakitis,
Codding, & Tryon,2015).
A BIP can enable your youngster to learn critical thinking
aptitudes and better approaches to react in that sort of
circumstance. The arrangement likewise clarifies who is in
charge of assisting with every part of the BIP. Here's the means
by which that may read in a BIP: The understudy will request
breaks when required. The advocate will show understudy self-
quieting exercises. The understudy will be expelled from a
gathering after one cautioning until the point when he can show
self-control.The understudy will be remunerated with PC time if
the educator sees him functioning admirably in a group.The
instructor will de-underscore rivalry in classroom.
(Fallon,Zhang,& Kim,2011).
Conduct mediations are steps educators take to stop issue

4. practices at school. To start with, the issue conduct must be
recognized. For instance, your youngster might be:
Upsetting the class. Demonstrating hostility toward the
instructor or other kids. Acting inert or pulled back. Declining
to do classroom work. Utilizing unseemly or irritating dialect.
This should state the goal of the intervention with Jackson -
example: Jackson will follow directions without yelling at the
teacher.
“Intervention Strategies”
Definition of the appropriate behavior while giving praise-
Praise should be specific for the positive lead appeared by the
understudy: The comments should base on what the understudy
did right and should consolidate accurately what part(s) of the
understudy's direct was charming. Instead of praising an
understudy for not maddening the class, for example, an
instructor ought to commend him or her for subtly completing a
math practice on time. The sooner that underwriting is given
with respect to fitting behavior, the more plausible the
understudy will reiterate it. Remember that the best instructors
focus their lead intercession strategies on approval rather than
on order. Negative outcomes may by chance change lead, yet
they only occasionally change miens and may truly assemble the
repeat and power of ill-advised direct by repaying escaping
hand understudies with thought
Selectively ingoring the bad behavior- It is in some cases
accommodating for instructors to specifically disregard wrong
conduct. This method is especially valuable when the conduct is
inadvertent or improbable to repeat or is planned exclusively to
pick up the consideration of instructors or schoolmates without
disturbing the classroom or meddling with the learning of
others. While some toys and different items can be diverting for
both the understudies with ADHD and associates in the
classroom, a few youngsters with ADHD can profit by
approaching articles that can be controlled discreetly.

5. Manipulatives may enable youngsters to increase some required
tangible information while as yet taking care of the exercise
Social skills talks- Train kids with ADHD suitable social
aptitudes utilizing an organized class. For instance, you can ask
the kids to pretend and model distinctive answers for basic
social issues. It is basic to accommodate the speculation of
these abilities, including organized open doors for the kids to
utilize the social aptitudes that they learn. Offering such
classes, or encounters, to the general school populace can
decidedly influence the school atmosphere. Talk about how to
determine social clashes. Lead off the cuff discourses with one
understudy or with a little gathering of understudies where the
contention emerges. In this setting, ask two youngsters who are
contending about an amusement to talk about how to settle their
disparities. Urge the youngsters to determine their concern by
conversing with one another in a directed setting( Berkeley,
Bender, Gregg Peaster, & Saunders,2009).
Good strategies - how will they be applied with Jackson?
Behaviour contract
Positive things
Negative things
This is possibly a record keeping format, but it is not an
example of a behavior contract.
“Schedule for Implementation”
The above strategies can be perfomermed any where and
anytime. This is because someone like Jackson is a school going
child. He will therefore be in both school and at home. The
reason as to why am saying it can be anywhere is because when

6. th e kid is in school, the teacher can over the responsibility of
controlling the behavior of the child. When the kid is on
holiday, the parent can take over the mantles of correction. The
above strategies are also applicable at any time by anybody and
most importantly, they can be applied all at the same time.
This is asking how the behavior plan for Jackson will be
implemented - will all teachers use it, or will just one? Will it
be implemented in all areas at once, or phased in over time to
other areas?
“Data Used to Measure Progress”
Apology- Expressions of remorse are one way that people repair
the social texture after a contention. The understudy might be
requested to apologize to the outraged party (e.g., educator,
understudy, main) in composing or face to face. It is vital,
however, that the culpable understudy acknowledge fault for the
occurrence and show bona fide lament in offering the
expression of remorse, or neither one of the parties will be
happy with the result.
Behavioral contract- The understudy and instructor pound out a
composed assention that blueprints: particular positive practices
that the understudy is to participate in (or particular negative
practices that he or she is to evade), the benefits or rewards that
the understudy will procure for agreeing to the social contract,
and the terms by which the understudy is to acquire the prizes
(e.g., remaining in his or her seat amid autonomous perusing
period for three continuous days) (Noell, Witt, Slider, Connell,
Gatti, Williams, & Duhon,2005).
Ignoring- At the point when the understudy shows an issue
conduct, the educator 'overlooks' the conduct (that is, the
instructor does not give the understudy consideration for the
conduct). Loss of benefits: The kid is educated ahead of time
that he or she can get to a progression of benefits (e.g., access
to diversions to play, the chance to have 5 minutes of leisure
time) if his or her conduct stays proper. The educator teaches
the understudy about what kind and power of issue conduct may

7. result in the loss of benefits, and for to what extent. After this
initial stage, the teacher pulls back benefits as settled upon at
whatever point the understudy acts up
Peer consequences- On the off chance that the instructor finds
that colleagues play (or could play) a vital job in impacting an
objective kid's behavior(s), the educator may attempt to impact
the objective kid's practices in a roundabout way by giving
results to chosen peer behaviors.For precedent, if schoolmates
urge the objective understudy to make unseemly remarks by
giving positive social consideration (e.g., giggling), the
educator may begin a gathering reaction cost program and
deduct focuses from the class add up to at whatever point an
associate snickers at wrong remarks
(Gresham,MacMillan,Beebe-Frankenberger, & Bocian, 2000).
This is asking what data will be collected to determine progress
with the behavior plan. Will you be recording incidences of
yelling, or throwing objects: Will you include antecedents and
consequences in the record keeping?
_____________________________________________________
___________________
“Record-keeping System”
Type of behavior
How many times a day
The intensity of the activity
Throwing of objects
Screaminh
The schedule shown in the table can be used for the recording
of the behavior at different times.
How will the information be recorded? This looks like a sheet

8. for the total. What will teachers do to record the data?
“Evaluation Schedule”
The evaluation schedule implementation can be carried out by
the teacher and the parents as well. The exercise can be done
like twice a week so that the behavior is well
monitored.____________________________________________
_________________________________________
“Communication with Parents”
The communication to the parents can be verbal in that you sent
a sample like the one attached at the record keeping system
Type of behavior
How many times a day
The intensity of the activity
Throwing of objects
Screaminh
“Next Steps”: If the plans are successful, the child shall be
monitored for other better things and b encouraged to stay on
course and not to fall back. If the plan fails, then other
intervention plans shall be improvised.
Not in APA format
References
Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007).
Response to intervention: Examining classroom behavior
support in second grade. Exceptional Children, 73(3), 288-310.
Quinn, M. M., Gable, R. A., Rutherford Jr, R. B., Nelson, C.
M., & Howell, K. W. (1998). Addressing Student Problem
Behavior: An IEP Team's Introduction to Functional Behavioral
Assessment and Behavior Intervention Plans.

9. Mouzakitis, A., Codding, R. S., & Tryon, G. (2015). The effects
of self-monitoring and performance feedback on the treatment
integrity of behavior intervention plan implementation and
generalization. Journal of Positive Behavior Interventions,
17(4), 223-234.
Fallon, M., Zhang, J., & Kim, E. J. (2011). Using course
assessments to train teachers in functional behavior assessment
and behavioral intervention plan techniques. The Journal of
International Association of Special Education.
Alberto, P. A., & Troutman, A. C. (2013). Applied Behavior
Analysis for Teachers. 6th. Prentice Hall.
Berkeley, S., Bender, W. N., Gregg Peaster, L., & Saunders, L.
(2009). Implementation of response to intervention: A snapshot
of progress. Journal of Learning Disabilities, 42(1), 85-95.
Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S.
L., Williams, K. L., & Duhon, G. J. (2005). Treatment
implementation following behavioral consultation in schools: A
comparison of three follow-up strategies. School Psychology
Review, 34(1), 87-106.
Gresham, F. M., MacMillan, D. L., Beebe-Frankenberger, M. E.,
& Bocian, K. M. (2000). Treatment integrity in learning
disabilities intervention research: Do we really know how
treatments are implemented?. Learning Disabilities Research &
Practice, 15(4), 198-205.
Not in APA format
Page 2 of 2

10. Running Head: BEHAVIOR INTERVENTION PLAN
1
BEHAVIOR INTERVENTION PLAN
2
Tammy Tillman
Liberty University
EDSP 429
October 7, 2018
Behavior Intervention Plan Template
Student: Jackson
School: ABC Elementary
Date Developed: 10/07/10
Grade: Pre K
“ Philosophy of Behavior Management”
I take an uplifting position on direct organization. I
emphatically assume that it is basic to work with a child and not
against them. To address a direct issue I assume that first you
ought to grasp the lead and simply more critically appreciate
what its causes are. There is an a lot of ways to deal with
change an issue. There are a couple of systems that I
acknowledge are ideal. The system picked is a result of the
possibility of the lead. I assume that the instructor should be
proactive, not just reacting to hones but instead play it safe
measures. An instructor may have the ability to finish an
impressive proportion of things to keep up a vital separation
from lead issues. I trust in couple of particularly portrayed
norms and heaps of strategy. Structure in the classroom and
frameworks that the understudies know how to seek after will
give soundness. For example, having a starter posted every day
when the understudies enter is a not too bad technique to expel

11. bundles of uproarious talking and preparing in the anteroom.
Right when the understudies acknowledge what is foreseen from
them by then there is a trademark stream to the classroom. The
soundness in the classroom is vital to address fundamental
issues of understudies. I acknowledge relentlessly that if basic
human needs are not met then there is no desire for curricular
making sense of how to occur. (Fairbanks, Sugai, Guardino,&
Lathrop,2007).
“Description of Student”
The student is a male one, a child with four years. The student
is not the one giving the information to the interviewer but the
respondent.
“Baseline Data”
The child screams a lot, between four to ten times a day. The
screaming does not take long but the intensity of the scream is
too much. The child throws toys as well as objects between four
to ten times a day but it does not take long. The intensity of this
behavior is very disruptive. The child does the yell shuting-up
near between four to ten times a day, which in terms of intensity
is very disruptive. Finally, the child throws chairs violent but
not so often because this is done like twice in every six months.
The intensity under which this is done is dangerous. (Quinn,
Gable, Rutherford Jr, Nelson, & Howell,1998).
“Identification of the Target Behavior”
The target behavior with Jackson is that of screaming all the
time and yells shut up. The throwing of objects all over is also a
target behavior.
Better to choose on behavior on which to focus
“Hypothesis Statement”
To identify the beahavior of Jackson and come up with
startegies that could be used in controlling the behavior. To
compare the Jackson behavior with people who have been in
the same circumstances and the interventions applied to such
behavior.

12. The hypothesis statement should identify the target behavior,
the antecedents and the function. - When (antecedent) occurs,
Jackson (target behavior) in order to (function).
_____________________________________________________
___________________
“Intervention Goal”
Intervention plan is is an arrangement that is intended to
instruct and compensate positive practices. This can encourage
counteract or stop issue practices in school. The Behavioral
Intervention plan depends on the after effects of the Functional
behavioral Assessment. The BIP depicts the issue conduct, the
reasons the conduct happens and the intercession techniques
that will address the issue conduct. The IEP group may
understand that your youngster does not have the right stuff
expected to deal with specific circumstances. For instance, if
your kid has consideration and impulsivity issues, he may not
know how to react fittingly when another kid stands up to him.
Rather, he may turn out to be physically forceful. (Mouzakitis,
Codding, & Tryon,2015).
A BIP can enable your youngster to learn critical thinking
aptitudes and better approaches to react in that sort of
circumstance. The arrangement likewise clarifies who is in
charge of assisting with every part of the BIP. Here's the means
by which that may read in a BIP: The understudy will request
breaks when required. The advocate will show understudy self-
quieting exercises. The understudy will be expelled from a
gathering after one cautioning until the point when he can show
self-control.The understudy will be remunerated with PC time if
the educator sees him functioning admirably in a group.The
instructor will de-underscore rivalry in classroom.
(Fallon,Zhang,& Kim,2011).
Conduct mediations are steps educators take to stop issue
practices at school. To start with, the issue conduct must be
recognized. For instance, your youngster might be:

13. Upsetting the class. Demonstrating hostility toward the
instructor or other kids. Acting inert or pulled back. Declining
to do classroom work. Utilizing unseemly or irritating dialect.
This should state the goal of the intervention with Jackson -
example: Jackson will follow directions without yelling at the
teacher.
“Intervention Strategies”
Definition of the appropriate behavior while giving praise-
Praise should be specific for the positive lead appeared by the
understudy: The comments should base on what the understudy
did right and should consolidate accurately what part(s) of the
understudy's direct was charming. Instead of praising an
understudy for not maddening the class, for example, an
instructor ought to commend him or her for subtly completing a
math practice on time. The sooner that underwriting is given
with respect to fitting behavior, the more plausible the
understudy will reiterate it. Remember that the best instructors
focus their lead intercession strategies on approval rather than
on order. Negative outcomes may by chance change lead, yet
they only occasionally change miens and may truly assemble the
repeat and power of ill-advised direct by repaying escaping
hand understudies with thought
Selectively ingoring the bad behavior- It is in some cases
accommodating for instructors to specifically disregard wrong
conduct. This method is especially valuable when the conduct is
inadvertent or improbable to repeat or is planned exclusively to
pick up the consideration of instructors or schoolmates without
disturbing the classroom or meddling with the learning of
others. While some toys and different items can be diverting for
both the understudies with ADHD and associates in the
classroom, a few youngsters with ADHD can profit by
approaching articles that can be controlled discreetly.
Manipulatives may enable youngsters to increase some required
tangible information while as yet taking care of the exercise
Social skills talks- Train kids with ADHD suitable social

14. aptitudes utilizing an organized class. For instance, you can ask
the kids to pretend and model distinctive answers for basic
social issues. It is basic to accommodate the speculation of
these abilities, including organized open doors for the kids to
utilize the social aptitudes that they learn. Offering such
classes, or encounters, to the general school populace can
decidedly influence the school atmosphere. Talk about how to
determine social clashes. Lead off the cuff discourses with one
understudy or with a little gathering of understudies where the
contention emerges. In this setting, ask two youngsters who are
contending about an amusement to talk about how to settle their
disparities. Urge the youngsters to determine their concern by
conversing with one another in a directed setting( Berkeley,
Bender, Gregg Peaster, & Saunders,2009).
Good strategies - how will they be applied with Jackson?
Behaviour contract
Positive things
Negative things
This is possibly a record keeping format, but it is not an
example of a behavior contract.
“Schedule for Implementation”
The above strategies can be perfomermed any where and
anytime. This is because someone like Jackson is a school going
child. He will therefore be in both school and at home. The
reason as to why am saying it can be anywhere is because when
th e kid is in school, the teacher can over the responsibility of
controlling the behavior of the child. When the kid is on
holiday, the parent can take over the mantles of correction. The

15. above strategies are also applicable at any time by anybody and
most importantly, they can be applied all at the same time.
This is asking how the behavior plan for Jackson will be
implemented - will all teachers use it, or will just one? Will it
be implemented in all areas at once, or phased in over time to
other areas?
“Data Used to Measure Progress”
Apology- Expressions of remorse are one way that people repair
the social texture after a contention. The understudy might be
requested to apologize to the outraged party (e.g., educator,
understudy, main) in composing or face to face. It is vital,
however, that the culpable understudy acknowledge fault for the
occurrence and show bona fide lament in offering the
expression of remorse, or neither one of the parties will be
happy with the result.
Behavioral contract- The understudy and instructor pound out a
composed assention that blueprints: particular positive practices
that the understudy is to participate in (or particular negative
practices that he or she is to evade), the benefits or rewards that
the understudy will procure for agreeing to the social contract,
and the terms by which the understudy is to acquire the prizes
(e.g., remaining in his or her seat amid autonomous perusing
period for three continuous days) (Noell, Witt, Slider, Connell,
Gatti, Williams, & Duhon,2005).
Ignoring- At the point when the understudy shows an issue
conduct, the educator 'overlooks' the conduct (that is, the
instructor does not give the understudy consideration for the
conduct). Loss of benefits: The kid is educated ahead of time
that he or she can get to a progression of benefits (e.g., access
to diversions to play, the chance to have 5 minutes of leisure
time) if his or her conduct stays proper. The educator teaches
the understudy about what kind and power of issue conduct may
result in the loss of benefits, and for to what extent. After this
initial stage, the teacher pulls back benefits as settled upon at
whatever point the understudy acts up

16. Peer consequences- On the off chance that the instructor finds
that colleagues play (or could play) a vital job in impacting an
objective kid's behavior(s), the educator may attempt to impact
the objective kid's practices in a roundabout way by giving
results to chosen peer behaviors.For precedent, if schoolmates
urge the objective understudy to make unseemly remarks by
giving positive social consideration (e.g., giggling), the
educator may begin a gathering reaction cost program and
deduct focuses from the class add up to at whatever point an
associate snickers at wrong remarks
(Gresham,MacMillan,Beebe-Frankenberger, & Bocian, 2000).
This is asking what data will be collected to determine progress
with the behavior plan. Will you be recording incidences of
yelling, or throwing objects: Will you include antecedents and
consequences in the record keeping?
_____________________________________________________
___________________
“Record-keeping System”
Type of behavior
How many times a day
The intensity of the activity
Throwing of objects
Screaminh
The schedule shown in the table can be used for the recording
of the behavior at different times.
How will the information be recorded? This looks like a sheet
for the total. What will teachers do to record the data?
“Evaluation Schedule”

17. The evaluation schedule implementation can be carried out by
the teacher and the parents as well. The exercise can be done
like twice a week so that the behavior is well
monitored.____________________________________________
_________________________________________
“Communication with Parents”
The communication to the parents can be verbal in that you sent
a sample like the one attached at the record keeping system
Type of behavior
How many times a day
The intensity of the activity
Throwing of objects
Screaminh
“Next Steps”: If the plans are successful, the child shall be
monitored for other better things and b encouraged to stay on
course and not to fall back. If the plan fails, then other
intervention plans shall be improvised.
Not in APA format
References
Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007).
Response to intervention: Examining classroom behavior
support in second grade. Exceptional Children, 73(3), 288-310.
Quinn, M. M., Gable, R. A., Rutherford Jr, R. B., Nelson, C.
M., & Howell, K. W. (1998). Addressing Student Problem
Behavior: An IEP Team's Introduction to Functional Behavioral
Assessment and Behavior Intervention Plans.
Mouzakitis, A., Codding, R. S., & Tryon, G. (2015). The effects
of self-monitoring and performance feedback on the treatment

18. integrity of behavior intervention plan implementation and
generalization. Journal of Positive Behavior Interventions,
17(4), 223-234.
Fallon, M., Zhang, J., & Kim, E. J. (2011). Using course
assessments to train teachers in functional behavior assessment
and behavioral intervention plan techniques. The Journal of
International Association of Special Education.
Alberto, P. A., & Troutman, A. C. (2013). Applied Behavior
Analysis for Teachers. 6th. Prentice Hall.
Berkeley, S., Bender, W. N., Gregg Peaster, L., & Saunders, L.
(2009). Implementation of response to intervention: A snapshot
of progress. Journal of Learning Disabilities, 42(1), 85-95.
Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S.
L., Williams, K. L., & Duhon, G. J. (2005). Treatment
implementation following behavioral consultation in schools: A
comparison of three follow-up strategies. School Psychology
Review, 34(1), 87-106.
Gresham, F. M., MacMillan, D. L., Beebe-Frankenberger, M. E.,
& Bocian, K. M. (2000). Treatment integrity in learning
disabilities intervention research: Do we really know how
treatments are implemented?. Learning Disabilities Research &
Practice, 15(4), 198-205.
Not in APA format
Page 2 of 2
EDSP 429Behavior Intervention Plan Instructions
The purpose of this assignment is to provide a means of practice
in Behavior Intervention Plan (BIP) development.
You will produce a BIP—full in its overall scope, but not in-

19. depth.
For the rough draft assignment:
1. Read Jackson’s Functional Behavior Assessment provided in
the Assignment Instruction folder of Module/Week 6.
2. Complete the BIP template (found in the Assignment
Instructions folder) based on information gleaned from
Jackson’s FBA. The following components are required:
· A title page and a reference page in correct APA format.
· One paragraph statement of your philosophy of meeting
students’ individual behavioral needs to include proactive
techniques and ethical issues. At least one supporting reference
should be cited.
· A complete description of Jackson to include social
interaction, overall academic performance, gender and other
relevant data.
· An hypothesis statement
· Identification of the target behavior to include baseline data
and intervention goal
· At least 3 intervention strategies
· Identification of rewards and consequences
· A description and example of the record keeping system
· A description and example of the system for communicating
with the parents
· A description of a follow-up plan
3. Review the rubric for the Rough Draft to be sure you have
included all required information.
For the final draft, review the comments provided by your
instructor to revise your plan.
Your final submission will include the revised plan completed
using the template, all required attachments, a title page and a
reference page.
Submit your Behavior Intervention Plan – Rough Draft by 11:59
PM (ET) on Monday of Module/Week 6.
Submit your Behavior Intervention Plan – Final Draft by 11:59

20. p.m. (ET) on Friday of Module/Week 8.
EDSP 429
B
EHAVIOR
I
NTERVENTION
P
LAN
I
NSTRUCTIONS
The purpose of this assignment is to provide a means of practice
in Behavior Intervention Plan
(BIP) development.
You
will produce a BIP
—
full in its overall scope
,
but not in
-
depth.
F
or the rough draft assignment:
1.
Read Jackson’s Functional Behavior Ass
essment provided in the Assignment

21. Instruction
folder
of Module/Week
6
.
2.
Complete the BIP
template
(found in the Assignment Instructions folder)
based on
i
nformation gleaned from Jackson’s FBA.
The following components
are required:
·
A title page and a reference page in correct APA format.
·
One paragraph statement of your philosophy of meeting
students’ individual
behavioral needs to include proactive techniques and ethical
issues. At least one
supporting reference should
be cited.

22. ·
A complete description of Jackson to include social interaction,
overall academic
performance, gender and other relevant data.
·
An hypothesis statement
·
Identification of the target behavior
to include baseline data and intervention goal
·
At least
3 intervention strategies
·
Identification of rewards and consequences
·
A description and example of the record keeping system
·
A description and example of the system for communicating
with the parents
·

23. A description of a follow
-
up plan
3.
Review the rubric for t
he Rough Draft to be sure you have included all required
information.
For the final draft, review the comments provided by your
instructor to revise your plan.
Your final submission will include the revised plan
completed using the
template, all
required
attachments, a title page and a reference page.
Submit your Behavior Intervention Plan
–
Rough Draft by 11:59 PM (ET) on Monday of
Module/Week 6.
Submit your Behavior Intervention Plan
–
Final Draft
by 11:59 p.m. (ET)
on

24. Friday
of
Module/Week 8.
EDSP 429
BEHAVIOR INTERVENTION PLAN INSTRUCTIONS
The purpose of this assignment is to provide a means of practice
in Behavior Intervention Plan
(BIP) development.
You will produce a BIP—full in its overall scope, but not in-
depth.
For the rough draft assignment:
1. Read Jackson’s Functional Behavior Assessment provided in
the Assignment Instruction
folder of Module/Week 6.
2. Complete the BIP template (found in the Assignment
Instructions folder) based on
information gleaned from Jackson’s FBA. The following
components are required:
orrect APA format.
students’ individual
behavioral needs to include proactive techniques and ethical
issues. At least one
supporting reference should be cited.
to include social
interaction, overall academic
performance, gender and other relevant data.
and intervention goal
ification of rewards and consequences

25. with the parents
-up plan
3. Review the rubric for the Rough Draft to be sure you have
included all required
information.
For the final draft, review the comments provided by your
instructor to revise your plan.
Your final submission will include the revised plan completed
using the template, all required
attachments, a title page and a reference page.
Submit your Behavior Intervention Plan – Rough Draft by 11:59
PM (ET) on Monday of
Module/Week 6.
Submit your Behavior Intervention Plan – Final Draft by 11:59
p.m. (ET) on Friday of
Module/Week 8.
EDSP 429
Behavior Intervention Plan Template
Student: ________________________
School: _________________________
Date Developed: ______________
Grade: ______________________
Philosophy of Behavior Management
(A statement of your philosophy of behavior management to
meet student needs.)
_____________________________________________________

26. ___________________
Description of Student
(From the information provided.)
Baseline Data
(From the information provided.)
Identification of the Target Behavior
(What is the inappropriate behavior the plan is designed to
change? Identify one.)
Hypothesis Statement
(This should identify the function of the target behavior.)
_____________________________________________________
___________________
Intervention Goal
(What is the expeted outcome of the intervention.)
Intervention Strategies (Include at least 3 strategies that address
the target behavior. Be sure to address positive and negative
consequences, and include a crisis plan. Attach a sample
behavior contract.)
Schedule for Implementation
(Identify when, where, and by whom plan will be implemented
and if it will be implemented in stages or in multiple
settings/situations at one time.)
Data Used to Measure Progress
(Identify the behavior that is to be tracked and the information
that is to be collected to measure progress)
_____________________________________________________
___________________
Record-keeping System

27. (How data is collected/recorded & by whom. Include/attach an
example.)
Evaluation Schedule
(Identify how often plan will be evaluated and who will be
involved.)
_____________________________________________________
_________________________________
Communication with Parents
(Explain the system for communicating with parents and
provide/attach an example.)
Next Steps: Discuss the next steps. What happens if the plan is
successful? What happens if it is not successful?
Page 3 of 3
Jackson Functional Behavior Assessment
Child with Problem Behavior(s): Jackson Date of
Interview: 9/25
Age: 4 Yrs* Mos Sex: M* F
Interviewer: Lise Respondent(s): Carey
A. Describe the Behavior(s)
1. What are the behaviors of concern? For each, define how it is
performed, how often it occurs per day, week, or month, how
long it lasts when it occurs, and the intensity in which it occurs
(low, medium, high).
Behavior

28. How is it performed?
How often?
How long?
Intensity?
Screams
4–10 x/day
Brief
Very disruptive
Throws toys, objects
4–10 x/day
Brief
Very disruptive
Yells shut-up
4–10 x/day
Brief
Very disruptive
Throws chair
2x in past 6 months
Dangerous
2. Which of the behaviors described above occur together (e.g.,
occur at the same time; occur in a predictable “chain”; occur in
response to the same situation)?
May start with screaming or saying shut-up, and then will throw
object.
B. Define Potential Ecological Events that May Affect the
Behavior(s)
1. What medicationsdoes the child take, and how do you believe
these may affect his/her behavior?

29. None
2. What medical complication(if any) does the child experience
that may affect his/her behavior (e.g., asthma, allergies, rashes,
sinus infections, seizures)?
None
3. Describe the sleep cyclesof the child and the extent to which
these cycles may affect his/her behavior.
No issues
4. Describe the eating routines and dietof the child and the
extent to which these routines may affect his/her behavior.
Eats well, very healthy 4 year old
5. Briefly list the child’s typical daily schedule of activities and
how well he/she does within each activity.
C. Daily Activities
Time
Activity
Child’s Reaction
6:00 am
Arrival
A little stiff; looks out window; difficulty joining group
7:00 am
Planning
Needs prompts
8:00 am
Centers
Does okay; rigidity of activities; favorite activities are
computer/blocks with cars; may have problems with peers or
when asked to do an activity
9:00 am
Hand washing/Snack

30. Does okay unless it’s not the snack he wants
10:00am
Wiggle time/Small group
Reluctant to participate; needs prompts; sometimes refuses to
participate; moves to books; is explosive when redirected
11:00 am
Story Time
Resists; gets own book
12:00 pm
Outside
No problem; restricted repertoire of activities and partners
1:00 pm
Lunch
Does well
2:00 pm
Outdoor play
No problem; restricted repertoire of activities and partners
3:00 pm
Afternoon circle
Can be difficult; often does not want to participate; resists and,
if I insist, can be explosive
4:00 pm
Dismissal
Animated to see parents; leaves without problems
1. Describe the extent to which you believe activities that occur
during the day are predictable for your child. To what extent
does the child know what he/she will be doing and what will
occur during the day (e.g., when to get up, when to eat
breakfast, when to play outside)? How does your child know
this?
Knows schedule
2. What choices does the child get to make each day (e.g., food,
toys, activities)?
Understands choices

31. D. Define Events and Situations that Predict Occurrences of the
Behavior(s)
1. Time of Day:When are the behaviors most and least likely to
happen?
Most likely: Early morning
Least likely: Outdoor play in morning and afternoon
2. Settings: Where are the behaviors most and least likely to
happen?
Most likely: Classroom, small group
Least likely: Outside
3. Social Control: With whom are the behaviors most and least
likely to happen?
Most likely: Teacher
Least likely: Peers who will not make demands on him
4. Activity: What activities are most and least likely to produce
the behaviors?
Most likely: Structured activity, demands, social interactions,
sharing objects
Least likely: Reading a book by himself
5. Are there particular situations, events, etc. that are not listed
above that “set off” the behaviors that cause concern (particular
demands, interruptions, transitions, delays, being ignored, etc.)?
If he falls or gets bumped
6. What one thing could you do that would most likely make the
problem behavior occur?
Insist on participation in something he does not want to do
7. What one thing could you do to make sure the problem
behavior did not occur?

32. Give him all the cars he wants; talk about cars
EDSP 429
Page 1 of 9
E. Describe the Child’s Play Abilities and Difficulties
1. Describe how your child plays (with what? how often?).
Solitary – fine
Parellell – o.k.
Limited social play
2. Does your child have problem behavior when playing?
Describe.
If peers suggest he play a different way or take his vehicles
3. Does your child play alone? What does he/she do?
Cars, Car “World,” computer
4. Does your child play with adults? What toys or games?
Not well, issues with turn taking, object exchange
5. Does your child play with other children his/her age? What
toys or games?
Not often, he prefers solitary play
6. How does your child react if you join in a play activity with
him/her?
Sometimes tells adult to go away or says “shut-up” in response
to a play to a play suggestion
7. How does your child react if you stop playing with him/her?
No problem
8. How does your child react if you ask him/her to stop playing

33. with a toy and switch to a different toy?
Problem behavior
F. Identify the “Function” of the Undesirable Behavior(s)
1. Think of each of the behaviors listed in Section A, and define
the function(s) you believe the behavior serves for the child
(i.e., what does he/she get and/or avoid by doing the behavior?)
Behavior
What does he/she get? OR What exactly does he/she avoid?
Shut-up
People move away or give him what he wants or allow him to
do the activities he desires
Throwing
People move away or give him what he wants or allow him to
do the activities he desires
Screaming
People move away or give him what he wants or allow him to
do the activities he desires
2. Describe the child’s most typical response to the following
situations:
a. Are the above behavior(s) more likely, less likely, or
unaffected if you present him/her with a difficult task?
More likely
b. Are the above behavior(s) more likely, less likely, or
unaffected if you interrupt a desired event (eating ice cream,
watching a video)?
More likely
c. Are the above behavior(s) more likely, less likely, or
unaffected if you deliver a “stern” request/command/reprimand?
More likely
d. Are the above behavior(s) more likely, less likely, or

34. unaffected if you are present but do not interact with (ignore)
the child for 15 minutes.
Less likely
e. Are the above behavior(s) more likely, less likely, or
unaffected by changes in routine?
More likely
f. Are the above behavior(s) more likely, less likely, or
unaffected if something the child wants is present but he/she
can’t get it (i.e., a desired toy that is visible but out of reach)?
More likely
g. Are the above behavior(s) more likely, less likely, or
unaffected if he/she is alone (no one else is present)?
Less likely
G. Define the Efficiency of the Undesirable Behavior(s)
1. What amount of physical effort is involved in the behaviors
(e.g., prolonged intense tantrums vs. simple verbal outbursts,
etc.)?
Simple outbursts that are brief, but highly disruptive
2. Does engaging in the behaviors result in a “payoff” (getting
attention, avoiding work) every time? Almost every time? Once
in a while?
We try to keep him calm, we usually give in right away
3. How much of a delay is there between the time the child
engages in the behavior and gets the “payoff”? Is it immediate,
a few seconds, longer?
Immediate
H. Define the Primary Method(s) Used by the Child to
Communicate

35. 1. What are the general expressive communication strategies
used by or available to the child? (e.g., vocal speech,
signs/gestures, communication books/boards, electronic devices,
etc.) How consistently are the strategies used?
Good verbal communication; advanced in his language on some
topics
2. If your child is trying to tell you something or show you
something and you don’t understand, what will your child do?
(repeat the action or vocalization? modify the action or
vocalization?)
Doesn’t repair well; is mumbly if you don’t get it the first time
3. Tell me how your child expresses the following:
Grab & Reach
Give
Point
Lead
Gaze Shift
Move to You
Move away from You
Head nod/Head Shake
Facial Expression
Vocalize
Immediate Echo
Delayed Echo
Creative Single Word
Creative Multi Word

36. Simple Signs
Complex Signs
Self-Injury
Aggression
Tantrum
Cry or Whine
Other
None
Functions
Requests an Object

37. X
Requests an Action
X

38. Protests or Escapes
X
Requests Help

39. X
Requests a Social Routine
X

40. Requests Comfort
X
Indicates Illness

41. X
Shows you Something
X
Notes:

42. 4. With regard to receptive communication ability:
a. Does the child follow verbal requests or instructions? If so,
approximately how many? (List, if only a few.)
Understands everything you may say
b. Is the child able to imitate someone demonstrating how to do
a task or play with a toy?
Yes, but may refuse
c. Does the child respond to sign language or gestures? If so,
approximately how many? (List, if only a few.)
Understands well
d. How does the child tell you “yes” or “no” (if asked whether
he/she wants to do something, go somewhere, etc.)?
Speaks
H. What Events, Actions, and Objects are Supportive or Present
Challenges to the Child?
1. Describe the things that your child really enjoys. For
example, what makes him/her happy? What might someone do
or provide that makes your child happy?
Computer, cars, blocks, round food, chairs with the word taped
to it, the color yellow, and things that are yellow
2. What kinds of things have you or your child’s care providers
done to try and change the problem behaviors?
Warnings – effective
Follow through – “I’ll help you”
Don’t rush him. Reprimand may set him off more.
I. Develop Summary Statements for Each Major Predictor

43. and/or Consequence
Distant
Setting
Event
Triggers
Problem
Behavior
Maintaining
Consequence
Function
Adapted from: O’Neill, R. E., Horner, R. H., Albin, R. W.,
Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional

44. Assessment and Program Development for Problem Behavior.
Pacific Grove, CA: Brooks/Cole Publishing.
Page 9 of 9
EDSP 42
9
Page
1
of
2
J
ACKSON
F
UNCTIONAL
B
EHAVIOR
A
S
S
E
SSMENT
Child
with Problem Be
h
avior(s):

45. J
a
c
k
s
o
n
Date of Inter
v
iew:
9/25
Age:
4
Yrs
*
Mos
Sex:
M
*
F

46. Interviewer:
Lise
R
e
sp
o
nden
t
(s):
Ca
r
ey
A.
Descr
i
b
e the Be
ha
vior(s)
1.
What
a
re the
behavi
o

47. rs of
co
n
c
e
rn?
F
o
r each, define
how it is per
f
orm
e
d, how
o
ften it
occ
u
rs
per day, w
ee
k
, or month, how
l
ong it lasts
when it occurs,
and the int
e
n

48. s
ity in
which it occ
u
rs (l
o
w, medium, hi
g
h).
Behavior
How is it
performed?
How often?
How long?
Intensity?
Screams
4
–
10 x/day
Brief
Very disruptive
Throws toys,
objects

49. 4
–
10 x/day
Brief
Very disruptive
Yells shut
-
up
4
–
10 x/day
Brief
Very disruptive
Throws chair
2x in past 6
months
Dangerous
2.
Wh
i

50. c
h
of
the
behaviors
d
escri
b
ed
a
bov
e
occur
to
g
ether
(e.g.,
occur
at
the
same
time;

51. occur
i
n
a
pr
ed
ictable
“c
h
ai
n
”; occur in res
p
o
n
se to the same
s
i
tuation)?
May
start wi
t
h screa
m
ing
or s
a
yi

52. n
g s
hu
t
-
up
,
and th
e
n
will throw
o
b
j
ect.
B.
Define Potential Ecological Events
that May Affect the Be
h
avio
r(
s)
1.
What
m
edic
a
tions

53. d
o
es t
h
e child t
a
ke, and h
o
w do
y
ou believe t
h
ese may aff
e
ct his/h
e
r
be
h
avior?
No
n
e
2.
What
m
edical
co
m
plication

54. (if any) do
e
s the chi
l
d exp
e
rie
n
ce that
m
ay affect
his/her b
e
havi
o
r (e.g., asthma, allerg
i
es,
r
a
s
hes,
s
i
n
u
s infectio
n
s
,
se

55. i
z
u
re
s
)?
No
n
e
3.
D
e
scribe the
sle
e
p cyc
l
es
of the child
a
nd the extent to which
these cycl
e
s may
affect
his/h
e
r

56. behavi
o
r.
No i
s
s
u
es
4.
D
e
scribe the
eating r
o
utin
e
s and d
i
et
of the chi
l
d and
t
he extent to wh
i
c
h th
e
s

57. e
routin
e
s may
affect his/h
e
r behavi
o
r.
EDSP 429
Page 1 of 2
JACKSON FUNCTIONAL BEHAVIOR ASSESSMENT
Child with Problem Behavior(s): Jackson Date of Interview:
9/25
Age: 4 Yrs* Mos Sex: M* F
Interviewer: Lise Respondent(s): Carey
A.
Describe the Behavior(s)
1. What are the behaviors of concern? For each, define how it is
performed, how often it
occurs per day, week, or month, how long it lasts when it
occurs, and the intensity in
which it occurs (low, medium, high).

58. Behavior
How is it
performed?
How often? How long? Intensity?
Screams 4–10 x/day Brief Very disruptive
Throws toys,
objects
4–10 x/day Brief Very disruptive
Yells shut-up 4–10 x/day Brief Very disruptive
Throws chair
2x in past 6
months
Dangerous
2. Which of the behaviors described above occur together (e.g.,
occur at the same time;
occur in a predictable “chain”; occur in response to the same
situation)?
May start with screaming or saying shut-up, and then will throw
object.
B.
Define Potential Ecological Events that May Affect the
Behavior(s)
1. What medications does the child take, and how do you
believe these may affect his/her
behavior?
None
2. What medical complication (if any) does the child experience
that may affect
his/her behavior (e.g., asthma, allergies, rashes, sinus
infections, seizures)?

59. None
3. Describe the sleep cycles of the child and the extent to which
these cycles may affect
his/her behavior.
No issues
4. Describe the eating routines and diet of the child and the
extent to which these
routines may affect his/her behavior.