Part II: Intervention Planning: Behavior Intervention Plan

OverviewCandidates will develop a Behavior Intervention Plan (BIP) using positive behavioralsupports and intervention based on the Functional Behavior Assessment completed inModule 1.

Instructions:Candidates will use the template provided that addresses APA formatting (includes atitle page, headers, page numbers, and references). This plan must be based on thefunction of the behavior derived from the Functional Behavior Assessment. The papershould be written as a report and not in first person.

A. Write the Behavioral Objective: Using the student’s current level offunctioning, write an objective that includes the learner, the expected positivebehavior, condition, and criteria in ONE sentence.

B. Write the Behavioral Operational Definition: Definition of the behavior ofconcern (BOC).

C. Intervention Plan. Candidates will provide an overview of the interventionplan that includes the following

a. Description of all individuals involved and their roles in the plan. b. Adescription of the intervention that is supported by evidence basedresearch for selection.

D. Proactive Preventative Strategies.Describe what strategies will be implemented to avoid triggering the BOC. This isnot the intervention.

E. Replacement Skillsa. Identify the behavior that will replace the target behavior.b. Describe how it will be taught.c. Describe when and how long it will be taught.

F. Consequence strategiesa. Criteria for token economy systemb. Descrbe a brief crisis intervention plan.

G. Generalization.a. List setting(s) for implementation (i.e. classroom, hallway, cafeteria)b. Identify timeline of implementation (1 week)c. Identify strategies that will be used to maintain positive behavior

skills.

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H. Monitoring.

List how often the team will meet to monitor or revise the Behavior Intervention Plan.Data will be collected for a minimum of 10 days ( 5 days for baseline and 5 days forintervention) using a provided frequency chart.

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Behavior Intervention Plan Rubric – 100 points possible

Task Exemplary

10 points

Acceptable

8 points

Unacceptable

6 points

Writing BehavioralObjectives

The candidateidentifies abehavioralobjective byincluding: thelearner, behavior,condition andcriteria within theobjective.

The candidateidentifies skill indevelopingbehavioralobjectives byincluding: 3 of the4 components.Learner,behavior,condition andcriteria.

The candidatedemonstrates failsto write abehavioralobjectives for thebehavior. Theobjective is vagueand/or includesless than threecomponents.

Operational Definition Candidateidentifiesoperationaldefinition of thetargetbehavior that isclear and explicitlydefined andgeneralized(repeated,paraphrased byothers) thatinclude bothexamples andnon-examples ofthe behaviorobserved.

Candidateidentifies anoperationaldefinition of thetargetedbehavior thatare bothmeasurable andobservable toensure properdatacollection.Examples andnon-examples ofthe behavior arenot provided.

Candidate doesnot identify theoperationaldefinition of thetarget behavior inobservable andmeasurable termsor provideexamples of thebehavior toensure properdata collection.

Intervention Plan–Overview

Candidateselects and usesresearchsupportedmethods foracademic andnonacademicinstruction ofindividuals withexceptionalitiesthat provides adetaileddescription of theintervention thatis supported byevidence based

Candidateselects and usesresearchsupportedmethods foracademic andnonacademicinstruction ofindividuals withexceptionalitiesthat provides thename and ageneraldescription ofinterventionselected that issupported by

Candidate doesnot select or useresearchsupportedmethods foracademic andnonacademicinstruction ofindividuals withexceptionalitiesthat is supportedbyevidence basedresearch.

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research andstates acorrelationbetween theintervention andits impact on thetarget behavior.

evidence basedresearch.

Proactive PreventativeStrategies

The candidatedevelopsstrategies andsupports toprevent thebehaviorsdescribed in theBehaviorIntervention Planand includes both:strategies whichare general,preventionsupports such asproviding choices,reinforcingalternativeacceptablebehavior, self-monitoringchecklist, andstrategies thatare based onthefunction (e.g., ifescape work, thenreduce workstress); if forsocial attentionfrom peers, thendesignopportunities forpeer interactionthat are based onthe function of thebehavior.

The candidatedevelopsstrategies andsupports toprevent thebehaviors thatare describedin theBehaviorIntervention Planbut only includegeneral, preventionsupports that arenot based on thefunction of thebehavior.

The candidatedoes not developstrategies toprevent thebehavior that isdescribed in theBehaviorIntervention Planand/or does notdescribe how torespond when thebehavior occurs(i.e., how toprevent thebehavior frombecoming worsewhen it hasalreadyoccurred).

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Replacement Skills The candidateidentify‘replacement’behaviors thatserve the samefunction as theproblembehavior (i.e.allows thestudent tocommunicatethe same needin amore acceptableway) andprovides detailsregardingwhat strategieswill be used toteach thereplacementbehaviors, whenit will be taught,frequency, andduration

The candidateidentifyreplacementbehavior that isdefined but notaligned to thefunction of thebehavior andstrategies toteachreplacementbehaviors.

The candidatedoes not identifyreplacementbehaviors.

Consequence Strategies The candidate

develops strategies

that describe how

to respond when/if

the student

demonstrates the

replacement

behaviors and

identify what

reinforcers will be

used, the schedule

of reinforcers.

The candidate

develops

strategies that

describe how to

respond when and

if the student

demonstrates the

replacement

behaviors but fail to

clearly

identify what

reinforcers will be

used, the schedule

of reinforcers.

The candidate does

not develop

strategies that

describe how to

respond when/if

the student

demonstrates the

replacement

behaviors are not

identified.

Generalization The candidate

describes how

interventions will

be implemented

across time,

people and

settings; and

identifies the time

line, and

where the

interventions will be

The candidate

describes how

interventions will

be implemented

across time,

people and

settings. Identifies

the time line, and

where

The candidate

does not

describe how

interventions will

be implemented

across time,

people and

settings.

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implemented, and

strategies that will

be used to

maintain

positive behavior

skills.

the interventions

will be

implemented.

Monitoring The candidate

develops a

comprehensive

plan for

monitoring and

evaluating the

fidelity of

implementation

data (who, what,

when, how, and

review dates) as

well as a plan to

assess the social

validity of the

implementation,

positive impact on

the target behavior,

and impact of the

The candidate

develops a plan

for monitoring

and

evaluating the

fidelity of

implementation

data (who, what,

when, how, and

review dates).

The candidate does

not develop a plan

for monitoring or

evaluating student

progress.

plan on the

student’s

academic and

social behaviors.

Format Guidelines Candidate

demonstrates

professional

writing that

adheres to APA

format and is free

of errors in

spelling,

grammar, and

punctuation

Candidate

demonstrates

professional

writing that

adheres to APA

format; however,

there are 5 or less

errors noted in

format, spelling,

grammar, and

punctuation.

Candidate

demonstrates

inadequate

professional

writing skills that

does not

adhere to APA

format AND more

than 5

errors noted in

format, spelling,

grammar, and

punctuation.

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