BehavioralInterventionPlan行为干预计划.doc

RECOVERY SCHOOL DISTRICT Behavior Intervention Plan (BIP)Students Name _ Grade _ School _ Date _Problem Behavior: _Replacement Behavior:_Specific Behavioral ObjectiveInterventionsPerson(s) Responsible_(students name)Supports:_Will:_Instructional Strategies:_Name:_Will:_Under these conditions:_Positive Reinforcers:_Name:_Will:_To meet these criteria:_Corrective Strategies:_Name:_Will:_Team will meet again to review intervention plan and observation data on: _ Signatures: _ _ _ _ _ _Review Result and Date: _Review Result and Date: _RECOVERY SCHOOL DISTRICTBehavior Intervention PlanStudents Name _Jane Doe_ Grade _7th_ School _East Boulevard Middle_ Date _8/08/08_Problem Behavior: Refuses to do written assignments when directed to do so by the teacher_Replacement Behavior:Will begin working on written assignments when directed by the teacher and complete them _Specific Behavioral ObjectiveInterventionsPerson(s) Responsible_Jane Doe_(students name)Supports:Help from Classroom Assistant_Additional time_Will:Begin assignment within two minutes_Instructional Strategies:Repeat directions_Provide an extra example_Review specific writing strategiesName:_Teachers_Will:Have classroom asst. provide help, give extra time, repeat directions, provide extra examples, award PBS points, verbal praise, and homework pass for assignment completion _Under these conditions:When given a verbal directive by the teacher_Positive Reinforcers:PBS points for Friday social activity; Verbal praise _Homework Pass_Home reward: extra allowance_Name:_Administrator_Will:Support reinforcers and corrective strategies _To meet these criteria:Improve from 10% assignmentcompletion to 50% completion_Corrective Strategies:Make up work before school_Lunch Detention_Name:_Parent_Will:Reward Jane with extra allowance when goal is achieved_ _Team will meet again to review intervention data and plan on: _8/22/08_ Signatures: _ _ _ _ _ _Review Result and Date: The plan has been effective in helping Jane and will continue as written (8-22-08)RECOVERY SCHOOL DISTRICTStudent: _ Grade: _ Dates: _Behavior of Concern:_Directions: Please summarize the data from the baseline observations, interviews and reinforcement survey in the designated areas below. Afterwards, answer the items following the chart. Baseline Collection Dates 1st_, 2nd _ Reinforcement Survey _3rd _(Parent, Teacher, Student)Name: _ Date(s)_Hypothesis about the function of the behavior (what he/she gets, controls, or avoids as a consequence of the action): _Deficits: Do you feel that the student cannot perform a skill or will not perform the skills which are resulting in the problem behavior (or both)? _Interpretation Summary: _RECOVERY SCHOOL DISTRICTStudent: _Jane Doe_ Grade: _7th_ Date: _8/7/08_Behavior of Concern:_Refuses to do classwork assignments when directed to do so by the teacher_Directions: Please summarize the data from the baseline observations, interviews and reinforcement survey in the designated areas below. Afterwards, answer the items following the chart. Baseline Collection Dates 1st_8/4/08_, 2nd _8/5/08_ Reinforcement Survey _8/1/08_3rd _8/6/08_ Jane wants to earn PBS points to attend the Friday social activity, a pass to skip one homework assignment, and extraJane was observed looking around instead of allowance from her parent.writing her assigned essay. On average, Janerefused to comply with directives to begin writing five times during a 30 minute time interval.(Parent, Teacher, Student)Name: _Ms. Smith (teacher), Jane Doe, Mrs. Doe_ Date(s)_7/30, 7/31/,8/1_ Ms. Smith stated that Jane participates well in discussions but refuses to do classwork. Mrs. Doe stated that Jane does not do her homework at home. Jane reported that she does not like to write because she use to get good grades before she had to do “all of this writing”. She says she writes “too slow” and her written work makes her look “stupid”.Hypothesis about the function of the behavior (what he/she gets, controls, or avoids as a consequence of the action): Jane avoids falling short of her own expectations and looking “stupid” by not doing her written assignments_Deficits: Do you feel that the student cannot perform a skill or will not perform the skills which are resulting in the problem behavior (or both)? Jane is demonstrating both a skill deficit (writing) and a performance deficit (she wont do it). She lacks the confidence to write in a timely manner and do so well. She may also have motor deficits._Interpretation Summary: Jane feels that she cannot express herself well in writing and achieve good grades. Thus, shed rather fail from not trying than try and fail. . _ RECOVERY SCHOOL DISTRICTScatterplot Observation FormStudent: _ Grade: _ School: _Date(s): _ Observer: _Target Behavior: _Circle One: Baseline Data or Intervention DataClass/SettingTime IntervalDay/DateDay/DateDay/DateDay/DateDay/DateDaily Total of Incidents:Antecedent(s) What did you observe occurring right before the problematic behavior?_Consequence(s) What did you observe occurring right after the problematic behavior?_Setting Events (conditions/circumstances under which the target behavior occurred - influential factors): _Times/Conditions during which the target behavior did not occur: _Additional Observations/Comments: _RECOVERY SCHOOL DISTRICTScatterplot Observation FormStudent: _Jane Doe_ Grade: _7th_ School: _East Boulevard Middle_Date(s): _8/4/08, 8/5/08, 8/6/08_ Observer: _Ms. Jones_Target Behavior: _Refusal to comply with teacher directive to complete written classwork assignments_Circle One: Baseline Data or Intervention DataClass/SettingTime IntervalDay/DateMon. 8/4Day/DateTues. 8/5Day/DateWed. 8/6Day/DateDay/DateELA8:00 8:30111111111111111Daily Total of Incidents:456Antecedent(s) What did you observe occurring right before the problematic behavior?Teacher directing student to start writing on the assigned journal topic Consequence(s) What did you observe occurring right after the problematic behavior?_Teacher attending to something else and letting student sit there without doing the assignment until the next time she gives the directive_Setting Events (conditions/circumstances under which the target behavior occurred - influential factors): English/Language arts class where students frequently do written compositions_Times/Conditions during which the target behavior did not occur: Math and P.E. where student does not have to do written compositions_Additional Observations/Comments: Student participates in other class activities especially class discussions_RECOVERY SCHOOL DISTRICTRationale and Procedure for Functional BehaviorAssessment Process“The logic behind an FBA is that practically all behavior occurs within a particular context and serves a particular purpose. Students learn to behave (or misbehave) in ways that satisfy a need or that result in a desired outcome Functional assessment helps educators to understand what function the problem behavior serves for the student. This will allow a students team to determine interventions that reduce or eliminate specific problem behavior by replacing it with acceptable behavior that serves the same purpose or function for the studentStudents will change their behavior only when it is clear that a different response will more effectively and efficiently result in a desired outcome. Conducting an FBA is generally considered to be a problem-solving process that looks beyond the behavior itself.”lThe following is an outline of the stages involved in creating an FBA: Describe and define the target behavior (s) in concrete, measurable terms. Collect baseline data and information on the frequency/duration of the behavior (s) as well as the possible function (s). Analyze information to create a hypothesis about the function of the behavior (s). Use the information gathered from the FBA to develop a behavior intervention plan (BIP):o If the student has an identified disability, include the BIP and behavior goals in the IEP. Collect data during the intervention stage to monitor effectiveness and progress. Revisit the FBA/BIP with the team to determine necessary changes and student progress or lack of progress.Completion of an FBA and BIP is recommended before considering a suspension from educational services and is REQUIRED after the first suspension for ALL students whose behavior is a concern and significantly interferes with the students learning.An FBA and BIP is required for all students classified with ED and other students with disabilities who have behavior issues.An FBA and BIP is required for all students in Tier 3 for behavior concerns.1. From New Mexico Public Education Department Technical Assistance Manual: Addressing Student Behavior. Sde.state.nm.us/seo/discipline/4.fba.11.28.pdfRECOVERY SCHOOL DISTRICTFUNCTIONAL BEHAVIORAL ASSESSMENT (FBA) PARENT INTERVIEW Directions: Please complete and return this form to your childs school. The information will be used to help develop a behavior intervention plan for your child. Please return the completed form to _. Students Name _ Age _ Todays Date _ Address _Phone _Person completing form _Relationship to student_Describe your child. (check all that apply) easily distracted cooperative talkative angry stubborn impulsive shy/quiet friendly self-abusive physically aggressive often fidgety shy