Behavior Intervention Plan
This assignment is to complete specific areas of a Behavior Intervention Plan (BIP) based on the provided case study and the completed Functional Behavior Assessment . The instructions state which parts still need to be completed.
ANSWER
SPOL 635
Behavior Intervention Plan (BIP) Components Instructions
Attached are: (Part A) relevant biographical information of a secondary student (6-12), (Part B) their FBA they have completed (additional attachment) and a (Part C) partially completed BIP.
Use this information to develop the missing components of the BIP
PART A:
Sam – Middle (Grade 7)
Biographical Information
Sam is a student in 7th grade at Wilson Middle School. He enjoys playing video games on his phone and tablet as well as playing soccer after school on a club team. The student lives with his mother and his favorite teacher is Mr. Hall who teaches English; nothing at home (that school staff is aware of) is impacting the student’s performance at school. An accommodation on the student’s IEP allows him to play a video game on his phone or tablet when he has completed his assigned in-class work.
Sam does not enjoy working in groups, especially in his math and science courses. He is very conscious of his academic abilities and doesn’t want to “look bad” in front of his peers. Sam, when placed in a group, will refuse to work and mostly copy off others or play a video game on his phone or tablet instead. Sam often says “I don’t want to do this” or “I’ll get it from the others later” when some teachers confront him for not participating in group work. The exception is Mr. Hall’s English class; Mr. Hall often asks Sam about his video games and soccer matches as he comes into the classroom. Sam likes Mr. Hall and will sometimes complete group work in his English course. The inappropriate behavior (refusing to work in groups) occurs within the first 5 minutes that group work is assigned until the end of group work (usually 10-15 minutes later).
Teacher and student surveys have indicated that the student does not like working in groups for extended periods of time and that the student’s least favorite subjects are math and science; the student is often sent to the office (disciplined) when he refuses to work in groups. An ABC analysis has been conducted, via numerous observations, that demonstrate the following – Being asked to work in groups (antecedent), refusing to work in groups (behavior), being sent to the office (consequence).
Data has been collected on this behavior by one of the school’s special education teachers and the school psychologist; there is sufficient data to support the behavior analysis. Previous interventions include verbal/written warnings, change of group peers, and office discipline referrals. The data was collected 09/01 to 12/01 and previous interventions demonstrated little/no impact on the defiant behavior. The student effectively escapes completing group work by refusing to work in groups most of the time.
PART C
Complete the BIP template = Please do the following:
Page 2 – Complete “Replacement Behavior” question. It has to be specific and measurable.
Complete number 2. Think about how to structure the classroom.
Page 3 – Complete numbers 3 and 5. Think about how to adjust content in group work.
Complete “Specific Plan to Teach the Replacement Behavior” section
Complete “Reinforcement System to Increase Replacement Behavior and Decrease the Target Behavior/Behavior of Concern” section
Page 4 – Complete “Reactive Strategies to Use When Target Behavior Occurs” section
Complete “Communication Provisions” section.
