Section A A Provide more detail about the

Section A A. Provide more detail about the problem behavior: What does the problem behavior look like? How often does the problem behavior occur? How long does the problem behavior last when it does occur? What is the intensity/level of danger of the problem behavior? Example of an intensity scale: Mild: Disruptive but not dangerous Moderate: Verbal/physical threats and/or destructive to physical environment Severe: Poses a physical danger to student and/or others

Section B B. What are the events that predict when the problem behavior will occur? (Predictors) Related Issues (setting events) Environmental Features illness drug use negative social conflict at home academic failure unknown Other reprimand physical demands socially isolated with peers tasks too difficult Other structured activity unstructured time tasks too boring activity too long

Section C C. What outcomes appear most likely to maintain the problem behavior? Things that are Obtained adult attention peer attention preferred activity money/things get sensation Other https: //youtu. be/knot 7 s 57 v. Qc Things Avoided or Escaped From hard tasks Other: reprimands peer negatives physical effort adult attention avoid sensation Other

Section D D. What current efforts have been used to control the problem behavior? Strategies for preventing problem behavior Strategies for responding to problem behavior schedule change parent/teacher conference seating change: curriculum change other reprimand office referral detention other

Section E SUMMARY OF BEHAVIOR E. Identify the summary that will be used to build a plan of behavior support. Summary of Behavior Routine: Setting Event Where: kkj. jl Antecedent (Trigger) When: Behavior Student will: Outcome Because:

Section F F. Hypothesis Statement During state routine, when state antecedent/trigger the student state the behavior in order to state the function. Therefore, the function is to access escape avoid:

Section G G. Next Steps The student’s behavior patterns require instructional modifications or accommodations only. The student’s behavior patterns suggest that a Behavior Intervention Plan is warranted.

BIP Section A Setting Event: Problem Behavior: Outcome: Antecedent (Trigger): Function:

BIP Section A contd Desired Behavior: Routine: Outcome:

Section A Contd Replacement Behavior:

s and Implementation Plan Section B Setting Event Strategies Manipulate Antecedent to prevent problem & prompt Replacement/Desired Behavior Prevent Problem Behavior: Teach Behavior Explicitly Teach Replacement & Desired Behaviors Teach Replacement Behavior: Prompt Replacement/Desired Alter Consequences to Reinforce Replacement & Desired behavior; Redirect & Minimize Reinforcement of Problem Behavior Reinforce Replacement & Desired Behavior: Redirect to Replacement Behavior & Behavior: Minimize Reinforcement of Problem Behavior: Teach Desired Behavior/Academic/Social skills:

Section C EVALUATE PLAN BEHAVIOR GOAL (Use specific, observable, measurable descriptions of goal) What is the short-term behavioral goal (Reduction in Problem Behavior)? Expected date: What is the long-term behavioral goal (Approximations toward Desired Behavior)? Expected date:

Section D EDUCATIONAL TEAM MEMBERS IMPLEMENTING BEHAVIOR INTERVENTION PLAN The SAT will meet again on _________/_____ to review this plan Name Role