BIP

**South Carolina School District** **Behavioral Intervention Plan** Isabel Garcia **Student’s name:****Date:** **Student ID:*****Date FBA Completed:**
 * South Carolina School**

**Who is responsible for implementing these changes?** The math teacher and the special education teacher are going to be responsible for implementing these changes. **How will progress be monitored (how often and by whom)?** Both the math teacher and the special education teacher are going to monitored progress, the math teacher is going monitored every class until the behavior decreases, once the behavior decreases progress will be monitored once a week. The special education teacher will monitored once a week. || **Describe the replacement behavior (specific skills) to be taught:** The replacement behavior for ignoring a teacher request about solving a problem at the board, will be using socially acceptable ways to refuse or decline the teacher request. For example, saying; “I am not sure about this problem, maybe someone else should work it out at the board” or “Can I work the next one instead? || The special education will teach the replacement behavior. || Instruction will be provided in the special education classroom once a week. || Shane will have opportunities for practice in every math class. When the teacher asks Shane to work a problem at the board, he can use the replacement behavior (saying; “Can I work the next one instead”) or he can use the signal to let the teacher know that he wants to work a problem before the teacher calls on him. || The math teacher will monitor progress in every class by keeping track of the desired behavior on relation to opportunities for practice. The special education teacher will observe and monitored for progress once a week. || When Shane exhibits desire behavior the math teacher will praise Shane. Moreover, when Shane displays desired behavior for two weeks in a row with a 100% of the times, math teacher will offer Shane a homework pass for a 2 days. || **When the problem behavior presents a safety concern, a crisis plan may be necessary. If the team determines that a crisis plan is necessary, describe the plan and who will implement:**
 * **PARTICIPANT’S SIGNATURES** ||
 * **Name, Title** |||| **Signature** ||
 * **PLAN** ||
 * **This BIP will be developed through //(check one)://** ||
 * student support team |||| 504 (ADA) committee || IEP team ||
 * **Projected dates to review this plan:** ||
 * ***Present Levels of Performance:** Given a teacher request, Shane displays noncompliance 8 out of 9 times to avoid embarrassment in front of the class (when solving math problems in the board) ||
 * ***Behavioral Goal:** Given a teacher request, Shane will display compliance within 3 seconds of request, 100% of the time. ||
 * **First Priority: PREVENTION** ||
 * **ENVIRONMENTAL ACCOMMODATIONS**: Shane will have preferred seating at the front of the class. Shane will also have a peer buddy during class to assist him if he has any question about the material. The math teacher will allow Shane with adequate time to answer questions to permit Shane time to form a thoughtful answer.
 * **Second Priority: INSTRUCTION** ||
 * The Special education teacher, the math teacher and Shane are going to come up with a signal for Shane to let the math teacher know that he feels comfortable to work a math problem on the board. A substitute to working problems on the board would be using response cards, this way all students get to participate at the same time without the fear of embarrassment. The math teacher will give math problems in advance to Shane, this way he will have more time to work on them, before each class the math teacher will make sure the problems are correct. Therefore, if Shane feels comfortable to work out a problem at the board he will avoid feeling embarrass for not knowing how to solve the problem. Shane will ask the teacher for a break when he is feeling overwhelm or is getting upset. The special education teacher will meet with Shane once a week, to go over his progress on math class.
 * **Who will teach the replacement behavior?**
 * **How often and where will instruction be given?**
 * **What are the opportunities for practice?**
 * **How will progress be monitored (how often and by whom)?**
 * **Describe acknowledgments Describe acknowledgements to be used when desired behavior is displayed:**
 * **CRISIS PLAN**


 * 1) If student is getting upset or agitated ask student to take a break outside of the classroom.
 * 2) If after the break student keeps with the disruptive behavior and is getting worse take the class to another classroom, leaving student by himself.
 * 3) Call administrators for support.
 * 4) If students keeps with the disruptive behavior call parents.
 * 5) Follow district protocol. ||