If you need this notice in a different language or communicated in a different way, or have questions about this notice,

please contact the school district at the telephone number at the bottom of this form.

S-26 - Behavior Intervention Plan

Student: Birth Date
Male Student 12 years old

Grade District of Residence District of Placement Current School

5

Form Date
9/24/2017

I. Operational Definition of the Target Behavior: Student currently displays classroom disruptive non-
compliant behavior through verbal protest or physical avoidance 55 times in a 5 day period

II. Functional Behavior Assessment Hypothesis: Student potentially uses behavior as a way to express
displeasure, avoid undesirable tasks, and as a result of sensory overstimulation.

III. Goal - Expected Behavior (connect to operational definition, and state current baseline): Student
will decrease display of classroom disruptive non-compliant behavior from 55 times to 20 times in a 5
day period.

IV. General Approach:

A. Trigger / Setting Event: Many times the initial trigger can be hard to identify or can have
occurred a good amount of time before behavior escalates, but non-compliance will almost always
escalated to vacating, property damage, or aggression when student is faced with request that he
does not wish to meet (completing a task when he has decided he doesnt have to work, accepting a
consequence, engaging in academic work that is challenging).Student may also escalated when
peers try to instruct or guide him and he has made a social miscue. Most property damage and
physical aggression has occurred in the special education classroom

B. Predictor Strategies: Students body language becomes bouncier and his vocalizations and
speech become louder and higher pitched; student will begin to grin and giggle in inappropriate;
Student will also engage in perseverative speech that is hard to break; Student may calm but then
quickly re-escalate. Student escalates quickly so once students changes in body language or
speech are identified, staff need to start teaching strategies early.

C. Teaching Strategies (specific skills to teach/plan for addressing the behavior): Before students
behavior begins to escalate but mood has changed, staff will help student to identify his change in
emotional state visually and then have student choose a calming strategy from a visual menu of
choices picked for each emotional state. Once the students non-compliant behavior has reached a
disruptive level, student will be given a First/ Then directive using one verbal prompt and a visual.

D. Consequence Strategies (include positive reinforcement as well as consequences, and address if

seclusion or restraint is anticipated and the conditions when and how it would be used):
Positive: Once student complies with First/ Then directive and completes the first, he is rewarded
with the then
Negative: 1) Contact to office to get second person to support
2) If students behavior comes dangerous (large scale property damage, physical
aggression, attempting to leave the class or building) to himself or others, student is physically
assisted to the main office by two or more staff. Parent is contacted to come get student.

V. Routines (i.e. regular, positive expectations that establish the things that should be done first,
seconds, etc. how they need to be done - with positive reinforcement): Daily review of schedule,
July 1, 2014 2014 CESA 6 S-26 - Behavior Intervention Plan
If you need this notice in a different language or communicated in a different way, or have questions about this notice,
please contact the school district at the telephone number at the bottom of this form.

emotions check in after each major transition, social stories about continuous behaviors as well as
unexpected events, sticker sheet that shows student needs to complete work and listen to teacher
before he can attend specials or recess, student receives a 10 minutes break after any challenging or
lengthy academic task, staff that may interact with students are briefed about escalation patterns,
events both at home and school that could increase behaviors, and review any major incidents

VI. Monitoring and Evaluation:

A. Responsibilities/Tools/Methods (relate to progress toward the target behavior): Daily behavior
sheet tracking non-compliant behaviors in 30 minute intervals

B. Timeline (review and update baseline at least quarterly): Data is review weekly by teacher and
bi-weekly by larger school behavior team

NAME AND TITLE OF DISTRICT CONTACT

Contact Name/Title:

Phone:

Email:

July 1, 2014 2014 CESA 6 S-26 - Behavior Intervention Plan