JointSchool District #2

Meridian, Idaho

Behavior Intervention Plan (BIP)

Date: 3-5-09Behavior Intervention Plan (BIP)Page ___ of ___
Student’s Name: Student / Birth Date: 10-3-94

A.TARGET BEHAVIOR (restate IEP goal addressing behavior):

Self Injurious Behavior (SIB) – hitting her head on a hard surface without putting her hands between her head and the object, biting herself, or banging her head on a hard surfaces with her helmet on or with her hands or arms in between
Tantrum – screaming, throwing self to the floor or back in the chair and may also include SIB - the tantrum starts when Student starts (screaming, throwing self to floor or engaging in SIB) and ends when she no longer is engaged (screaming, throwing self to floor or engaging in SIB) for 5 mins.
Aggression – kicking, biting, scratching
Possible Triggers:
When Student is asked to do something for self
Later times in the day ---possibly fatigue
When Studentwants something but has to wait a little while
There are times when the behavior will occur out of the blue
Meal/Snack Time
Changes in music (song or station)

B. PREVENTION ACTIVITIES

PreventionActivities
(state prevention activities in observable terms) / Frequency? / Who is Responsible? / Progress Monitoring Method
Constant supervision and support for communication needs and to monitor safety / Daily / Special Education Teacher / Keep ABC data collection forms – document the frequency and choices offered
Sensory activities – used throughout the day
Communication assistance – offer choices (verbal, objects)
Picture cards to prompt communication (requests)
Positive Reinforcement – high rates of attention for not engaging in maladaptive behavior
Adapted eating expectations – allow Student to eat throughout the day and have items available to her at her request

C: WHAT WILL BE TAUGHT?

What Will Be Taught?(What other behaviors or skills will be taught so that the student can meet his or her needs in an acceptable manner) / Frequency / Who is Responsible? / Progress Monitoring Method
Student will use pictures or gestures to communicate wants and needs / Daily / Special Education Teacher / Data collection forms to indicate level of support needed to demonstrate skills
Student will engage in sensory activities as directed or requested through out the day

D: ADULT RESPONSE TO TARGET BEHAVIOR

Adult Response to Target BehaviorHow will adults respond when the problem behavior occurs so that their response does not (1) reinforce the student’s inappropriate behavior or (2) cause the adult greater stress? / Frequency / Who is Responsible? / Progress Monitoring Method
TANTRUMS
  1. At the first sign of a tantrum offer Student choices to support communication – ask if she is thirsty, need to be changed, for outside, listen to music/change the station or song, offer sensory input (weighted blanket)
  2. Block attempts to hit her head
  3. If she can not be redirected place helmet on her head – block with pillow or blanket – DO NOT block with your hands
  4. If Student moves – the staff needs to reposition self to avoid injury – may need to remove furniture for safety as possible – continue blocking head banging with a pillow
  5. Continue to block – offer choices at intervals of every 5 mins
DO NOT take the helmet off until Student has been calm for 5 mins – an exception can be made during meal time – as soon as Student appears calm take off the helmet to allow Student to eat / Per episode / Special Education Teacher / Keep ABC data collection forms – document the frequency and choices offered during the tantrum
SIB
  1. At the first sign of a SIB offer Student choices to support communication – ask if she is thirsty, need to be changed, for outside, listen to music/change the station or song or offer sensory input (weighted blanket)
  2. Block attempts to hit her head
  3. If she can not be redirected place helmet on her head – block with pillow or blanket – DO NOT block with your hands
  4. If Student moves – the staff needs to reposition self to avoid injury – may need to remove furniture for safety as possible – continue blocking head banging with a pillow
  5. Continue to block – offer choices at intervals of every 5 mins
DO NOT take the helmet off until Student has been calm for 5 mins -– an exception can be made during meal time – as soon as Student appears calm take off the helmet to allow Student to eat / Per episode / Special Education Teacher / Keep ABC data collection forms – document the frequency and choices offered during the SIB
AGRESSION
  1. Block aggression attempts if possible
  2. Offer Student choices to support communication – ask if she is thirsty, need to be changed, for outside, listen to music/change the station or song or offer sensory input (weighted blanket)
  3. If she engages in SIB or tantrums follow the plan for those behaviors
/ Per episode / Special Education Teacher / Keep ABC data collection forms – document the frequency and choices offered during the SIB

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Copy to the confidentialfolder, each service provider, and the parent/adult student.