Running Head: BEHAVIORAL INTERVENTION PLAN

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Samantha McStraw
DIFF 512
Behavioral Intervention Plan
St. Bonaventure University

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Literature Review
Thinking about the many times a teacher is interrupted during a lesson to address a
behavior, also makes some people think about the different kinds of models that are available to
decrease disruptive behaviors. There are many different kinds of behaviors that happen
throughout a day in a classroom. These behaviors could include but are not limited to disruptive
behaviors and aggressive behaviors. When searching for the perfect intervention plan for
students with behaviors it is important to first understand those behaviors and the student.
Effective behavior management is an essential aspect of a productive teaching and
learning environment (Sebag, 2010 p. 23). Without behavior management in a classroom,
teachers would not get through the material needed to be taught in order for student to learn. It is
important to have management strategies in places in order to accomplish this. Often times many
teachers go into the classroom unprepared for behaviors and are uneducated about them (Wehby
and Kern, 2014). Teachers should be aware that not all students are going to behave the ways in
which we expect them. It is important to keep in mind that not all strategies are going to work
with every student. Not all students behave in the same way or react to a strategy in the same
way. Sebag (2010) mentions the Self-Advocacy Behavior Management Model as one way to
meet the behavioral needs of some students. This model is student directed and student driven.
When implementing this behavior model, a teacher must observe, collect data, analyze data, and
devise intervention strategies. The student must self-monitor his or her behavior using a tool
readily available to them at all times. For example, a student could use a checklist or sticker chart
to reinforce positive behaviors. The more stickers, the more positive behavior. The students must
also become determined to set goals for themselves in order to become successful. These goals
must be developed by student and teacher. They must also be within reach of students abilities.

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(Sebag, 2010). If a student in Kindergarten has not learned any letters by January, a goal for that
student would not be to learn all letters by March. Another strategy, which has been implemented
in many schools, is called the PBIS or the Positive Behavioral Intervention and Supports. This is
a multi-tiered approach that is frequently used with severe behavior problems. Much research has
been noted with the success of reducing intense behavior problems in the classroom. There has
also been a decrease in the behavior at the childs home. (Wehby and Kern, 2014).
In this method, there are three tiers that are followed. Tier one incorporates activities that
are happening across the school. For example, an elementary student may not be able to
participate in Friday Fun time if he or she does not earn points in the classroom for positive
behaviors. This activity would be happening across the elementary school. Tier two is an
intervention strategy that helps the student becomes aware of his or her own actions and teaches
the student self-control over those actions. This is extremely important in the severe cases.
Students must be aware of their own actions in order to have self-control. The final tier, tier
three, is an assessment based individualized intervention. This will allow for data collection and
more information about the behavior as it happens. Overall, this method of behavioral
management has been founded to decrease intense behaviors (Wehby and Kern, 2014).
Teachers who are trained in how to approach behavioral issues in their classrooms are
more likely to help students succeed. One significant and perhaps overlooked factor is that
learning problems occur more frequently in students who are behaviorally challenged (Wehby
and Kern, 2014, p. 39). Students with behavioral issues often find themselves being disruptive to
peers and to the classroom as a whole. This interferes with their learning as well as the students
around them.

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Another root of disruptive and aggressive behaviors is sought to be in poorly managed

classrooms (Chase, Rhodes, and Sheppard, 2002). In a classroom that is poorly managed,
students seem to have control. It is important to have behavior plans across grade levels that
students can relate to when needed. If students understand that the behavior is not okay in one
classroom, it should not be okay in all classrooms. Again, this relates back to having a behavior
plan that is implemented across grade levels. Teachers who effectively manage their students
often have success in understanding all students behaviors not just the aggressive and disruptive
ones.
A primary purpose of teaching is to provide students with tools necessary to become
self-sufficient and independent agents in their livesacademically, personally, and socially
(Sebag, 2010, p. 24). Teaching students how to be aware of their own behaviors is part of
teaching them how to be self-sufficient. Students need to understand how their behaviors effect
their lives. Having students understand their own behaviors also helps with them being aware of
what the behaviors are occurring.

BIP 2: Behavior and Interviews

MP is a nine year old student who is in third grade. MP is a student in a classroom of 19
students; two of these students are students with exceptionalities. This classroom is a general
education classroom in which teachers push in and pull out. Currently, there are two teachers that
push in for students other than MP. MP is receiving a pull out reading intervention service four
days a week. The school in which MP attends is a Pre-K through 12th grade Central School.
During class lessons, MP has tendencies to be off task and get out of seat without
permission. During these lessons MP will be on task and stay in her seat 4 out of 5 times during 6

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consecutive lessons. This will include the time in which MP is receiving reading intervention
during the week. MP will receive one more redirection than her peers.
MP is most successful during small group instruction. During this time, MP is able to
focus on the teacher the whole time. MP seems to be on task and in her seat while teacher is
instructing. MPs teacher is able to redirect her without stopping the lesson. The teacher does this
by giving a simple tap on the table next to MP or a physical redirection (looks at MP). MP has
success in small group instructions. Areas of concern for MP are during whole grout instructions
and transitions. During whole group instruction, MP is off task majority of the time (see
Appendix B). MP also has difficulty transitioning from one lesson to the next, especially if MP is
to leave her seat. MP becomes off task during transitions often leading MP to talk to other
students. This causes MP to fall behind other students and often causes the teacher to have to
wait for MP to become ready for the next lesson. At this point, a priority for MP would be to
supply her with a tool in which she can use to track her behavior while it is occurring; giving the
student responsibility for her actions.
The teacher was able to interview MP during an afternoon while students were working
on writing pieces. During this interview the teacher gained knowledge of students interests in
school. MP views school as a place to learn. When asked what she thought of school she
mentioned learning there. When asked what she likes the most about school, MP was quick to
respond to art class. As observed on occasion, MP is a very good artist of My Little Pony
characters. MP has a very strong interest in this character. MP also mention that she does not
enjoy writing that much because she does not write very well. This was very important to the
teacher because during the writing block, MP portrays the target behaviors the most. This is also
when student is required to work independently. MP was asked if she gets into trouble sometimes

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and why she thought that. MPs response was vague and unsure. She was able to express that she
does get into trouble sometimes but not able to say why. The teacher asked student if the work in
the classroom and homework was too hard for her. MP replied with sometimes.
The opportunity to interview the student was a success. The teacher was able to gather
information to help create an intervention plan necessary for the success of MP in a school
setting. MP was observed during four school days. During these four days, MP was observed
during different lessons; whole group and small group at different times. This was important to
do in order to gather information on the function of the behavior.

BIP 3 Baseline data and function

This student will engage in teacher-assigned activities and conversations during a lesson
in which the teacher is giving instruction. Student will engage in on-task activities 4 out of 5
times during a lesson. These behaviors will be observed and measured using two different forms
of data collection; one being an ABC model for observation and the other being a duration and
frequency count (see Appendix B and C).
The ABC model for observation will provide evidence of MP is on-task and off-task. This
observation form was completed on the four days in which teacher was able to observe student.
This form was chosen because it is able to be used to give feedback on when the behavior is
occurs during certain times. It is also able to tell the observer what is happening while the
behavior is occurring. During these observations, it is clear that the behaviors occur most during
whole group instruction (see Appendix B). This data also shows a pattern of behavior occurring
during transition and whole group instruction.

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After reviewing the data collected and observing this student it is clear to the observer
that the function of the behavior is to avoid doing classwork. After interviewing the student about
the work being done in school, the student was able to explain that the work is sometimes too
hard. The observer believes this is why the student is off task during whole group instruction and
transitions. The student often takes her time to get ready for one lesson to the next. This is a
result of avoiding the work. Through these observations and the data collected, the observer has
learned that the student is learning best during small group instruction when the material is
differentiated to the level of the students needs. This is important because now the teacher is
able to understand why MP is behaving the way she is during the times of the day. This will help
the teacher tailor her lessons to make them engaging for MP during whole group instruction. This
could also help with transitions.

BIP 4: BEHAVIORAL INTERVENTION PLAN (BIP)

In order to intervene with the current behavior, the teacher must make some changes to
the environment and to the materials being presented. The student is currently struggling with
whole group instruction. MP is unable to focus during this time. The teacher could change the
way to students are receiving the instruction. For example, the teacher is able to teach during
small group center time. During this time the student will receive a differentiated lesson of the
same topic in which the other students are receiving. This way the teacher is able to monitor
MPs behaviors in a small group setting without having to stop the lesson for the other students.
The teacher will also put into place a small reward system for MPs on-task behaviors. For each
day MP will be expected to be on-task 4 out of 5 times (for each lesson during the day). Teacher
will offer redirection when necessary. Student will earn a sticker for on-task behaviors. At the

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end of the day if the student earned 4 out 5 stickers for that day, MP will be able to eat lunch in
the classroom. She may also choose a friend if desired.
The teacher will help MP reduce the need to be off-task by using non-verbal signals when
the behavior occurs. In order to prevent the behavior the teacher will repeat directions three
times. This will allow MP to focus on what needs to be done right then. Student will also only
receiving one direction at a time. This will also help decrease the amount of things that need to
be done at once to prevent the off-task behaviors. Teacher will also explain to MP that in order to
increase positive behaviors she must ask questions about the directions instead of resulting to
being off-task. If she is unsure about a direction or problem she must ask for clarification.
Teacher will document the times in which this is happening.
As shown in Appendix D, MPs target behavior has decreased as a result of the approach
used. Sebag (2010) mentions the Self-Advocacy Behavior Management Model as one way to
meet the behavioral needs of some students. After implementing this model for 4 days, it is
shown that the target behaviors have decreased a significant amount by having the student
become aware of her behaviors. She is also able to monitor behaviors. This is something that she
enjoys to do. After changing the delivery of instruction and giving MP the responsibility of her
behaviors, this behavior plan has been a success for the four days observed.
While observing during the intervention I have learned that MP has managed to stay on
task more often with less interruptions of inappropriate behaviors and outbursts. MP has been
able to stay on task because the delivery of the instruction is during small group where she is
able to succeed. MP is also showing more signs of interests during whole group instruction when
she is able to monitor her behaviors.

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Appendix A
Student Interview:
T: What do you like most about school?
S: I like to go to art because I think I am the best drawer.
T: What do you think of school?
S: I think it is fun because you can learn different things.
T: Do you get into trouble at school?
S: I think I do sometimes.
T: Do you know why?
S: Wellnot really.
T: Is the work hard in school?
S: Yes. I think writing is hard for me because I am not a good writer. I do not like math.
We sit for so long.
T: What would you change about school?
S: The writing and math. I like to read by myself. Can we do more of that?

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Appendix B
Observations for Baseline Data
Time
9:30

9:45

10:30

12:00

Time
10:00

11:15

ABC Observation Form

Antecedent
Behavior
*Students learning
*MP becomes off-task
whole group during
during whole group
math lesson.
instruction. MP gets
out of her seat to walk
to book bag.
*Students are learning *MP becomes offin whole group during task. Look at
math
neighbors papers,
playing with pencils
in desk.
*Students begin
*MP is walking
working
around the room
independently on
while teacher is
writing pieces.
editing with another
student. When asked
why she is not in her
seat, student responds
with I am thinking.
*Students return from *MP walks up to
lunch. Begin working SMARTboard to start
on cursive. Teacher is writing the letter
modeling how to
without permission.
write a cursive G on
the SMARTboard.

ABC Observation Form

Antecedent
Behavior
*Students learning
*MP becomes off-task
whole group during
during whole group
math lesson.
instruction. MP shouts
to a neighbor to ask
What pony do you
like?
*Students are getting
*MP is sitting at her
ready to walk down to seat with her head
lunch.
down. Other students
are in line waiting for

Consequence
*Redirection is given.

*Redirection was
given with 1 warning
of clip being lowered.
*Clip is lowered.
Student should have
been at seat working
on writing, instead
student was walking
around the room.
*Student is redirected
to walk back to her
desk to sit down.

Consequence
*Redirection is given.

*Redirection was
given with 1 warning
of clip being lowered.

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Time
9:15

10:35

12:30

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her to get ready.

*Students are working *MP gets out of her
independently on
seat to talk to a
writing pieces.
neighbor.

ABC Observation Form

Antecedent
Behavior
*Students are working *MP is walking
in small groups.
around the room to
find her missing
bubble gum.
*Students begin
*MP is staring at the
working
SMARTboard,
independently on
tapping pencil on
writing pieces.
desk.
*Students are reading *MP is flopping book
in pairs.
around on the carpet.

12:55

*Students are
transitioning to AIS.

*MP sitting on carpet,

playing with shoe
strings.

2:30

*Students are working *MP looking out the

in pairs on science
windows, playing
experiment.
with plants.

*Clip is lowered.
Redirection is given
for MP to return to
seat and get to work.

Consequence
*Redirection is given.

*Redirection was
given for her to get
started on her writing.
*Clip is lowered.
Redirection is given
for MP to follow
along with her partner.
*Redirection is given
for her to follow
directions the first
time.
*Redirections is given
for MP to focus her
attention on partner
and science
experiment.

Appendix C
Day

Observation
Period

Start time of
target

End time of
target

Duration

Total

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behavior
9:05
9:15
9:30
10:50
11:10
11:15
9:07
9:18
9:30
9:03
9:23
9:20
9:28

Monday

9:00-9:37
37 minutes

Tuesday

10:45-11:20
30 minutes

Wednesday

9:00-9:37
37 minutes

Thursday

9:00-9:37
37 minutes
9:15-9:45
30 minutes
Total Duration:
Average Duration:

Friday

behavior
9:07
9:16
9:37
10:56
11:05
11:17
9:10
9:23
9:35
9:08
9:30
9:23
9:34

2 minutes
1 minute
7 minutes
6 minutes
5 minutes
2 minutes
3 minutes
5 minutes
5 minutes
5 minutes
7 minutes
3 minutes
6 minutes
57 minutes
4.4 minutes

10 minutes
13 minutes
13 minutes
12 minutes
9 minutes

Baseline Data
14
12
10
8

Minutes of Target Behavior

6
4
2
0
Monday

Tuesday

Wednesday

Thursday

Friday

Days

Appendix D
Day

Observation
Period

Start time of
target

End time of
target

Duration

Total

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Monday
Tuesday
Wednesday
Thursday

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behavior
9:15
9:30
10:50

9:00-9:37
37 minutes
10:45-11:20
30 minutes
9:00-9:37
9:05
37 minutes
9:00-9:37
9:14
37 minutes
9:25
Total Duration:
Average Duration:

behavior
9:16
9:33
10:52

1 minute
3 minutes
2 minutes

4 minutes

9:06

1 minute

1 minute

9:17
9:26

3 minutes
2 minutes
15 minutes
1.8 minutes

5 minutes

2 minutes

Duration of Target Behavior

14
12
10
8
6
4
2
0
Monday

Tuesday

Wednesday
Baseline Data

Thursday

Intervention Data

References
Marlene Greer-Chase; Warren A. Rhodes; Sheppard G., K. (2002). Why the prevention of

Friday

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aggressive disruptive behaviors in middle school must begin in elementary school. 75(5),
242-245.
Sebag, R. (2010). Behavior management through self-advocacy. Teaching Exceptional Children,
42(6), 22-29.
Wehby, J. H., & Kern, L. (2014). Intensive behavior intervention. Teaching Exceptional
Children, 46(4), 38-44. doi:10.1177/0040059914523956