Effective teachers must be able to draw from a variety of strategies in order to respond to different, challenging student behaviors. Teachers can apply these strategies to remind students of expectations, redirect behavior, and positively respond to expected behavior in the classroom.
Review the “
Intervention Plan (BIP) Example.” Then, use the “Behavior Intervention Plan (BIP) Template” to complete.
Identifying one student from the “Class Profile” who would benefit from additional intervention, complete a behavior intervention plan to include:
In 500-750 words, describe strategies teachers can use to respond to challenging behavior during classroom instruction. should address the following topics:
Support your findings with a minimum of two scholarly resources.
APA style is not required but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit assignments that are print deliverables to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Behavior Intervention Plan (BIP) Template
Student Name: ______________________________________ Date: ______________
DOB: __________________ Teacher/Case Manager: _______________________________________
Defined Behavior
Behavior Goals
Interventions and Frequency of Intervention
(This will support the teaching and learning of the goal.)
List persons who are responsible for services and monitoring performance.
Motivational and Instructional Interventions
Rewards and Reinforcements
Safety Interventions
Legal and Ethical Considerations in Maintaining Student Confidentiality
Resources
© 2019. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan (BIP) Example
Student Name: ______________________________________ Date: ______________
DOB: __________________ Teacher/Case Manager: _______________________________________
Defined Behavior
Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
Behavior Goals
A. During free time, student will interact in positive ways with other students and staff 90% of the time. General or Special Ed teacher will track during each scheduled time block.
B. Student will go to lunch in the cafeteria without supervision 90% of the time. General Ed teacher will track.
C. Student will stay on task 90% of the time. General or Special Ed teacher will track during each scheduled time block.
D. Student will complete in-class assigned work 90% of the time. General or Special Ed teacher will track during each scheduled time block.
Interventions & Frequency of Intervention
(This will support the teaching and learning of the goal.)
List persons who are responsible for services and monitoring performance
1. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started. Social worker
2. Daily monitoring medication compliance and effectiveness. Nurse, Teacher
3. Bibliotherapy for parents. Ongoing. Parents
4. Teach the student alternative positive self-statements and appraisals. Daily, as needed. General Education Teacher and Special Education Teacher
5. Reinforce positive self-statements, attention to school work, and initiating social interactions. Daily, as needed General Education Teacher and Special Education Teacher
6. Weekly group instruction of combating irrational and self- defeating thinking in special education classroom. Special Education Teacher
Motivational and Instructional Interventions
Provide incentives for group work and participation
Invite other students to join the student for lunch in the classroom.
Plan games that will involve the student during class and group student in a group with supportive, familiar peers.
Rewards and Reinforcements
Free time, time on the computer, verbal praise
Safety Interventions
Student is not a threat to others or himself. Monitor as needed.
Legal and Ethical Considerations in Maintaining Student Confidentiality
Teachers and staff should not disclose confidential information about the student with other students during lunch groups or other group activities.
Resources
Read 5 ways to engage reluctant students: https://www.edutopia.org/discussion/5-ways-engage-reluctant-students
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Donnie
No
Mid SES
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatima
Yes
Low SES
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
Male
Traumatic Brain Injury
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Female
ASD
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
Male
Emotionally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Female
No
NOTE: School does not have gifted program
Grade level
One year above level
Two years above grade level
Low
Yes
Mason
No
Low SES
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Sharlene
No
Mid SES
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
Male
No
Allergic to peanuts
Grade level
One year above grade level
At grade level
Med
Yes
Terrence
No
Mid SES
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Wayne
No
High SES
Male
Intellectually Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
High
Yes
Wendell
No
Mid SES
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
Med
Yes
Yung
No
Mid SES
Male
No
NOTE: School does not have gifted program
One year below grade level
Two years above grade level
Two years above grade level
Low
Yes
© 2019. Grand Canyon University. All Rights Reserved
