Behavior Intervention Plan (4)
Student:
OUTCOME
PART IV: BEHAVIORAL GOALS
Behavioral Goal(s)
13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
By when
Who
Will do X behavior (line 9)
For the purpose of Y (line 8)
Instead of Z behavior (line 1)
For the purpose of Y (line 8)
Under what CONDITIONAL conditions
At what level of proficiency
As measured by whom and how
Option 1: Increase General Positive or Decrease Problem Behavior
By when
Who
Will do what, or will NOT do what
At what level of proficiency
Under what conditions
Measured by whom and how
Option 2: Increase General Positive or Decrease Problem Behavior
By when
Who
Will do what, or will NOT do what
At what level of proficiency
Under what conditions
Measured by whom and how
The above behavioral goal(s) are to:
Increase use of replacement behavior and may also include:
Reduce frequency of problem behavior
Develop new general skills that remove student‘s need to use the problem behavior
Observation and Analysis Conclusion
Are curriculum accommodations or modifications also necessary? Where described:
Yes
No
Yes
No
Are environmental supports/changes necessary?
Yes
No
Yes
No
Is reinforcement of replacement behavior alone enough (no new teaching is necessary)?
Yes
No
Yes
No
Are BOTH teaching of new replacement behavior AND reinforcement needed?
Yes
No
Yes
No
This BSP to be coordinated with other agency‘s service plans?
Yes
No
Yes
No
Person responsible for contact between agencies
Yes
No
Yes
No
Diana Browning Wright,
Behavior/Discipline Trainings
Note: Numbers correspond with the scoring system on the
BIP Quality Evaluation Guide