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:
 
  Are environmental supports/changes necessary?
 
  Is reinforcement of replacement behavior alone enough (no new teaching is necessary)?
 
  Are BOTH teaching of new replacement behavior AND reinforcement needed?
 
  This BSP to be coordinated with other agency‘s service plans?
 
  Person responsible for contact between agencies
 
Diana Browning Wright, Behavior/Discipline Trainings   Note: Numbers correspond with the scoring system on the BIP Quality Evaluation Guide