IEP teams can use this form to guide them through the process of developing the Positive Behavioral Intervention Plans.  Another sample form (Case Study 1), and a blank form are also available. 

Reason for intervention plan:

Fact Finding

1. General learning environment: Describe Lis’s school class schedule, including any special programs or services.

Lis is in general education classes for most of the day. She shifts from class to class with the other students. While the problem behavior is generalized, it is particularly evident in Ms. Hamilton’s math class. Liz sees the resource special education teacher twice a week for 30 minutes. The special education teacher (Mr. Antil) also consults with the math teacher several times a week.

2. Problem behavior: Define the problem behavior(s) in observable, measurable, and countable terms (i.e., topography, event, duration, seriousness, and/or intensity). Include several examples of the behavior.

Lis makes detrimental statements during math classes and has recently begun to make them in other classes as well as out side of classes.

Definition of detrimental statements: Lis’ detrimental statements typically attribute failure to things Lis can’t control/alter (e.g., low intelligence, task difficulty, mean teachers and other external causes). In addition her statements frequently include negative wording that is permanent, pervasive and/or personal. Such statements include one of more of the following (note underlined wording):

3. Setting events: Describe important things that are happening in the student’s life that may be causing the behavior(s) of concern.

The team is unaware of any events outside of school that may be contributing to the problem. Lis’ time in resource service was cut back in her IEP meeting last spring. At that time she was receiving 45 minutes of pull-out service a day with a particular emphasis on math. The service was cut back because her achievement had been raised to the level of reasonable accommodation in general class settings. She will transfer to high school at the end of the year, but it seems unlikely that she is thinking about that at this time.

4. Review existing data: Summarize previously collected information (records review, interviews, observations, and test results) relevant to the behavior(s). Attach additional sheets if necessary.

After interval sampling across situations Lis was found to make the detrimental attribution errors aloud only during classes and primarily during math instruction. Appropriate attributions were very rare.

A follow-up with continuous observation across three days showed that the median frequency of statements within the defined detrimental class was 7 for each math class. The student also made a median of two positive statements. This was compared to a class median of .82 detrimental statements and 9.3 positive attribution statements.

Possible Explanations

5. Identify likely antecedents (precipitating events) to the behavior(s).

• There has not been a planned intervention, but during the observations it was noted that the teacher either ignores the behavior or makes comforting, but ill-advised statements such as "Don’t feel so bad; math is hard." Such actions seem likely to maintain the behavior or increase its frequency.
• The behavior increases when work is independent.

• In some cases other students will agree with Lis about the difficulty of the task. This may positively reinforce the behavior; however, these comments are infrequent.
• In most cases the comments are followed by Lis discontinuing work for awhile or even shoving the assignment aside. This seems to serve as a negative reinforcer for her.
• It has also been noted that Lis seems stressed up to the point of the statement and then seems more relaxed. It may be that she gets comfort by shifting the blame to external factors or to internal characteristics over which she has little control.

Assumed Causes of Behavior	Assessment Format and Outcome
1) Lis is attempting to get attention/sympathy from others (an external interpersonal goal).	Observation disclosed that the behavior did not increase or decrease according to the presence of others. Student said "yes" to questions such as "If I make mistakes I should stop working because I’ve run into something I can’t do." Therefore, Assumed Cause 1 rejected.
2) Lis is attempting to explain outcomes to herself to make sense of them (an internal personal goal).	Observation disclosed that the behavior did not increase or decrease according to the presence of others. Student said "no" to questions such as "When I am having trouble learning something it means I must work harder." Therefore, Assumed Cause 2 tentatively accepted.

• Lis’ mother (Melissa) reports that she has recently seen the behaviors occurring during homework that is difficult for Lis.

9. Formulate hypothesis statement: Using the table below, determine why the student engages in problem behavior(s), whether the behavior(s) serves single or multiple functions, and what to do about the behavior(s).

	Internal	External
Obtain Something	Explanations to herself that make sense of failures	Attention or comfort from peers. (Already judged to be unlikely—see Dr. Nelson’s conclusion in #8)
Avoid Something	Feelings of frustration and confusion which occur when she encounters tasks that are hard for her to do.

 

10. Current level of performance: Describe problem behavior(s) in a way the team will recognize onset and conclusion of behavior.

11. Describe replacement behavior(s) that are likely to serve the same function as the behavior(s) identified in Step 9.

"HAVEN’T LEARNED": is an internal and alterable attribution to Lis’s own learning (which is alterable through instruction and effort)

12. Measurement procedures for problem behavior(s) and replacement behavior(s):
1. Describe how (e.g., permanent products, event recording, scatterplot), when, and where student behavior(s) will be measured.

Interval sampling of both appropriate and detrimental attribution statements made aloud during math class will be recorded.

2. Summarize data by specifying which problem behavior(s) and replacement behavior(s) will be targets for intervention.

Problem behaviors:

13. Behavioral intervention plan:
1. Specify goals and objectives (conditions, criteria for acceptable performance) for teaching the replacement behavior(s).

Behavior change goal:

To reduce the 7 detrimental attribution statements by ¸ 8.54 to the class median (.82 a day).
To increase the 2 appropriate statements by C 4.65 correct attribution statements per day (to the class median of 9.3).

Proactive social skills goal:

To teach Lis habits of attributing her successes and failures in ways that meet her need for a comforting explanation but do not impair her learning.
Objectives to help Lis meet the function in a positive way include:

1. Lis can discriminate between appropriate and detrimental attribution statements and other behaviors: criteria 100%.
2. Lis can monitor her own behavior well enough to know when she is making appropriate statements or detrimental statements: criteria 100%.
3. Lis knows what behavior is expected her: criteria 100%.
4. Lis knows the consequences of engaging in the target behavior: criteria 100%.
5. Lis knows the consequences of engaging in the detrimental behavior: criteria 100%.
6. Lis considers the consequences of engaging in the target behavior to be rewarding: criteria 100%.
7. Lis considers the consequences of engaging in the detrimental behavior to be aversive: criteria 100%.

2. Specify instructional strategies that will be used to teach the replacement behavior(s).
   1. The special education teacher will train the math teacher in the use of an attribution correction process. This procedure will be used when Lis makes detrimental attribution statements.
   2. The special education teacher will continue to see Lis twice a week but will shift from teaching remedial math to employing attribution retaining.
   3. The special education teacher will also use the attribution correction technique whenever she is working with Lis.

3. Specify strategies that will be used to decrease problem behavior(s) and increase replacement behavior(s).

The plan is to decrease the detrimental states by teaching the incompatible skills listed above.

4. Identify any changes in the physical environment needed to prevent problem behavior(s) and to promote desired (replacement) behavior(s), if necessary.

None

5. Specify extent to which intervention plan will be implemented in various settings; specify settings and persons responsible for implementation of plan.

See 13-b

• Both appropriate and inappropriate behaviors will be monitored on a variable schedule using the examples of Lis’ own statements (as listed above) to clarify the behaviors to be recognized and counted.
• The behaviors will be observed on a daily basis during the one-hour math class.

1. Specify persons and settings involved.

Mr. Antil and Ms. Hamilton

2. Specify a plan for crisis/emergency intervention, if necessary

Not needed

3. Determine schedule to review/modify the intervention plan, as needed. Include dates and criteria for changing/fading the plan.

• Mr. Antil, Ms. Hamilton, Dr. Atkinson and Lis will review the plan every other week.
• The behaviors will be charted and compared to a growth criterion of sufficient magnitude to bring Lis to the target levels by 3/15/01.

15. Describe plan and timetable to monitor the degree to which the plan is being implemented.

See # 14 above.