February 10, 2022

Effective teachers must be able to draw from a variety of strategies in order to respond to different, challenging student

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 "Behavior 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:

Behavior
Goals and how they will be measured
Interventions and Frequency of Interventions
Person Responsible

In 500-750 words, describe strategies teachers can use to respond to challenging behavior during classroom instruction. should address the following topics:

Describe and provide implementation examples of the following strategies: specific praise, choice making, effective group contingencies, contingent instructions, and time-out.
Describe how or if these communication strategies can be used to motivate and encourage individuals with disabilities how to adapt to different learning environments.
Discuss any cautions related to using each strategy.
Describe the decision making process that teachers use when deciding how to intervene on challenging behavior when engaged in instruction.

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

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

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Effective teachers must be able to draw from a variety of strategies in order to respond to different, challenging student

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