PIB- Behavior Intervention

Behavior Objective

State the ONE behavior that you want the student to exhibit positively. Make sure you include the 4 components of an objective (Learner, Condition, Behavior, and Criterion)

Operational Definition

Provide a detailed description of the behavior that you will be targeting. Provide an example and non-example of the behavior.

Intervention Plan

Description of intervention supported by evidenced based research

Description of individuals that will be involved and their roles in implementing the plan.

Proactive Strategies

Describe what strategies will be implemented to avoid triggering the BOC. This is not the intervention.

Replacement Strategies

Replacement behaviors to be taught

How the behaviors will be taught

When and how will the replacement skill will be taught

Consequence Strategies

Criteria for token economy system

Brief crisis intervention plan

Generalization

Setting(s) the behavior will be generalized in

Timeline of intervention for generalization

Identify strategies that will be used to maintain positive behavior skills

Monitoring

How will progress be monitored during and after the intervention is implemented

How the team will monitor or revise the intervention if needed

Behavior Intervention Plan Rubric – 100 points possible

Task

Exemplary

10 points

Acceptable

8 points

Unacceptable

6 points

Writing Behavioral

Objectives

The candidate

identifies a

behavioral objective by including: the

learner, behavior, condition and criteria within the objective.

identifies skill in

developing

behavioral objectives by including: 3 of the 4

components.

Learner, behavior, condition and

criteria.

demonstrates fails to write a behavioral

objectives for the

behavior. The

objective is vague and/or includes less than three

components.

Operational Definition

Candidate identifies operational definition of the target

behavior that is clear and explicitly defined and generalized

(repeated,

paraphrased by

others) that include both examples and non-examples of the behavior observed.

Candidate identifies an operational

definition of the

targeted behavior that are both

measurable and

observable to ensure proper data

collection. Examples and non-examples of the behavior are not provided.

Candidate does not identify the

operational definition of the target behavior in observable and measurable terms or provide examples of the behavior to

ensure proper data collection.

Intervention Plan –Overview

Candidate selects and uses research supported methods for

academic and

nonacademic

instruction of

individuals with

exceptionalities that provides a detailed description of the intervention that is supported by

evidence based

exceptionalities that provides the name and a general

description of

intervention selected that is supported by

Candidate does not select or use

research supported methods for

academic and
nonacademic
instruction of
individuals with

exceptionalities that is supported by

evidence based

research.

research and states a correlation

between the

intervention and its impact on the target behavior.

Proactive Preventative

Strategies

develops strategies and supports to

prevent the

behaviors described in the Behavior

Intervention Plan

and includes both: strategies which are general, prevention supports such as providing choices, reinforcing

alternative

acceptable behavior, self- monitoring

checklist, and

strategies that are based on the

function (e.g., if

escape work, then reduce work stress); if for social attention from peers, then

design opportunities for peer interaction that are based on the

function of the

behavior.

behaviors that are described in the

Behavior Intervention Plan but only include general, prevention supports that are not based on the

function of the
behavior.

The candidate does not develop

strategies to prevent the behavior that is described in the

Behavior Intervention Plan and/or does not describe how to

respond when the behavior occurs (i.e., how to prevent the behavior from

becoming worse

when it has already occurred).

Replacement Skills

identify

‘replacement’

behaviors that serve the same function as the problem

behavior (i.e. allows the student to

communicate the same need in a

more acceptable

way) and provides details regarding

what strategies will be used to teach the

replacement

behaviors, when it will be taught,

frequency, and

duration

identify replacement behavior that is

defined but not

aligned to the

function of the

behavior and

strategies to teach replacement

behaviors.

The candidate does not identify

replacement

behaviors.

Consequence Strategies

develops strategies that describe how to respond when/if the student

demonstrates

the replacement

behaviors and identify what reinforcers will be used, the schedule of reinforcers.

develops strategies that describe how to respond when and if the student

demonstrates the

replacement behaviors but fail to clearly

identify what

reinforcers will be

used, the schedule of reinforcers.

The candidate does not develop strategies that describe how to respond when/if the student demonstrates the replacement

behaviors are not

identified.

Generalization

describes how

interventions will be

implemented across time, people and

settings; and identifies the time line, and

where the

interventions will be

interventions will be implemented across time, people and

settings.

Identifies the time line, and where

The candidate does not describe how

interventions will be implemented across time, people and
settings.

implemented, and

strategies that will be used to maintain

positive behavior

skills.

the interventions will be implemented.

Monitoring

develops a

comprehensive plan for monitoring and

evaluating the fidelity of implementation

data (who, what,

when, how, and

review dates) as well as a plan to assess the social validity of the implementation,

positive impact on the target behavior, and impact of the plan on the student’s

academic and social behaviors.

develops a plan for monitoring and

evaluating the fidelity of implementation
data (who, what,

when, how, and review dates).

The candidate does not develop a plan for monitoring or

evaluating student

progress.

Format Guidelines

Candidate

demonstrates

professional writing that adheres to APA format and is free of errors in spelling,

grammar, and

punctuation

professional writing that adheres to APA format; however,

there are 5 or less

errors noted in format, spelling, grammar, and punctuation.

inadequate

professional writing skills that does not

adhere to APA format AND more than 5

errors noted in format, spelling, grammar, and punctuation.