ࡱ> 5@ T{bjbj22 XXO%8<L-hXT) +!!PH,J,J,J,J,J,J,$.RC1&n,"  """n,[C-V#V#V#"H,V#"H,V#dV##:),)L Pꑴ*">) +tY-0-H)Ri3"vi3))&i3)"+"V#9" E"Y"""n,n,D  @#Easily Frustrated/Give Up Quickly BEHAVIORAL INTERVENTION PLAN (BIP) Name:  FORMTEXT      Date:  FORMTEXT      Parent:  FORMTEXT      School:  FORMTEXT      D.O.B.  FORMTEXT      Teacher:  FORMTEXT      Telephone:  FORMTEXT      Support Staff:  FORMTEXT       Target Problem Behaviors:  FORMCHECKBOX  Student becomes easily frustrated with difficult or challenging tasks  FORMCHECKBOX  Student gives up quickly and disengages from difficult and challenging tasks  FORMCHECKBOX  Student exhibits negative attitude toward new material, assignments, tasks, school, etc  FORMCHECKBOX  Student frequently says they cannot do a task or do not know how to before attempting it  FORMCHECKBOX  Student whines, complains, and makes excuses to avoid work and/or beginning tasks  FORMCHECKBOX  Student only works when the teacher or aide is with them helping  FORMCHECKBOX  Other:  FORMTEXT       Intervention Plan: Objectives:  FORMCHECKBOX  Increase frustration tolerance  FORMCHECKBOX  Improve ability to cope with difficult and challenging work and circumstances  FORMCHECKBOX  Remain engaged with work and the teacher and/or aide with difficult work  FORMCHECKBOX  Increase sustained effort and attempts to work  FORMCHECKBOX  Demonstrate a positive attitude toward school and work  FORMCHECKBOX  Attempt new and/or difficult tasks, assignments, concepts, and materials independently  FORMCHECKBOX  Verbalize frustration and feelings rather than acting out, whining, or refusing to work  FORMCHECKBOX  Other:  FORMTEXT       Preventative Strategies:  FORMCHECKBOX  Teacher will observe and/or give an assessment to determine where the student s academic deficits or gaps in the problem solving process are and provide extra support, re-teaching, and tips in these areas  FORMCHECKBOX  Teacher will break assignments down into smaller parts, put fewer items on a page, and increase white space  FORMCHECKBOX  Teacher will help the student start assignments, doing the first couple items with the student  FORMCHECKBOX  Teacher will have the student explain directions and directives in their own words  FORMCHECKBOX  Teacher will have the student explain what they have done and tried and how they are trying to solve the problem or complete the item  FORMCHECKBOX  Teacher will reduce assignments or number of items to be completed  FORMCHECKBOX  Teacher will relate assignments and topics to students interests when possible  FORMCHECKBOX  Teacher will frequently check in with student  FORMCHECKBOX  Teacher will provide student with learning aides, like math formulas, teachers class notes, word lists, etc  FORMCHECKBOX  Teacher will have the student complete an item of less difficulty to experience success and gain momentum before trying harder and more challenging items  FORMCHECKBOX  Teacher will provide alternate and restated explanations of how to do a task when the student becomes frustrated  FORMCHECKBOX  The teacher will utilize various teaching techniques (visual, verbal, auditory, etc)  FORMCHECKBOX  Other:  FORMTEXT       Teaching Alternative Behaviors:  FORMCHECKBOX  Teacher will teach the student and/or class strategies to cope with frustration and challenging tasks, like closing eyes and counting to ten, taking deep breaths, skip the item you are on and go to the next one, coming back later, verbalizing feelings to the teacher, taking a short break or breather, drawing or writing to get frustration out, positive internal dialogue, etc  FORMCHECKBOX  Student will utilize a stress ball or other fidget to squeeze rather than blurting out, having outbursts, or whining and complaining  FORMCHECKBOX  Student will repeat directions and directives back in their own words to self, the teacher, and/or another student before beginning assignments and raise hand to ask for clarification if needed  FORMCHECKBOX  Student will utilize positive internal dialogue or inner voice, reinforced by the teacher reminding the student to do so  FORMCHECKBOX  Student will utilize alternative methods of completing work (draw, verbal responses, hands-on, demonstration, typing, etc)  FORMCHECKBOX  Student will ask to take a break when getting or feeling overly frustrated  FORMCHECKBOX  Teacher will remind student to use feeling words when complaining and/or whining  FORMCHECKBOX  Student will come before and/or after school for extra help from teachers  FORMCHECKBOX  Student will take advantage of before and after school programs for extra help  FORMCHECKBOX  Teacher will remind student of how to deal with frustration and what to do before beginning difficult and challenging tasks  FORMCHECKBOX  When frustrated and stuck on an item or concept, the student will raise their hand for help and quietly and patiently wait for the teacher to come help  FORMCHECKBOX  Teacher will make comments to validate and normalize the students feelings of frustration (for example, ?I know you feel frustrated and that is okay, everyone has trouble with and makes mistakes on challenging work, but we need to take a deep breath and try again)  FORMCHECKBOX  The teacher and/or student will set a timer and the student will work on an item or problem for a specified amount of time then move on when the timer goes off  FORMCHECKBOX  Student will quietly, and to themselves, talk through the problem or item they are working on, what they have done, what they think they could do, etc  FORMCHECKBOX  Other:  FORMTEXT       Positive Reinforcement:  FORMCHECKBOX  Teacher and parent will reward the student for putting forth good effort, attempting assignments and tasks, and exhibiting a positive attitude  FORMCHECKBOX  Teacher will praise and encourage the student for good effort, attempting tasks, completing work, etc (utilize the clinically supported ratio of at least 4 positive to 1 correction)  FORMCHECKBOX  Teacher will give the student frequent positive feedback, like a pat on the back, high-five, etc  FORMCHECKBOX  Teacher will provide frequent positive praise and feedback for each small part or step of a problem or item solved or completed and for good effort on these small parts (rather than praise and encouragement after the whole is completed)  FORMCHECKBOX  Student will be allowed time to interact with friends, use the computer, and other privileges for working, good effort, and attempting tasks  FORMCHECKBOX  Teacher will take the student aside to let them vent and express their frustration in a safe environment and will acknowledge and validate these feelings followed by encouragement that they are trying hard and doing a good job and need to keep at it  FORMCHECKBOX  When helping the student, the teacher will approach and interact with the student as though they are a team and in it together  FORMCHECKBOX  Teacher will reassure the student that they can always help and provide a different way to explain things  FORMCHECKBOX  Teacher will send a positive note home, call the parent in front of the student to give positive verbal praise, or write encouraging notes or put reward stickers on their papers that are complete or they put forth good effort on  FORMCHECKBOX  Other:  FORMTEXT       Consequences for 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student will take unfinished work home to compete  FORMCHECKBOX  Parent will be called when the student refuses to work or their frustration levels escalate such that they cannot recover or calm down  FORMCHECKBOX  Teacher will make a note on the students planner, folder, etc about their behavior and progress  FORMCHECKBOX  Teacher will send a note home addressing the students behavior and progress  FORMCHECKBOX  Other:  FORMTEXT       Home Intervention/Support:  FORMCHECKBOX  Parent/Guardian will monitor student s academics, behavior, and attendance on Parent Connect  FORMCHECKBOX  Parent/Guardian will maintain regular communication with teachers, administrator, and school  FORMCHECKBOX  Parent/Guardian will establish and maintain a daily homework routine, assisting the student as needed and frequently checking in with them to keep them on task  FORMCHECKBOX  Parent/Guardian will follow through on rewards, praise, and discipline at home  FORMCHECKBOX  Parent will daily check the students book bag, folders, planner, etc for teacher notes and to determine what homework the student needs to work on  FORMCHECKBOX ,d:d;d*CJaJh9Ch,CJaJ"jh CJUaJmHnHu#jh$h1 h1 CJUaJh1 CJaJjh1 CJUaJjjjjjjkk#k$k%kkkkkkxxxxxyy z zz>zz޲ޠޓm[Mh9Ch,5>*CJaJ"jh CJUaJmHnHu#j'h1 h1 CJUaJh1 CJaJjh1 CJUaJh9Ch,CJaJU#j('h h CJUaJ#j&h h CJUaJhLYCJaJ#j<&h h CJUaJh9ChLYCJaJjh9ChLYCJUaJhCJaJ Parent will follow through on and make sure the student attends detentions, tutoring, getting help before and after school from teachers, and other school/academic support programs the student may be attending during, before, or after school Other:  FORMTEXT       Program Review Schedule: The Behavior team will meet to review, assess, and revise the BIP (if needed) on:  FORMTEXT       Signatures:  PBISWorld.com zzz{{ {{{({*{,{.{L{N{R{T{Ӿ垓{m\Xh !h h B*OJQJ^Jphh B*OJQJ^Jphh OJQJ^Jjh UmHnHuh9Ch*TQCJaJh9Ch,5>*CJaJ"jh CJUaJmHnHu(jh9Ch,CJUaJmHnHu#j(h9Ch,CJUaJh9Ch,CJaJjh9Ch,CJUaJ*{N{P{R{T{ 7$8$H$gd _$h]h`a$gd *1h/R :p / 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