ࡱ> 5@ Twbjbj22 XX&ddd8HL*3hx$$$$8&&lR'81111111$4R6"2(&&"((2$$2(((($$1((1(d(K):.,+/$ *d'(.. u1t20*3.R9U(|9+/+/&9Q/$''(' 'Y'''22 (Tantrums/Upset/Crying 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 cries and/or tantrums easily when upset or when they do not get their way  FORMCHECKBOX  Student cries and/or tantrums when told to do something they do not want to do or when confronted with a challenging task  FORMCHECKBOX  Student cries and/or tantrums when interacting with peers  FORMCHECKBOX  Student cries and/or tantrums when they do not understand how to do something  FORMCHECKBOX  Student cries and or tantrums when redirected, corrected, or disciplined  FORMCHECKBOX  Student frequently becomes upset, cries, tantrums, and/or destroys property  FORMCHECKBOX  Student has trouble compromising, sharing, taking turns, etc and cries or tantrums in response to such situations  FORMCHECKBOX  Other:  FORMTEXT       Intervention Plan: Objectives:  FORMCHECKBOX  Student will decrease tantrums and crying spells  FORMCHECKBOX  Student will improve coping skills  FORMCHECKBOX  Student will comply with adult directives without losing control or tantruming  FORMCHECKBOX  Student will maintain self-control when faced with challenging circumstances and tasks or when they do not understand how to do something  FORMCHECKBOX  Student will verbalize feelings, concerns, and thoughts rather than acting them out  FORMCHECKBOX  Student will engage in problem solving with teacher or adult and compromise to reach a solution  FORMCHECKBOX  Student will share and take turns without becoming upset  FORMCHECKBOX  Student will interact with peers without crying, tantruming, or becoming upset  FORMCHECKBOX  Student will improve relationship skills  FORMCHECKBOX  Other:  FORMTEXT       Preventative Strategies:  FORMCHECKBOX  Teacher will address and handle the student in a calm neutral tone and manner  FORMCHECKBOX  The teacher will give the student forewarning regarding changes in routine and schedule  FORMCHECKBOX  Teacher will frequently check in with the student to see if they need help or are stuck  FORMCHECKBOX  Teacher will use proximity control  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 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 upset Other:  FORMTEXT       Teaching Alternative Behaviors:  FORMCHECKBOX  Teacher will present the student with choices in a calm neutral tone, and if the student refuses to choose, the teacher will  FORMCHECKBOX  Teacher will set clear, consistent, and predictable expectations for the student, posting the expectations near or within view of the student (may use pictures next to word statements of the expectations, especially with younger students)  FORMCHECKBOX  Teacher will develop a systematic procedure for the student to take a break, teach and role play with the student how to take a break, and implement the intervention such that the teacher may tell the student to take a break or the student will initiate a break on their own when they feel they need one  FORMCHECKBOX  Teacher will teach and role play coping skills with the student (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  Teacher will teach and role play relationship skills with the student, giving them opportunities to practice with peers  FORMCHECKBOX  Teacher will teach and role play problem solving skills with the student  FORMCHECKBOX  The teacher will frequently remind the student to verbalize their thoughts and feelings rather than acting them out  FORMCHECKBOX  Student will participate in Check In Check Out (CICO) program  FORMCHECKBOX  Student will utilize a stress ball or fidget to squeeze rather than blurting out, having outbursts, or whining and complaining  FORMCHECKBOX  Student will utilize alternative methods of completing work (draw, verbal responses, hands-on, demonstration, typing, etc)  FORMCHECKBOX  Teacher will remind student how to cope with feeling upset and what to do before beginning difficult and challenging tasks  FORMCHECKBOX  When upset 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  Student will utilize positive self talk to calm down and regain control of emotions and behavior Other:  FORMTEXT       Positive Reinforcement:  FORMCHECKBOX  Teacher and parent will reward the student for maintaining control of behavior and emotions, calming down quickly, using interventions like taking a break appropriately, putting forth good effort, attempting assignments and tasks, and exhibiting a positive attitude  FORMCHECKBOX  Teacher will praise and encourage the student for good behavior, remaining calm, coping well, 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 positive feedback and praise discretely, whispering or leaving a note to be discovered  FORMCHECKBOX  Teacher will provide frequent positive praise and feedback for each small part or step of a problem or item completed without becoming upset, remaining calm, and verbalizing needs, frustration, and feelings rather than acting them out  FORMCHECKBOX  Teacher will send a positive note home, call the parent in front of the student to give positive verbal praise, write encouraging notes, or put reward stickers on their papers that are completed without incident  FORMCHECKBOX  When the student interacts well, shares, takes turns, and compromises with peers, they will be praised or rewarded  FORMCHECKBOX  Teacher will meet with and mentor the student once a week after school to build rapport through talking, doing a non-academic task, playing a game, going to the gym, etc  FORMCHECKBOX  Student will utilize a sticker or other similar chart for effort and work, receiving rewards for reaching goals  FORMCHECKBOX  Teacher will reward or praise the student for verbalizing their thoughts and feelings rather than acting them out  FORMCHECKBOX  Student will be rewarded for meeting or exceeding CICO goals Other:  FORMTEXT       Consequences for Non-Compliance:  FORMCHECKBOX  Student will be subject to the school and class discipline policies and procedures  FORMCHECKBOX  Student will be subject to natural consequences  FORMCHECKBOX  Student will be sent home for the remainder of the day when they cannot calm down or regain control  FORMCHECKBOX  When aggressive or destructive to property, the student will be immediately removed from the room and sent home  FORMCHECKBOX  When the student is having trouble deescalating or maintaining control, the teacher will call the parent with the student to discuss the issues and have the parent speak to the student  FORMCHECKBOX  " $ . 0 D F Z \ ^ h j l n ~ ŽŽŽŽyŽjhiCJUaJjhiCJUaJjihiCJUaJhiCJaJjthiCJUaJjhiU"jhB@CJUaJmHnHujhiCJUaJjhiCJUaJhiCJaJ hi5+2 l Ykd$$Ifl0* t0644 lap $7$8$H$If 7$8$H$gdi 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hB@hB@CJUaJh*CJaJjh*CJUaJhi5>*CJaJ"jhB@CJUaJmHnHujhiCJUaJhiCJaJjhiCJUaJU.V.W.X.\.h.........//////d`dadodpdqdrdɽusg_Mg_#j"hB@hB@CJUaJhfCJaJjhfCJUaJU#jT"hB@hB@CJUaJjh]CJUaJh]CJaJhaCJaJ#j!hB@hB@CJUaJh>CJaJjh>CJUaJhI8CJaJh=;CJaJhCRCJaJjhI8CJUaJ#jl!hB@hB@CJUaJ Teacher will send a note home regarding the students behavioral and/or emotional difficulties  FORMCHECKBOX  Student will complete a reflection sheet after incidents with peers or tantrums/losing control  FORMCHECKBOX  Student will write an apology letter or verbally apologize to students they have incidents with  FORMCHECKBOX  If the student refuses to work on assignments during class, the student will remain after school to work on the assignments for at least 15 minutes Other:  FORMTEXT       Home Intervention/Support:  FORMCHECKBOX  Parent/Guardian will monitor student s academics, behavior, and attendance on Parent Connect.  FORMCHECKBOX  Parent/Guardian will maintain regular communication with teachers, administrator, and school.  FORMCHECKBOX  Parent/Guardian will pick the student up when sent home or give permission for the student to walk home  FORMCHECKBOX  Parent will develop and maintain a structured daily homework routine  FORMCHECKBOX  Parent will develop and maintain a structured bedtime and morning routine  FORMCHECKBOX  Parent will review, sign, and discuss the students CICO form daily  FORMCHECKBOX  Parent will follow through with predictable, consistent, and appropriate consequences at home  FORMCHECKBOX  Parent will follow through on and make sure the student attends detentions, tutoring, getting help before and after school from teachers, and other school/academic support programs the student may be attending during, before, or after school  FORMCHECKBOX  Other:  FORMTEXT rdddddddCeDeReSeTeeeeeeef f ffBfFfHfdffføø{i^L#j$hB@hB@CJUaJhi5>*CJaJ"jhB@CJUaJmHnHuj,$hiCJUaJjhiCJUaJhiCJaJh~CJaJ#j#hB@hB@CJUaJh9Ch~CJaJjh9Ch~CJUaJ#j@#hB@hB@CJUaJjh[5CJUaJhfCJaJh[5CJaJffhf&g(gDgFgHghhhhhh|h}h~hhhhhhhhhhh$i/i0i1iŽŽ}q}_q}W}KjhL[oCJUaJha CJaJ#jr&hB@hB@CJUaJjh -CJUaJh -CJaJ#j%hB@hB@CJUaJjhI8CJUaJhI8CJaJ#j%hB@hB@CJUaJhCJaJjhCJUaJ#j%hB@hB@CJUaJjhiCJUaJhiCJaJjhiUFf&gh}hh0iiijvvBvww*wNwPwRwTw$h]h`a$gdS*5 7$8$@&H$gdih7$8$H$^h`gdd 7$8$H$gdi1i?i@iAiBi_iiiiiiiiijjjjjj k k kkkkxpd\Jd\d\#jF(hB@hB@CJUaJhiCJaJjhiCJUaJhdCJaJ#j'hB@hB@CJUaJh9ChdCJaJjh9ChdCJUaJ#jZ'hB@hB@CJUaJhfCJaJjhfCJUaJhGCJaJh$CJaJjhL[oCJUaJ#j&hB@hB@CJUaJhL[oCJaJkklv v vv>vvvvww www*w,w.wLwNwRwTwȽȮДȽ|n]YhB@!hS*5hB@B*OJQJ^JphhB@B*OJQJ^JphhB@OJQJ^JjhB@UmHnHujhiU"jhiCJUaJmHnHuj2)hiCJUaJhi5>*CJaJhiCJaJ"jhB@CJUaJmHnHuUjhiCJUaJj(hiCJUaJ      Program Review Schedule: The Behavior team will meet to review, assess, and revise the BIP (if needed) on:  FORMTEXT       Signatures:  PBISWorld.com *1h/R :pS*5/ =!"#@$%n|)51'sҰePNG  IHDR4' pHYs.#.#x?v OiCCPPhotoshop ICC profilexڝSgTS=BKKoR RB&*! 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