A Behavior Intervention Plan (BIP)

Behavior Intervention Plan
Section 1: Target Behaviors & Function
Challenging (Target) Behaviors
The purpose of this behavioral intervention plan is to develop intervention strategies to address Misha’s target behaviors of concern. According to the results from the functional behavioral assessment, Misha’s case of Autism Spectre Disorder (ASD) is likely to benefit from a 3-tier intervention program. The use of the 3-tier plan is to create an intervention program that caters to the individual needs of Misha.
Several target behaviors were observed during Misha’s functional behavioral assessment exercise. First, there was property destruction which involved throwing of toys and other items on the floor and tearing up papers. The second behavior of concern was elopement which refers to being away from a designated area without adult supervision for an extended period of time. Third, Misha showcased physical aggression which involved throwing items that made contact with her peers. In addition, there were cases of task refusal. Misha exhibited this behavior by saying “no” when presented with a demand from teachers and caregivers. Lastly, whining was also a targeted behavior. Whining was recorded whenever Misha verbally expressed disagreements with demands.
Hypothesis of Function
The client’s behavioral patterns became apparent through observation and interviews with caregivers. According to the functional assessment data, Misha engages in task refusal, whining, physical aggression, and property destruction as a way to make demands. Consequently, her target behaviors are hypothesized to be maintained by the following functions: escape, attention, and access to tangibles.
Goal and Objectives
* The goal of the behavioral intervention plan is to increase appropriate replacement behaviors.
* The plan also aims at decreasing challenging behaviors.
Section 2: Procedures & Reinforcement
Antecedent Procedures
The first antecedent procedure is environmental change. Students with autism specter disorder generally have extreme sensitivities to environmental factors that do not affect their neurotypical counterparts. For instance, a kid with ASD may have higher sensory perception of a regular florescent light than normal kids. Consequently, the learning environment should be designed to address their needs. As hypothesized from the functional behavioral assessment, Misha uses escapism as a way to revolt against the environmental conditions she experiences every day. It is imperative that teachers, parents, and caregivers observe how she interacts with her environment to understand the things that trigger her escapism. Then, proper modifications should be made both at home and in school to ensure that she is protected from an uncomfortable environment.
The second antecedent procedure is improving communication using visual aids. Kids with ASD have a hard time communicating, which results in frustration. Therefore, teachers and caregivers need a variety of visuals aids that allow students to communicate easily and respond to questions asked. According to the functional behavioral assessment, Misha’s whining is caused by poor communication between her and the teachers and...