<p> Behavior Support Plan Developed from a Functional Behavioral Assessment Student Grade Date School Case Manager BUILD A COMPETING BEHAVIOR PATHWAY Desired Behavior Consequence/Function Routine </p><p>Setting Event Antecedent Problem Behavior Consequence/Function</p><p>Alternative Behavior</p><p>IDENTIFY INTERVENTION STRATEGIES Setting Event Manipulate Antecedent to Teach Behavior Alter Consequences to reinforce Strategies prevent problem & prompt Explicitly Teach Alternate & alternate & desired behavior & alternate/desired behavior Desired Behaviors extinguish negative behavior Prevent problem behavior Teach Alternate Behavior Reinforce Behavior</p><p>Prompt Alternate/Desired Teach Desired Behavior/ Response to Problem Behavior/ Behavior Academic/ Social Corrective Feedback Skills</p><p>Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000) Attach a copy of Behavior Support Plan to IEP BEHAVIOR SUPPORT IMPLEMENTATION PLAN Review Date ______Person By Impl. Rating: Evaluation Decision Responsible When 2 = Yes - 90%+ Monitor, Modify, or Tasks 1 =Kinda 50-90% 0 = No - <50% Discontinue Prevention: Make problem behavior irrelevant (antecedent intervention)</p><p>2 1 0</p><p>Teaching: teach new skills/ alternate behavior</p><p>2 1 0</p><p>Extinction: Make problem behavior ineffective (minimize reward/ pay-off for problem behavior)</p><p>2 1 0</p><p>Reinforcement: Make alternate & desired behavior more rewarding than problem behavior 2 1 0</p><p>Responding to Problem Behavior: Prompt alternate behavior & consequences. 2 1 0</p><p>Safety: Is safety a concern? Y N If yes, attach crisis plan to Behavior Support Plan Implementation Checks (w/ Who & How) Person When (circle preferred method(s) below or ID another method below) Responsible (circle) Person to check in with: ______1st two How: Personal check-in / Email / Rating Scale days & 2 1 0 Other: ______Daily 3 x /wk Impl weekly Score ## ## Total Possible Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000) Attach a copy of Behavior Support Plan to IEP EVALUATE PLAN </p><p>Behavioral Goal (Use specific, observable, measurable descriptions of goal)</p><p>What is the short-term behavioral goal (Reduction in Problem Behavior)? </p><p>During <Routine>, when <Antecedent>, <student name> will <Positively Stated Behavior> at least <%> of the time as measured by a Daily Point Card (see attached). ______Expected date</p><p>What is the long-term behavioral goal (Approximations Toward Desired Behavior)? </p><p>During <Routine>, when <Antecedent>, <student name> will <Desired Behavior> at least <%> of the time as measured by ______.</p><p>Evaluation Procedures ______Expected date</p><p>Data to be Collected Procedures for Data Collection Person Timeline Responsible Is Plan Being Implemented?</p><p>Is Plan Making a Difference?</p><p>Plan date for review meeting (suggested in 2 weeks) ______</p><p>______Parent/Guardian Student</p><p>______Special Education teacher General Education Teacher</p><p>______Case Manager Team member </p><p>______Team member Team member Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000) Attach a copy of Behavior Support Plan to IEP</p>