Implementing a Behavior Intervention Plan with Fidelity
You are a paraprofessional in a middle school (grades 6-8) resource room. One of the students, Jamal (7th grade), has an IEP with a Behavior Intervention Plan (BIP) that targets off-task behavior and disruption. The BIP specifies: (1) a daily check-in/check-out system with a point sheet, (2) a 5-minute cool-down pass to the counseling office when frustration escalates, and (3) praise for on-task behavior every 10 minutes. The special education teacher is present but is often pulled to cover other classes. Today, Jamal arrives upset because of a conflict in the hallway. He refuses to start his assignment and mutters under his breath. The teacher is out of the room. You have 20 minutes before the next class.
1. What steps should you take in the next 20 minutes to address Jamal's behavior while adhering to the BIP? Explain how each step aligns with the plan.
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First, I would calmly approach Jamal and quietly remind him of the check-in/check-out system, asking if he wants to talk about what happened. This aligns with the BIP's check-in component and provides an opportunity for him to de-escalate. Second, if he remains upset, I would offer the cool-down pass to the counseling office, as specified in the BIP, emphasizing that it's his choice to use it. Third, if he stays in the room, I would begin frequent praise for any on-task behavior (e.g., sitting down, opening his book) every 10 minutes, as outlined. I would also document the incident for the teacher. Throughout, I must avoid power struggles and follow the BIP precisely, because consistency is critical for behavior change. If the behavior escalates to a safety concern, I would call for assistance per school protocol.
2. The special education teacher returns after 15 minutes and asks you to skip the point sheet today because Jamal is having a rough day. How should you respond, and why?
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I should express understanding but remind the teacher that the BIP requires the point sheet daily, and skipping it could undermine the data collection and consistency. I could suggest completing the point sheet with Jamal later, focusing on any positive behaviors, or note that the day was difficult but still record points for the parts of the day that went well. The teacher may decide to adjust, but my role is to implement the plan as written and communicate concerns. This response shows respect for the teacher's authority while advocating for fidelity to the BIP, which is legally required under IDEA. I would also document the conversation.