Understanding Behavior Intervention Plans (BIP)

What is a Behavior Intervention Plan?

A Behavior Intervention Plan (BIP) is a written plan that is part of your child's IEP. It outlines strategies to address challenging behaviors and teach replacement behaviors. A BIP is based on a Functional Behavior Assessment (FBA) and uses positive, proactive approaches.

When is a BIP Required?

IDEA Requirements:

• Behavior impedes the child's learning or others' learning
• Child is removed from placement for more than 10 days
• Manifestation determination finds behavior was related to disability
• IEP team determines it's necessary

Signs Your Child May Need a BIP:

• Frequent office referrals
• Suspensions or removals from class
• Difficulty following classroom rules
• Aggressive or disruptive behaviors
• Behaviors that interfere with learning
• Previous interventions haven't worked

Functional Behavior Assessment (FBA)

What is an FBA?

A systematic process to identify:
• What the behavior looks like
• When and where it occurs
• What triggers the behavior
• What purpose the behavior serves
• What maintains the behavior

Components of an FBA:

1. Record Review - Previous behavior plans - Discipline records - Academic performance - Medical/psychological reports

2. Interviews - Teachers and staff - Parents - Student (when appropriate) - Other relevant individuals

3. Direct Observation - Multiple settings - Different times of day - Various activities - Antecedents and consequences

4. Data Collection - Frequency of behavior - Duration - Intensity - Patterns and triggers

Functions of Behavior:

All behavior serves a purpose. Common functions include:

1. Obtain Something (Positive Reinforcement)

• Attention from adults or peers
• Access to preferred items or activities
• Sensory stimulation

2. Escape/Avoid Something (Negative Reinforcement)

• Difficult tasks
• Non-preferred activities
• Sensory input
• Social situations

3. Automatic/Sensory

• Feels good
• Provides sensory input
• Self-regulation

Components of an Effective BIP

1. Clear Description of Target Behavior

Poor example: "Johnny is disruptive" Good example: "Johnny calls out answers without raising his hand an average of 15 times per class period"

2. Hypothesis Statement

Explains the function of the behavior: "When presented with a difficult math worksheet (antecedent), Johnny tears up the paper and throws it (behavior) in order to escape the task (function)."

3. Prevention Strategies

Environmental Modifications:
• Preferential seating
• Reduced distractions
• Visual schedules
• Structured routines

Antecedent Interventions:

• Pre-teaching
• Choice-making
• Task modification
• Breaks before challenging activities

Teaching Strategies:

• Clear expectations
• Positive reinforcement
• Modeling appropriate behavior
• Social skills instruction

4. Replacement Behaviors

Teach appropriate behaviors that serve the same function:

If function is escape:

• Teach to request a break
• Teach to ask for help
• Provide choice of tasks

If function is attention:

• Teach to raise hand
• Teach to ask for attention appropriately
• Provide scheduled attention

If function is sensory:

• Provide sensory breaks
• Teach self-regulation strategies
• Offer sensory tools

5. Response Strategies

When Appropriate Behavior Occurs:
• Immediate positive reinforcement
• Specific praise
• Rewards or incentives
• Natural consequences

When Target Behavior Occurs:

• Remain calm
• Minimize attention
• Redirect to replacement behavior
• Implement planned consequence
• Ensure safety

6. Data Collection Plan

• What data will be collected
• How often
• Who will collect it
• How it will be analyzed
• When plan will be reviewed

Creating an Effective BIP

Best Practices:

1. Base it on FBA Data

• Use assessment results
• Address identified function
• Consider all settings

2. Focus on Prevention

• Modify environment
• Teach new skills
• Provide supports proactively

3. Teach Replacement Behaviors

• Functionally equivalent
• Easier than problem behavior
• Socially appropriate
• Consistently reinforced

4. Use Positive Approaches

• Emphasize reinforcement
• Build on strengths
• Maintain dignity
• Avoid punitive measures

5. Ensure Consistency

• All staff trained
• Implemented across settings
• Clear procedures
• Regular communication

6. Monitor and Adjust

• Collect data regularly
• Review progress
• Make changes as needed
• Celebrate successes

Common BIP Mistakes to Avoid

1. Punishment-Based Plans

Problem: Focus on consequences rather than teaching Better: Emphasize prevention and teaching replacement behaviors

2. Vague Descriptions

Problem: "Improve behavior" Better: "Reduce calling out from 15 to 3 times per class"

3. Ignoring Function

Problem: Interventions don't match why behavior occurs Better: Address the underlying need the behavior meets

4. Inconsistent Implementation

Problem: Different responses from different staff Better: Clear procedures, training, and monitoring

5. No Data Collection

Problem: Can't determine if plan is working Better: Regular data collection and review

Your Role as a Parent

Provide Input:

• Share what works at home
• Describe triggers you've noticed
• Explain your child's communication style
• Identify reinforcers

Collaborate:

• Attend FBA and BIP meetings
• Ask questions
• Request clarification
• Suggest strategies

Support at Home:

• Use consistent language
• Reinforce replacement behaviors
• Communicate with school
• Celebrate progress

Monitor Implementation:

• Ask how plan is working
• Request data updates
• Observe in classroom if possible
• Speak up if plan isn't followed

Questions to Ask About Your Child's BIP

About the FBA:

• What data was collected?
• Who was interviewed?
• Where were observations conducted?
• What function was identified?

About the Plan:

• How does this address the function?
• What replacement behavior will be taught?
• How will staff be trained?
• How will we know if it's working?
• When will we review progress?

About Implementation:

• Who is responsible for each component?
• How will consistency be ensured?
• What happens if behavior escalates?
• How will I be informed of progress?

When to Request Changes

Request a BIP review if:

• Behavior is not improving
• New behaviors emerge
• Plan is not being implemented consistently
• Circumstances change
• More restrictive measures are proposed

Crisis/Safety Plans

When Needed:

If behavior poses safety risk, BIP should include:
• Warning signs
• De-escalation strategies
• Crisis intervention procedures
• Staff roles and responsibilities
• Parent notification procedures
• Documentation requirements

Important:

• Physical restraint should be last resort
• Staff must be trained
• Parents must be notified
• Incidents must be documented
• Plan should focus on prevention

Legal Protections

Discipline and BIP:

• Students with BIP have additional protections
• Manifestation determination required for removals over 10 days
• If behavior related to disability, BIP must be reviewed
• Cannot be punished for disability-related behavior

Your Rights:

• Request FBA at any time
• Participate in BIP development
• Request BIP review
• Disagree with proposed plan
• Request independent FBA

Conclusion

An effective Behavior Intervention Plan can make a significant difference in your child's success at school. The key is ensuring the plan is based on solid assessment data, focuses on teaching new skills, and is implemented consistently with fidelity.

Remember: Behavior is communication. A good BIP helps us understand what your child is trying to tell us and teaches them more effective ways to communicate their needs.