Behavior Intervention Plan Example: Insights from Experts

Are you looking for an effective way to manage a student’s challenging behavior? When a problem behavior consistently disrupts learning, a structured approach can make a real difference. A behavior intervention plan (BIP) provides a written, step-by-step roadmap to address these challenges. This intervention plan is designed not just to manage difficult actions but to teach and reward positive behavior. Using tools like a functional behavior assessment and positive reinforcement, a BIP helps create a supportive environment where students can thrive.

What Is a Behavior Intervention Plan (BIP)?

A behavior intervention plan, or BIP, is a customized guide designed to help a student change a specific problem behavior. This formal document is a key tool in special education and general school settings. The focus is not on punishment but on understanding the function of the behavior—the “why” behind the student’s actions.

The goal of this intervention plan is to prevent the unwanted behavior while promoting a more appropriate behavior. It offers specific strategies and supports to teach the student better ways to meet their needs. The following sections will explain the purpose of a BIP in more detail and its important role in schools.

Definition and Purpose of a BIP

A behavior intervention plan is a formal document that outlines a clear path for addressing difficult behaviors. The main purpose of a behavior intervention plan is to create a simple and practical strategy to help a student learn and use positive replacement behaviors. This type of plan is especially helpful for students who need extra support with their conduct at school.

The focus of the intervention is always to determine the purpose of a behavior. Is the student trying to get your attention? Are they attempting to avoid a task or communicate a need? When the function of the behavior is understood, educators can create a relevant plan that addresses the root cause instead of just trying to stop the action without understanding it.

This approach helps change not only the student’s actions but also how adults in the environment respond. It fosters a more supportive and productive learning atmosphere for everyone. By understanding the “why,” the behavior intervention plan becomes a tool for teaching new skills rather than simply controlling unwanted actions.

The Role of BIPs in Schools and Special Education

In special education, a behavior intervention plan is vital for providing individualized support. This plan helps students with disabilities who may exhibit behaviors that interfere with their learning or social interactions. A BIP ensures these behaviors are managed in a thoughtful and constructive way, moving away from punitive measures and toward positive growth. This makes the school setting a place where every student can learn effectively.

Creating a behavior intervention plan is a collaborative effort. The team often includes teachers, parents, therapists from fields like applied behavior analysis, and sometimes the student. When all team members and stakeholders work together, they ensure the plan is followed consistently across different settings, such as at school and at home. Supportive Care ABA emphasizes that communication among all parties is key to making the plan work.

A significant part of a BIP’s role is its reliance on data to check if it’s working. The team frequently reviews information to see if the student’s behavior is improving. By analyzing progress, they can adjust the plan as needed. This data-driven approach ensures the behavioral intervention continues to support the student in the most effective way possible.

Key Components of an Effective Behavior Intervention Plan

To ensure a behavior intervention plan is successful, it must contain a few essential parts. An effective plan acts as a roadmap for all team members, clearly outlining what everyone needs to do to help the student. These components work together to build a strong and systematic approach that relies on facts and data.

The core elements of a behavior intervention plan include a clear description of the behavior, an understanding of its cause, measurable goals, and specific intervention strategies. When you define these components clearly, your plan becomes easy for everyone to follow and track. Let’s look closer at the key pieces of an effective plan.

Identifying Target Behaviors and Setting Baselines

The first step in creating a BIP is to choose and clearly define the target behavior you want to change. You must describe this problem behavior in a way that is specific and observable, so anyone can identify it. For instance, instead of saying a student is “uncooperative,” you could say they “refuse to start academic work for more than three minutes after instructions are given.”

After defining the behavior, you begin data collection to establish a baseline. This baseline shows how often the problem behavior is currently happening. This information is critical because it gives you a starting point to measure progress against. “Conducting an FBA is an essential component of a BIP. It involves gathering information to identify the function or purpose of the target behavior,” as noted by Supportive Care ABA. [1]

It is also important to note the antecedents, or what happens right before the student’s behavior occurs. Does it happen during a specific subject or when interacting with certain peers? Documenting these details helps you understand the function of behavior and why the target behavior is happening in the first place.

Replacement Behaviors and Positive Supports

Once you understand the function of the problem behavior, the next step is to teach a replacement behavior. This is a positive and appropriate behavior that serves the same function, giving the student a better way to get their needs met. For example, if a student yells to get attention, a replacement behavior could be raising their hand.

The plan should include positive supports and intervention strategies to encourage this new skill. Positive reinforcement is one of the most powerful tools in this process. This means rewarding the student when they use the replacement behavior, which makes them more likely to do it again. The goal is to make the new behavior more effective and rewarding than the old one.

Here are some examples of positive supports:

Verbal Praise: Offering specific praise like, “Great job using your words to ask for a break!”
Token Economy: Giving tokens or points for using the replacement behavior, which can be exchanged for a larger reward later.
Preferred Activities: Allowing a few minutes of a favorite activity after successfully using the new skill.

Measurable Goals and Progress Tracking

For a BIP to be effective, its goals must be measurable. This means setting clear, specific targets that allow you to track progress objectively. Instead of a vague goal like “behave better,” a measurable goal would be, “The student will raise their hand to speak in 80% of opportunities, as measured by a daily frequency chart.” This clarity helps everyone know what success looks like.

Progress tracking is achieved through consistent data collection. This data shows whether the plan’s effectiveness is strong or if adjustments are needed. Without data, it’s hard to know if the student is truly learning new behaviors or if the interventions are making a difference. The information collected provides concrete evidence of progress.

Here are common ways to track progress:

Frequency Counts: Tallying how many times the target and replacement behaviors occur each day.
Duration Recording: Measuring how long a behavior lasts.
Checklists: Using a simple checklist to note whether the student met specific behavioral goals during a class period.

Common Behaviors Addressed in BIPs

A behavior intervention plan can be used to address a wide range of challenging behaviors. These plans are not just for one type of problem behavior; they can be customized to fit specific needs. Whether a student shows disruptive behavior in the classroom or more serious aggressive behavior, a BIP provides a structured and supportive path forward.

By identifying the specific behaviors that interfere with learning, the team can create targeted strategies. The goal is to understand why the behavior is happening and teach a more appropriate way to communicate or cope. The following sections explore common types of behaviors addressed in BIPs, including disruptive, aggressive, and attention-related actions.

Disruptive Classroom Behaviors

Disruptive behavior in the classroom can significantly interfere with a student’s ability to complete academic work and can also affect the learning environment for others. Common examples include calling out, leaving a seat without permission, or making noises that distract peers. These actions often prevent a student from engaging with lessons in the school setting.

An intervention plan for disruptive behavior focuses on understanding why it’s happening. Is the student bored, seeking attention, or avoiding a difficult task? Once the function is identified, the team can teach a replacement behavior. For instance, a student who calls out for attention can be taught to raise their hand and be rewarded with positive praise when they do.

The goal is not just to stop the disruption but to build positive behavior that supports academic success. Strategies might include providing more engaging tasks, offering scheduled breaks, or using a visual reminder of classroom expectations. With the right support, students can learn to manage their behavior and participate more constructively in class.

Aggressive and Self-Injurious Behaviors

Aggressive behavior, such as hitting or kicking, and self-injurious behavior are serious concerns that require immediate and careful intervention. These problem behaviors can pose a risk to the student and others, making it essential to address them with a well-designed plan. A BIP for these actions prioritizes safety while teaching alternative coping skills.

The intervention strategies chosen must directly relate to the function of the student’s behavior. For example, if a student becomes aggressive when frustrated with a task, the plan might include teaching them to use words to ask for help or to request a break. The focus is on giving the student a safe and effective way to express their feelings or needs before the behavior escalates.

These plans often involve proactive strategies, such as modifying the environment to reduce triggers and using visual supports to clarify expectations. Reactive strategies are also included to ensure everyone responds safely and consistently when the behavior does occur. The ultimate goal is to reduce the harmful behavior by empowering the student with better communication and self-regulation skills.

Behaviors Related to Attention and Escape

Many challenging behaviors are driven by a need for attention or a desire to escape a situation. An attention-seeking behavior might look like making loud noises or interrupting, while an escape behavior could be refusing to do work or trying to leave the classroom. Understanding this function of the behavior is key to creating effective intervention strategies.

If the function of the behavior is to gain attention, the intervention plan will focus on teaching the student appropriate ways to ask for it, such as raising a hand or tapping a teacher on the shoulder. The plan would also include strategies for adults to provide positive attention when the student uses the new skill and to ignore the inappropriate behavior.

If the function is escape, the plan might involve breaking tasks into smaller steps, offering choices, or teaching the student to ask for a break using a card or a phrase. The intervention strategies aim to make the classroom environment more manageable, so the student no longer feels the need to escape. By addressing the root cause, the BIP helps the student succeed without resorting to problem behaviors.

Step-by-Step Guide to Writing a BIP

Creating an effective BIP involves a series of clear steps that ensure the plan is comprehensive and tailored to the student’s needs. An effective BIP is not created in isolation; it requires collaboration among team members and a deep understanding of the student’s behavior. The process starts with a thorough assessment and moves toward selecting targeted strategies.

This systematic approach ensures that the final intervention plan is based on evidence, not guesswork. By following these steps, you can develop a plan that makes a real difference. Let’s walk through how to conduct a functional behavior assessment, collaborate with the team, and choose the right interventions.

Conducting a Functional Behavior Assessment (FBA)

The first step in writing a behavior intervention plan is to conduct a Functional Behavior Assessment (FBA). This is a systematic process used to determine the function of behavior. The goal is to understand why a student engages in a problem behavior—are they trying to get something (like attention or a toy) or escape something (like a difficult task)?

To gather this information, the team uses different data collection methods. This information helps create a hypothesis about the reason for the behavior. A thorough FBA provides the foundation for an effective BIP because it ensures the interventions will address the root cause of the behavior, not just the symptoms.

According to professionals at Supportive Care ABA, the FBA process includes:

Direct Observation: Watching the student in various settings to see when, where, and how the description of the problem behavior unfolds.
Interviews: Speaking with the student, parents, teachers, and other adults who know the student well to gather insights.
Review of Records: Looking at school records, such as grades and discipline reports, to identify any patterns.

Collaborating with Team Members and Stakeholders

An effective intervention plan cannot be created by one person alone. It requires active collaboration among all team members and stakeholders who are part of the student’s life. This teamwork ensures that everyone is on the same page and that the plan is implemented consistently across different settings, like home and school.

When everyone contributes their perspective, the plan becomes more robust and practical. Parents offer insights into the child’s behavior at home, while teachers provide context from the school setting. This shared ownership also increases the likelihood that everyone will be committed to following the plan and providing any additional support needed.

The core team typically includes:

Parents or Guardians: They provide crucial background information and help implement strategies at home.
Teachers: They are on the front lines of implementing the plan in the classroom.
School Psychologists or Counselors: They often lead the FBA process and help design interventions.
Special Education Staff: They bring expertise in creating accommodations and modifications.

Selecting and Outlining Intervention Strategies

After the FBA is complete and the team has collaborated, the next step is to select specific intervention strategies. These strategies should directly address the function of the behavior identified in the FBA. The goal is to choose positive supports that teach the student a new skill rather than just punishing the old behavior.

The chosen strategies should be clearly outlined in the BIP so that everyone knows exactly what to do. This includes proactive strategies (what to do to prevent the behavior) and reactive strategies (what to do if the behavior occurs). For example, a proactive strategy might be to give the student a choice of two tasks, while a reactive one could be calmly redirecting them to a break area.

Effective intervention strategies often include:

Positive Reinforcement: Providing a reward (praise, points, or a preferred activity) immediately after the student uses the desired behavior.
Environmental Modifications: Changing something in the environment, like moving the student’s seat away from distractions.
Teaching Replacement Skills: Explicitly teaching and practicing the new behavior you want the student to use.

Example Behavior Intervention Plan for a Student

Seeing a concrete example can make the concept of a behavior intervention plan much easier to understand. Let’s imagine a student who consistently exhibits a problem behavior in the classroom. The intervention plan provides a clear, actionable strategy for all adults to follow, ensuring a consistent response that supports the student’s behavior change.

An effective BIP connects the function of the student’s behavior to specific interventions. This example will illustrate how to create a simple yet effective plan for a common classroom issue. The following sections will break down the background, goals, and monitoring process for this sample plan.

Background Information and Presenting Problem

Let’s consider a third-grade student named Alex. Alex is bright and social but frequently calls out answers and makes comments during instruction without being called on. This behavior disrupts the lesson flow and distracts other students. This is the presenting problem behavior that needs to be addressed.

After observing Alex, the team conducts an FBA. The data shows that the description of the problem behavior happens most often during whole-group instruction when the teacher is asking questions. Alex smiles and looks at his peers after calling out, suggesting the function of the behavior is to gain peer attention.

With this background information, the team can now develop a BIP that targets the calling-out behavior. The plan will focus on teaching Alex a more appropriate way to get attention from his classmates and teacher while reducing the disruptions to the learning environment. The goal is to replace the problem behavior with a positive alternative.

Sample Goals, Interventions, and Support Strategies

Based on Alex’s FBA, the team sets a measurable goal: “Alex will raise his hand and wait to be called on before speaking during 4 out of 5 opportunities.” This goal is specific and allows for easy data collection to track progress. The intervention plan will focus on teaching this alternative behavior.

The interventions will include proactive and reactive strategies. Proactively, the teacher will remind Alex of the expectation to raise his hand before the lesson begins. The main intervention will be positive support through a token system, where Alex earns a point each time he raises his hand.

Reactively, if Alex calls out, the teacher and peers will ignore the comment (withholding the attention he is seeking) and the teacher will praise another student who has their hand raised. This combination of teaching, reinforcing the positive, and not reinforcing the negative is central to the intervention plan.

Component	Description
Target Behavior	Calling out answers or comments during instruction without raising a hand.
Replacement Behavior	Raise hand and wait to be called on before speaking.
Intervention/Support	Provide positive reinforcement (verbal praise, a point on a chart) each time Alex raises his hand. The teacher and peers will ignore call-outs. The teacher will pre-correct by reminding Alex of the rule before lessons.
Data Collection Plan	The teacher will use a frequency chart to track the number of times Alex calls out versus raises his hand during a 20-minute lesson each day.

Monitoring, Review, and Data Collection

To ensure the plan’s effectiveness, consistent monitoring and data collection are essential. For Alex, the teacher will use the daily frequency chart outlined in the plan. This simple tool allows for quick and objective progress tracking. By comparing the number of hand-raises to call-outs each day, the team can see if the interventions are working.

The team should schedule a review meeting two to four weeks after implementing the BIP. During this meeting, they will analyze the data collected. Is Alex’s hand-raising increasing? Is his calling out decreasing? This data provides the evidence needed to make informed decisions about the plan.

If the data shows progress, the team may decide to continue the plan as is or slowly fade the supports. If there is no change or the behavior worsens, the team will need to revisit the plan. They might adjust the intervention, re-examine the function of the behavior, or consider if new behaviors have emerged. This cycle of implementation, data collection, and review is key to a successful BIP.

Behavior Intervention Plan Templates and Tools

You don’t have to start from scratch when creating a behavior intervention plan. Using a BIP template can provide a clear structure, ensuring you include all the critical components. These templates and tools, such as visual aids and data collection sheets, help make the process more organized and efficient for the entire team.

A good template acts as a guide, prompting you to think through each part of the intervention plan, from defining the behavior to outlining how you will monitor progress. Let’s explore what a ready-to-use BIP template looks like and what kinds of data collection tools can help you track success.

Ready-to-Use BIP Template Structure

A BIP template is a formal document designed to guide the creation and implementation of an intervention plan. Using a standardized structure ensures that no critical information is missed and that the plan is clear to everyone involved. Many school districts and educational websites offer downloadable templates to get you started.

This structure helps organize your thoughts and ensures the plan is comprehensive. The template walks you through defining the student’s behavior, hypothesizing its function, and outlining the specific steps for intervention. This consistency helps maintain the plan’s effectiveness, as everyone on the team has the same clear reference point.

A typical BIP template includes the following sections:

Student Information: Name, date, and a list of the team members involved.
Target Behavior: A specific, observable, and measurable definition of the problem behavior.
Behavioral Goal: A SMART goal that outlines the desired replacement behavior.
Intervention Strategies: A list of proactive and reactive strategies to be used.

Data Collection Sheets and Progress Log Samples

Data collection is the engine that drives a successful BIP. Without objective data, it’s impossible to know if the plan’s effectiveness is real. Data collection sheets and progress logs are simple tools that help team members track behaviors consistently. These tools transform subjective observations into measurable facts.

A progress log can be as simple as a checklist or a frequency count chart. The key is that it’s easy to use in a busy classroom. For instance, a teacher can keep a tally sheet on a clipboard to quickly mark each time a student uses a new skill. This information is invaluable during review meetings.

Here are some examples of data collection tools:

Frequency Count Sheet: A simple chart to tally how many times a behavior occurs within a specific period.
ABC Chart: A log to record the Antecedent (what happened before), Behavior, and Consequence (what happened after).
Duration Log: A sheet to record how long a behavior lasts each time it occurs.

Real-Life Scenarios and Expert Examples

Applying the principles of a behavior intervention plan to real-life situations helps clarify how they work in practice. The strategies and goals in an intervention plan will vary greatly depending on the student’s age, the challenging behavior, and the school setting. Seeing examples of behavior intervention plans can provide valuable insights.

Whether dealing with aggressive actions in a young child or disruptive outbursts in a teenager, the core process remains the same: understand the behavior, teach an alternative behavior, and reinforce success. The following examples show how a BIP can be adapted for different needs.

Example for Aggressive Behaviors in Young Children

Consider a kindergartener, Maya, who hits other children when they take a toy she is playing with. The function of this aggressive behavior is clear: to regain a desired object. A BIP for Maya would focus on teaching her a more appropriate way to handle this common conflict.

The intervention strategies would involve teaching Maya to say, “My turn, please,” or to find a teacher for help. The support strategies would include role-playing these scenarios when she is calm. Positive reinforcement would be key; the teacher would offer immediate praise and perhaps a sticker whenever Maya uses her words instead of hitting.

The plan would also include environmental supports, such as having duplicate sets of popular toys to reduce conflicts. The goal is not just to stop the hitting but to equip Maya with the communication skills she needs to navigate social situations successfully, turning a problem behavior into a learning opportunity.

Example BIP for Disruptive Behaviors in Adolescents

Now, let’s look at a high school student, David, who frequently makes sarcastic comments and argues with the teacher. His disruptive behavior often derails lessons. An FBA suggests the function of his behavior is to escape difficult academic tasks and gain a sense of control. A BIP for adolescents like David must be developmentally appropriate and involve his input.

The intervention strategies could include teaching David to ask for a short break or for help when he feels overwhelmed by an assignment. The alternative behavior might be writing down his question or concern instead of blurting it out. As noted by experts at Supportive Care ABA, the plan should be tailored to the individual’s needs.

The plan could also incorporate self-management techniques, where David tracks his own behavior and earns privileges, like listening to music while he works, for meeting his goals. By giving him more ownership and teaching him productive coping skills, the BIP helps him manage his frustration in a way that supports his learning instead of disrupting it.

Tips for Modifying and Improving a BIP

Even a well-designed behavior intervention plan may need adjustments over time. It’s important to recognize when a plan isn’t working and know what to do next. An effective plan is a living document, not something set in stone. Regularly reviewing the plan’s effectiveness is crucial for long-term success.

If you find that the student is not making progress or the behavior is getting worse, it’s a sign that the intervention strategies may need to be modified. The next step is to analyze the data, meet with the team, and decide if additional support is needed. Let’s discuss the signs that a BIP needs changing and how to make those adjustments.

When a BIP Isn’t Working—Signs and Adjustments

It can be discouraging when a BIP seems ineffective, but it is a common part of the process. The first step is to identify the signs that the plan is not achieving its goals. Rely on your data, not just feelings, to determine the plan’s effectiveness. If the data shows no improvement over several weeks, it’s time to act.

When a plan isn’t working, the team needs to reconvene to discuss the next step. This meeting should focus on analyzing the data and troubleshooting the problem. Was the FBA hypothesis incorrect? Are the interventions being implemented consistently? Is the reinforcement powerful enough to motivate the student? Answering these questions can help you pinpoint where the breakdown is occurring.

Here are some signs that a BIP may need adjustments:

The data shows no decrease in the challenging behavior after a few weeks.
The behavior is getting worse or new problem behaviors are emerging.
The student has met their goal, and it is time to set a new one or fade supports.
The team members find the plan too difficult to implement with fidelity.

Conclusion

Creating an effective Behavior Intervention Plan (BIP) is essential for addressing the unique challenges faced by students with behavioral issues. By understanding the key components—from identifying target behaviors to setting measurable goals—you can develop a comprehensive strategy that supports positive change. Real-life examples and templates can guide you, making it easier to implement tailored interventions that work. Remember, collaboration with stakeholders is crucial in crafting a BIP that truly meets the needs of the student. If you’re ready to take the next step in enhancing educational outcomes, don’t hesitate to reach out for a free consultation with our experts. Together, we can create a successful roadmap for student success.

At Epic Minds Therapy, we understand that a Behavior Intervention Plan (BIP) is more than just a document—it’s the personalized blueprint for your child’s success. While many providers offer basic plans, we specialize in mastering the art of the BIP, leveraging insights from our team of leading ABA experts. We conduct thorough, data-driven functional behavior assessments to create a highly individualized, evidence-based roadmap that focuses on teaching new skills and fostering long-term, positive change. We don’t just manage challenging behaviors; we understand them, replace them, and empower your child to thrive. Choose Epic Minds Therapy for an expert, comprehensive BIP that is truly designed for epic results.

Frequently Asked Questions

Who is involved in creating a behavior intervention plan?

A behavior intervention plan is created by a team. This typically includes the student’s parents or guardians, teachers, a school psychologist or counselor, and special education staff. In some cases, therapists and the student themselves are also key stakeholders in developing the intervention plan in the school setting.

Sources:

https://childmind.org/article/what-is-a-behavior-intervention-plan

https://pmc.ncbi.nlm.nih.gov/articles/PMC9582084

https://online.regiscollege.edu/blog/behavior-intervention-definition-strategies

https://online.regiscollege.edu/blog/behavior-intervention-plan

https://asdnetwork.unl.edu/virtual-strategies/replacement-behaviors