What is a Behavior Intervention Plan (BIP)?
A Behavior Intervention Plan (BIP) is a comprehensive, proactive document that outlines strategies to address challenging behaviors and teach appropriate alternatives. Unlike punitive approaches that simply try to stop behaviors, a well-designed BIP focuses on understanding why behaviors occur and providing students with better ways to meet their needs.
The foundation of every effective BIP is a thorough Functional Behavior Assessment (FBA). The FBA identifies the function or purpose of the behavior, and the BIP uses this information to create targeted interventions.
The BIP Mindset
A BIP asks: “What does this student need to be successful, and how can we teach and support more appropriate behavior?” rather than “How do we make this behavior stop?”
Essential BIP Components
An effective BIP contains several key components that work together to address challenging behavior comprehensively.
Target Behavior Definition
Clear, observable description of the behavior to decrease, with measurable criteria.
Function Statement
Summary of the FBA findings explaining why the behavior occurs (from the hypothesis).
Baseline Data & Goals
Current behavior levels and specific, measurable goals for improvement.
Replacement Behavior
Appropriate alternative behavior that serves the same function as the target behavior.
Prevention Strategies
Antecedent modifications to prevent the target behavior from occurring.
Teaching Strategies
How the replacement behavior will be taught and practiced.
Response Strategies
How staff will respond to both target and replacement behaviors.
Data & Review Plan
How progress will be monitored and when the plan will be reviewed.
Creating a BIP: 7 Essential Steps
Review the FBA Findings
Begin by thoroughly reviewing the Functional Behavior Assessment. Understand the target behavior, the environmental context, and most importantly, the hypothesized function. The entire BIP should be built on the FBA findings.
Checklist:
- Review the behavior definition and baseline data
- Understand the identified function(s)
- Note setting events and antecedent triggers
- Review the consequence patterns
Define the Target Behavior and Set Goals
Transfer the target behavior definition from the FBA and establish measurable goals. Goals should be SMART: Specific, Measurable, Achievable, Relevant, and Time-bound.
Checklist:
- Use the exact definition from the FBA
- Set a specific, measurable reduction goal
- Establish a reasonable timeline
- Consider interim benchmarks
Select Replacement Behaviors
Choose one or more replacement behaviors that will serve the same function as the target behavior. The replacement must be easier for the student to perform, socially acceptable, and effective at meeting the student's need.
Checklist:
- Match the function of the target behavior
- Ensure the student can learn it quickly
- Verify it works in the relevant settings
- Make it more efficient than the target behavior
Develop Prevention Strategies
Create proactive strategies that modify the environment, schedule, or task demands to prevent the target behavior from occurring. Prevention is the first line of intervention.
Checklist:
- Modify identified triggers
- Address setting events when possible
- Increase predictability and structure
- Provide choices and control
Design Teaching Strategies
Plan how to explicitly teach the replacement behavior. Include modeling, practice opportunities, prompting procedures, and reinforcement for using the new skill.
Checklist:
- Create explicit lesson plans
- Plan for multiple practice opportunities
- Define prompting hierarchy
- Include generalization training
Create Response Strategies
Determine exactly how staff will respond when the target behavior occurs and when the replacement behavior occurs. Consistency across all staff is critical.
Checklist:
- Define reinforcement for replacement behavior
- Plan response to target behavior (minimize reinforcement)
- Include de-escalation procedures if needed
- Create crisis plan if behavior is severe
Establish Data Collection and Review
Define how progress will be monitored, who will collect data, how often, and when the team will meet to review progress and make adjustments.
Checklist:
- Select appropriate data collection methods
- Assign data collection responsibilities
- Schedule regular review meetings
- Define decision rules for modifications
Choosing Effective Replacement Behaviors
The replacement behavior is arguably the most important part of the BIP. It must serve the same function as the target behavior while being socially appropriate and easier to perform.
Replacement Behavior Examples by Function
Tantrum during difficult work
Asking for a break using a break card
Calling out in class
Raising hand and waiting to be called on
Grabbing items from peers
Using words to request items or trade
Hand flapping during transitions
Using a fidget tool or stress ball
Key Criteria for Replacement Behaviors
- Same function: Must meet the same need as the target behavior
- More efficient: Easier and faster than the target behavior
- Socially appropriate: Acceptable in school and community settings
- Within skill set: Already known or quickly teachable
Prevention Strategies (Antecedent Interventions)
Prevention strategies modify the environment or circumstances to reduce the likelihood that the target behavior will occur. These proactive interventions are often the most effective component of a BIP.
Environmental Modifications
- • Preferential seating (near teacher, away from triggers)
- • Reduce visual/auditory distractions
- • Create quiet work space option
- • Adjust lighting or noise levels
- • Modify classroom layout
Schedule Modifications
- • Visual schedule to increase predictability
- • Transition warnings before changes
- • Alternate difficult and preferred tasks
- • Schedule breaks proactively
- • Front-load challenging activities
Task Modifications
- • Break tasks into smaller chunks
- • Provide choice in task order or materials
- • Modify difficulty level
- • Incorporate student interests
- • Use high-probability request sequences
Social/Instructional Modifications
- • Provide noncontingent attention
- • Pre-teaching and priming
- • Check for understanding before independent work
- • Increase positive interactions ratio
- • Build relationship and rapport
Response Strategies (Consequence Interventions)
Response strategies define exactly how staff will react when behaviors occur. Consistency across all staff is essential for effectiveness.
Response to Replacement Behavior
Reinforce immediately and consistently:
- • Provide immediate access to the functional reinforcer
- • Use specific, genuine praise
- • Honor the request when possible
- • Track and celebrate progress
- • Gradually fade prompts and reinforcement
Response to Target Behavior
Minimize reinforcement and redirect:
- • Stay calm and neutral
- • Minimize attention/reaction
- • Do not provide the function (when safe)
- • Prompt the replacement behavior
- • Follow safety protocols if needed
Important: Never Use Punishment Alone
Punishment-only approaches are not only less effective but can damage relationships and increase problem behaviors. A BIP should always emphasize teaching and reinforcing appropriate behavior rather than solely trying to suppress the target behavior.
Monitoring Progress and Fidelity
A BIP is only as good as its implementation. Regular monitoring of both student progress and implementation fidelity is essential.
Progress Monitoring
What to Track
- • Frequency of target behavior
- • Frequency of replacement behavior
- • Duration/intensity if relevant
- • Progress toward goals
Review Schedule
- • Daily data collection
- • Weekly data summary
- • Bi-weekly team check-in
- • Monthly formal review
Implementation Fidelity
If a BIP isn't working, the first question should be: “Is it being implemented as written?”
Fidelity Checklist Questions:
- • Are all staff trained on the BIP components?
- • Are prevention strategies being implemented consistently?
- • Is the replacement behavior being taught and prompted?
- • Are response strategies being followed by all staff?
- • Is data being collected accurately and regularly?
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Try it freeFrequently Asked Questions
What is a Behavior Intervention Plan (BIP)?
A Behavior Intervention Plan (BIP) is a formal, written document that outlines strategies and interventions to address challenging behaviors identified through a Functional Behavior Assessment (FBA). It includes prevention strategies, teaching procedures for replacement behaviors, and response procedures for both target and replacement behaviors.
What is the difference between a BIP and a behavior contract?
A BIP is a comprehensive, function-based plan developed by a team and typically required for students with IEPs. A behavior contract is a simpler agreement between student and teacher outlining expectations and consequences. BIPs are more intensive and address the underlying function of behavior.
Who is responsible for implementing a BIP?
All staff who work with the student are responsible for implementing the BIP consistently. This typically includes classroom teachers, paraprofessionals, specials teachers, cafeteria staff, and administrators. Training should be provided to ensure fidelity.
How often should a BIP be reviewed?
BIPs should be reviewed regularly, typically every 4-6 weeks, or more frequently if the behavior is severe. The IEP team should review the BIP at least annually. Reviews should examine data to determine if the plan is effective or needs modification.
What should I do if the BIP is not working?
First, verify that the plan is being implemented with fidelity. If implementation is consistent but behavior is not improving, return to the FBA data to verify the hypothesized function. The BIP may need modification to better address the actual function of the behavior.
Can a student have a BIP without an IEP?
Yes, students with 504 plans can have BIPs, and general education students may have behavior support plans. However, under IDEA, students with disabilities must have a BIP developed when behavior impedes learning and after manifestation determinations.
What are the essential components of a BIP?
Essential components include: target behavior definition, baseline data, behavior goal, hypothesized function, prevention strategies, replacement behavior with teaching plan, consequence strategies for target and replacement behaviors, data collection procedures, and crisis plan if needed.
How do I choose appropriate replacement behaviors?
Replacement behaviors must: 1) serve the same function as the target behavior, 2) be easier or more efficient than the target behavior, 3) be socially appropriate, and 4) be within the student's current skill set or teachable in a short time.