You've completed a Functional Behavior Assessment. You understand why the behavior is happening. Now comes the critical next step: translating that understanding into a Behavior Intervention Plan (BIP) that actually changes outcomes. Too many BIPs become compliance documents that sit in files rather than living tools that guide daily practice. This comprehensive guide will teach you how to write a behavior intervention plan that works in real classrooms, meets legal requirements, and produces measurable results.
BIP Legal Requirements Under IDEA
Before diving into how to write a behavior intervention plan, it's essential to understand the legal framework. The Individuals with Disabilities Education Act (IDEA) establishes specific requirements for when and how BIPs must be developed.
When Is a BIP Required?
Under IDEA (34 CFR §300.324), the IEP team must consider the use of positive behavioral interventions, supports, and strategies when:
- A student's behavior impedes their learning or the learning of others
- A student with a disability is removed from placement for more than 10 school days
- A manifestation determination finds the behavior is related to the disability
- The student is placed in an interim alternative educational setting
Critical Legal Point
IDEA requires that BIPs be based on the results of a Functional Behavior Assessment. A BIP developed without FBA data—or one that doesn't address the function of behavior—may not meet legal requirements and is unlikely to be effective (Zirkel, 2011).
Required BIP Components
While IDEA doesn't prescribe a specific BIP format, case law and best practice establish that effective BIPs must include:
1. Target Behavior Definition
Observable, measurable description that anyone can reliably identify
2. Function Statement
Clear hypothesis about why the behavior occurs based on FBA data
3. Prevention Strategies
Antecedent modifications to reduce likelihood of behavior
4. Replacement Behavior
Alternative behavior that serves the same function
5. Teaching Procedures
How the replacement behavior will be explicitly taught
6. Response Procedures
How staff will respond to both target and replacement behaviors
7. Measurable Goals
Specific, time-bound objectives for behavior change
8. Data Collection Plan
How progress will be monitored and measured
Step-by-Step BIP Development Process
Learning how to write a behavior intervention plan requires a systematic approach. Follow these seven steps to develop a comprehensive, function-based BIP:
Review FBA Results
Start by thoroughly reviewing your Functional Behavior Assessment data. Identify:
- The operational definition of the target behavior
- Baseline frequency, duration, or intensity data
- Antecedent patterns and setting events
- Consequences that maintain the behavior
- The hypothesized function(s)
Write the Function Statement
Create a clear hypothesis statement that summarizes why the behavior occurs:
Formula: When [antecedent/trigger], [student] [behavior] in order to [function/obtain or escape].
Example: "When presented with multi-step math problems, Marcus engages in verbal refusal and puts his head down in order to escape task demands."
Design Prevention Strategies
Based on identified antecedents and setting events, develop modifications that reduce the likelihood of the behavior occurring. Consider:
- Environmental changes: Seating, lighting, noise reduction
- Curricular modifications: Task difficulty, length, format
- Schedule adjustments: Timing, transitions, breaks
- Setting event interventions: Addressing sleep, medication, home factors
Select & Teach Replacement Behavior
Choose a replacement behavior that:
- Serves the same function as the target behavior
- Is easier or more efficient than the problem behavior
- Is socially appropriate and acceptable in the environment
- Is within the student's current skill repertoire or can be taught
Document exactly how the replacement behavior will be taught, including modeling, practice opportunities, and prompting procedures.
Define Response Procedures
Specify how adults will respond to both behaviors:
When Replacement Behavior Occurs:
Immediate reinforcement, specific praise, access to the function (e.g., break, attention)
When Target Behavior Occurs:
Minimize attention, prompt replacement, avoid inadvertent reinforcement, crisis procedures if needed
Write Measurable Goals
Develop specific, measurable goals for both decreasing the target behavior and increasing the replacement behavior (see detailed section below).
Create Data Collection & Review Plan
Specify:
- What data will be collected (frequency, duration, ABC, etc.)
- Who will collect data and when
- How data will be graphed and reviewed
- Decision rules for modifying the plan
- Schedule for team review meetings
Function-Based Intervention Matching
Research consistently shows that function-based interventions are 2-3 times more effective than interventions based on the behavior's form alone (Ingram et al., 2005). This means your BIP interventions must match the identified function.
Function-Intervention Matching Guide
Escape/Avoidance Function
The behavior allows the student to escape or avoid tasks, demands, people, or situations.
Prevention Strategies:
- • Modify task difficulty or length
- • Provide choice in task order
- • Build in scheduled breaks
- • Pre-teach difficult concepts
- • Increase assistance/scaffolding
Replacement Behaviors:
- • Request a break appropriately
- • Ask for help
- • Use a "pause" signal
- • Request modified work
Attention Function
The behavior results in attention from adults or peers (even negative attention).
Prevention Strategies:
- • Increase positive attention proactively
- • Schedule regular check-ins
- • Provide attention for appropriate behavior
- • Assign peer buddy or helper role
- • Use noncontingent attention
Replacement Behaviors:
- • Raise hand appropriately
- • Use attention signal card
- • Appropriate conversation initiation
- • Request teacher conference
Access to Tangibles Function
The behavior results in obtaining items, activities, or privileges.
Prevention Strategies:
- • Provide scheduled access to preferred items
- • Use first-then boards
- • Increase availability of preferred activities
- • Create token/point systems
- • Use visual timers for wait times
Replacement Behaviors:
- • Request item/activity appropriately
- • Trade tokens for items
- • Use "I want" cards or AAC
- • Wait appropriately with timer
Sensory/Automatic Function
The behavior itself produces sensory input or internal reinforcement.
Prevention Strategies:
- • Provide alternative sensory input
- • Create sensory-friendly environment
- • Schedule sensory breaks
- • Reduce environmental triggers
- • Use sensory diet throughout day
Replacement Behaviors:
- • Use fidget tools
- • Request sensory break
- • Appropriate self-stimulation alternatives
- • Movement activities
Multiple Functions
Some behaviors serve multiple functions. When your FBA indicates multiple functions, your BIP should address each function with appropriate interventions. For example, aggression might serve both escape AND attention functions, requiring interventions for both.
Setting Measurable BIP Goals
Vague goals lead to vague results. Effective BIP goals must be specific enough that anyone can determine whether the goal has been met. Use this framework for writing measurable goals:
Goal Writing Formula
Given [conditions/situation], [student] will [behavior] as measured by [measurement method] from [baseline] to [criterion] by [date].
Example Goals by Measurement Type
Frequency Goal:
"Given regular classroom instruction, Marcus will reduce instances of verbal refusal from a baseline of 8 per day to 2 or fewer per day, as measured by daily frequency counts, within 6 weeks."
Duration Goal:
"Given independent work periods, Sophia will increase on-task behavior from a baseline of 35% of intervals to 80% of intervals, as measured by 10-minute momentary time sampling, within 9 weeks."
Replacement Behavior Goal:
"When feeling frustrated during academic tasks, Jaylen will independently use his break card to request a 2-minute break in 4 out of 5 opportunities (80%), as measured by ABC data collection, within 8 weeks."
Setting Realistic Criteria
Use baseline data to set achievable criteria:
- Short-term goals (4-6 weeks): 25-50% improvement from baseline
- Medium-term goals (9-12 weeks): 50-75% improvement from baseline
- Long-term goals (semester/year): Near peer-level performance or 75%+ improvement
Monitoring Implementation Fidelity
A perfectly designed BIP will fail if it's not implemented consistently. Research shows that implementation fidelity is one of the strongest predictors of intervention success (Sanetti & Kratochwill, 2009). Include these fidelity components in every BIP:
Fidelity Checklist Components
- ✓ Prevention strategies implemented
- ✓ Replacement behavior taught/prompted
- ✓ Reinforcement delivered correctly
- ✓ Response to target behavior followed
- ✓ Data collected as specified
Fidelity Assessment Methods
- Self-monitoring: Staff complete daily checklist
- Peer observation: Colleague observes weekly
- Direct observation: BCBA/specialist observes bi-weekly
- Permanent products: Review data sheets, reinforcement logs
Target: Aim for 80%+ fidelity before evaluating BIP effectiveness
When the BIP Isn't Working
Before modifying a BIP that isn't showing results, first assess implementation fidelity. If fidelity is below 80%, address implementation barriers before changing the plan itself. Common barriers include: lack of training, insufficient resources, competing demands, and unclear procedures.
Data Collection for BIP Effectiveness
Ongoing data collection is what transforms a BIP from a static document into a dynamic tool for change. Your data collection plan should measure both the target behavior and the replacement behavior.
Essential Data to Track
Target Behavior Data:
- • Frequency/rate of occurrence
- • Duration (if applicable)
- • Intensity level
- • Antecedents when behavior occurs
- • Consequences that followed
Replacement Behavior Data:
- • Frequency of use
- • Prompted vs. independent
- • Contexts where used successfully
- • Response from environment
Decision Rules for Data Review
Include specific decision rules in your BIP that tell the team when and how to modify the plan:
If behavior decreases 25%+ over 2 weeks: Continue current plan, consider fading supports
If behavior remains stable over 2 weeks: Check fidelity, increase intensity of interventions
If behavior increases or new behaviors emerge: Reconvene team, reassess function, modify BIP
3 Complete BIP Examples
Below are three comprehensive BIP examples for different age groups and functions. Use these as templates for your own BIP development.
Example 1: Elementary (Age 7) — Escape Function
Physical Aggression During Academic Tasks
Student Profile:
2nd grade, autism spectrum disorder, reading 1 year below grade level
Target Behavior:
Physical aggression defined as hitting, kicking, or pushing adults or peers with sufficient force to cause pain or leave a mark. Baseline: 6 incidents per week.
Function Statement:
When presented with independent reading tasks that exceed his current skill level, Ethan engages in physical aggression toward the nearest adult in order to escape the task demand.
Prevention Strategies:
- Provide reading materials at instructional level (90% accuracy)
- Chunk tasks into 5-minute segments with breaks
- Offer choice of 2-3 reading selections
- Pre-teach vocabulary before reading tasks
- Use visual timer to show task duration
Replacement Behavior:
When feeling frustrated, Ethan will hand his "break" card to an adult and say or sign "break please" to request a 2-minute break.
Teaching Plan:
- Direct instruction on break card use during calm moments
- Role-play scenarios 3x daily for first 2 weeks
- Prompt break card use at first sign of frustration
- Fade prompts using least-to-most hierarchy
Response Procedures:
When break card is used:
Immediately provide 2-minute break with preferred activity, praise appropriate request
When aggression occurs:
Protect safety, minimal attention, do not remove task demand, prompt break card when calm
Goal:
Ethan will reduce physical aggression from 6 incidents per week to 1 or fewer per week and will use his break card independently in 80% of frustration situations within 8 weeks.
Example 2: Middle School (Age 12) — Attention Function
Verbal Disruption in Class
Student Profile:
7th grade, ADHD, average academic performance, difficulty with peer relationships
Target Behavior:
Verbal disruption defined as calling out without permission, making off-topic comments, or making noises during instruction. Baseline: 15-20 instances per class period.
Function Statement:
During whole-class instruction when teacher attention is directed elsewhere, Maya calls out or makes comments in order to gain attention from the teacher and peer reactions.
Prevention Strategies:
- Provide attention proactively every 3-5 minutes during instruction
- Assign classroom helper role
- Seat near teacher for easy nonverbal check-ins
- Use her name positively in examples
- Brief private check-in at start of each class
Replacement Behavior:
Maya will raise her hand and wait to be called on, or write her comment/question on a sticky note to share with the teacher after instruction.
Response Procedures:
When hand is raised:
Call on within 30 seconds, specific praise for waiting, bonus points toward lunch with teacher
When calling out:
Brief planned ignoring, redirect privately, no public reprimand, acknowledge next appropriate bid
Goal:
Maya will reduce verbal disruptions from 15-20 per class to 3 or fewer per class and will raise her hand to participate in 80% of opportunities within 6 weeks.
Example 3: High School (Age 16) — Escape + Sensory Function
Elopement from Classroom
Student Profile:
11th grade, autism spectrum disorder, sensory processing difficulties, anxious in crowded/noisy environments
Target Behavior:
Elopement defined as leaving the classroom without permission, walking out of the building, or refusing to return when directed. Baseline: 5-7 incidents per week.
Function Statement:
When the classroom environment becomes loud (above 70dB) or crowded (group work, transitions), and/or when presented with unexpected changes to schedule, Jordan leaves the classroom in order to escape sensory overload and gain access to sensory regulation in a quiet space.
Prevention Strategies:
- Provide noise-canceling headphones during loud activities
- Seat near door with clear path to designated quiet space
- 5-minute warning before transitions and schedule changes
- Written schedule with any changes highlighted
- Scheduled sensory breaks every 45 minutes
- Access to fidget tools during class
Replacement Behavior:
Jordan will show the teacher his "quiet space" card or send a pre-written text message to request permission to go to the designated quiet room (counselor's office) for up to 10 minutes.
Response Procedures:
When quiet space card is used:
Immediate permission, escort if needed, 10 minutes in quiet room, calm return check, no academic penalty
When elopement occurs:
Staff follows at distance, redirect to quiet room, wait until calm, process after regulation, teach replacement
Crisis Component:
If Jordan leaves the building, staff will notify security, maintain visual contact from a distance, and call parent. Do not physically block or chase. After safe return, conduct functional debrief to identify triggers.
Goal:
Jordan will reduce elopement from 5-7 incidents per week to 0-1 per week and will independently use his quiet space card or text in 90% of situations when feeling overwhelmed within 12 weeks.
BIP Development Flowchart
Use this visual guide to ensure you follow all steps when developing a BIP:
Complete FBA
Collect data, identify function
Write Function Statement
When [antecedent], student [behavior] to [function]
Design Prevention Strategies
Modify antecedents based on FBA patterns
Select & Teach Replacement
Same function, more appropriate
Define Response Procedures
How to respond to both behaviors
Write Measurable Goals
Baseline → Criterion by Date
Implement & Monitor
Track fidelity + behavior data
Review & Revise
Use decision rules, adjust as needed
References
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
34 C.F.R. § 300.324 (2006). Development, review, and revision of IEP.
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7(4), 224-236. https://doi.org/10.1177/10983007050070040401
Sanetti, L. M. H., & Kratochwill, T. R. (2009). Toward developing a science of treatment integrity: Introduction to the special series. School Psychology Review, 38(4), 445-459. https://doi.org/10.1080/02796015.2009.12087827
Zirkel, P. A. (2011). State special education laws for functional behavior assessment and behavior intervention plans. Behavioral Disorders, 36(4), 262-278. https://doi.org/10.1177/019874291103600406
O'Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Cengage Learning.
Scott, T. M., Alter, P. J., & McQuillan, K. (2010). Functional behavior assessment in classroom settings: Scaling down to scale up. Intervention in School and Clinic, 46(2), 87-94. https://doi.org/10.1177/1053451210374986
Take Action
Put what you've learned into practice with these resources.
Key Takeaways
- IDEA requires a BIP when behavior impedes learning—the plan must be based on FBA results and address the function of behavior
- Effective BIPs include 4 core components: prevention strategies, teaching replacement behaviors, response procedures, and data collection plans
- Function-based interventions are 2-3x more effective than topography-based approaches—always match interventions to the identified function
- Measurable goals should include the behavior, conditions, criteria, and timeline (e.g., "reduce from 8 to 2 incidents per week within 6 weeks")
- Implementation fidelity monitoring is critical—even the best BIP fails if not implemented consistently across all settings
Complete BIP Development Toolkit
A comprehensive BIP template with fillable sections, function-intervention matching guide, goal-writing formulas, and fidelity checklists. Includes all three example BIPs from this article.
BIP Development Readiness Assessment
Evaluate whether you have the foundation needed to develop an effective BIP and identify any gaps in your FBA data.
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