Behavior Intervention Plan Example: Strategies that Work

Are you looking for an effective way to manage a student's challenging behavior? When a specific behavior consistently disrupts learning, a structured approach can make all the difference. A behavior intervention plan (BIP) provides a written, step-by-step guide for addressing these difficulties. This type of intervention plan is designed to manage tough actions, teach new skills, and reward positive changes. This guide will walk you through how to create, use, and monitor a successful BIP.

Understanding Behavior Intervention Plans (BIP)

A behavior intervention plan is a formal, customized guide created to help a student change a specific problem behavior. This tool is a cornerstone of special education and school support systems because it shifts the focus from punishment to understanding. The goal is to figure out the "why" behind a student’s behavior.

By uncovering the reason for an action, the intervention plan can teach positive behavior that meets the student's needs in a more appropriate way. The following sections will explore what a BIP is, its main purpose, and how it differs from general school discipline.

Definition and Importance of BIP in Schools and Homes

A behavior intervention plan is a formal, written document that outlines a clear and consistent strategy for managing a difficult behavior. It is built on the results of a functional assessment, which helps the team understand the root cause of the problem behavior. This plan is crucial because it ensures everyone is on the same page.

Students interact with many different people throughout their day, from teachers and therapists to family members. A BIP guarantees that every adult responds to the student’s behavior in the same way. This consistency is vital, as it prevents accidentally reinforcing the negative behavior, which could make it harder to reduce.

The intervention plan serves as a unified protocol for the entire team. When everyone knows the plan and follows it, you can accurately track whether the strategies are working. This collaborative approach is what makes the behavior intervention plan such an important tool for creating lasting change in both school and home settings.

Core Purpose of Using a Behavior Intervention Plan

The main purpose of a behavior intervention plan is not to stop a behavior but to teach a better alternative. The plan's intervention strategies are function-based, meaning they are designed to address the reason the behavior is happening in the first place. Is the student trying to get attention, avoid a task, or communicate a need?

Understanding the function of behavior is the most critical aspect. If you only address what the behavior looks like (its topography) without knowing why it occurs, your efforts are unlikely to succeed. The core of the BIP is to teach a positive behavior that serves the same function as the problematic one.

For instance, if a student acts out to escape a difficult assignment, the plan would focus on teaching them how to ask for a break or for help. By focusing on building new skills, the behavior intervention plan promotes long-term positive change and gives students the tools they need to succeed.

BIP vs. General Discipline Plans

It is important to understand that a behavior intervention plan is very different from a general discipline plan you might find in a school handbook. A general discipline plan usually applies the same consequences to all students for certain infractions, often without considering the individual's circumstances.

In contrast, a behavior intervention plan is highly personalized. It is created for a specific student to address a specific behavior. The entire strategy is based on understanding the function of the behavior, which makes it a teaching tool rather than just a punishment system. An effective plan is proactive and supportive, not reactive and punitive.

Here are the key differences:

• Individualization: A BIP is tailored to one student, while a general discipline plan is for the entire student body.
• Focus: A BIP focuses on teaching replacement skills based on the function of the behavior, whereas discipline plans often focus only on consequences.
• Approach: A BIP is proactive and supportive, while a general discipline plan is typically reactive.

Key Components of an Effective Behavior Intervention Plan

To ensure a behavior intervention plan is successful, it must contain several essential parts. These components work together to form a clear and actionable guide for everyone on the team. A well-structured intervention plan leaves no room for confusion and makes progress easy to track.

The main elements include a precise description of the target behavior, an understanding of its function, measurable goals for a new replacement behavior, and specific intervention strategies. Let's look at what each of these key components involves.

Target Behavior Identification and Description

The first thing you must do when creating a BIP is to identify the target behavior. This problem behavior needs an operational definition, which means it must be described so clearly that anyone who sees it can agree on what it is. For example, instead of saying a student is "disruptive," a good description of the problem behavior would be "shouting out answers without raising a hand."

This specific functional behavior description should include details like intensity, frequency, and location. Knowing what triggers the behavior is also helpful. Does it happen during a certain time of day or with specific people? This level of detail is crucial for understanding the behavior and planning an effective intervention.

Common target behaviors you might see in a BIP include:

• Aggressive actions like hitting, kicking, or throwing objects.
• Disruptive classroom behaviors such as yelling or leaving a seat.

Measurable Goals and Outcomes

After defining the target behavior, the next step is to set clear and measurable goals. A strong intervention plan uses goals that are specific, achievable, and time-bound. A vague goal like "behave better" is not helpful. Instead, a goal should be concrete, such as, "The student will use words to ask for a break in 4 out of 5 instances instead of running out of the classroom."

These goals should be based on the baseline data you collected. If a student is currently shouting out ten times per class, a realistic first goal might be to reduce that number to five. This gradual approach makes success more likely and allows you to use positive behavioral interventions to reward progress along the way.

The goal must also define the new behavior you want to teach. What should the student do instead? The ultimate aim of the intervention is not just to stop a negative student behavior but to build a positive one in its place. These measurable goals provide a clear benchmark for success.

Function of the Behavior (FBA Insights)

Understanding the function of the behavior is perhaps the most critical component of a BIP. This information comes from a Functional Behavior Assessment (FBA), a process used to determine why a student engages in a particular behavior. The FBA helps you form a hypothesis about the behavior's purpose. Is the student trying to gain attention, access a tangible item, or escape a demand?

These FBA insights are the foundation upon which you build your entire intervention. Without knowing the function, you are just guessing at what might work. For example, if a student's behavior is attention-seeking, ignoring it might be effective. But if the function is escape, ignoring it might actually reinforce the behavior.

Once you have a strong hypothesis about the function of the behavior, the next step is to select interventions that directly address that need. This ensures your plan is not only effective but also compassionate, as it seeks to meet the student's underlying need in a more appropriate way.

Steps for Developing a Behavior Intervention Plan from Scratch

Creating a behavior intervention plan from scratch involves a series of clear steps. It is a collaborative process that brings team members together to focus on a student's specific needs. The process begins with a close look at the student's behavior through data collection.

Based on these findings, the team conducts a functional behavior assessment to understand why the behavior is happening. From there, you can select the best intervention strategies and behavior support systems. The following sections break down these key steps for creating an effective intervention plan.

Gathering Background Information and Context

The very first step in developing a BIP is to gather comprehensive background information. This involves looking at the student's history to get a complete picture of their behavior. You can start by reviewing existing records, such as grades, attendance, and previous discipline reports.

This initial review helps you spot long-term patterns related to the student’s behavior. The next part of this process is to talk with people who know the student well. This includes teachers, parents, therapists, and even the student, if appropriate. These interviews provide valuable context about when and where the problem behavior occurs.

All of this background information is crucial for the functional assessment. It helps the team identify potential triggers, settings, or events that make the behavior more likely to happen. This thorough investigation ensures you are not just looking at the behavior in isolation but understanding it within the student's broader environment.

Conducting Functional Behavior Assessment (FBA)

A Functional Behavior Assessment (FBA) is a systematic process used to determine the function of behavior. The goal is to determine whether the student is engaging in a challenging behavior to obtain something (such as attention or a toy) or to avoid something (like a difficult task). This assessment is the heart of creating an effective BIP.

To conduct a thorough FBA, the team collects data in several ways. This multi-faceted approach ensures the conclusion is based on evidence, not just feelings or isolated incidents. The information gathered during the FBA will directly inform the intervention strategies you choose.

Key methods for conducting an FBA include:

• Direct Observation: Watching the student in different settings to see when, where, and how the behavior happens.
• Interviews: Talking with teachers, parents, and the student to gain insight into their perspectives on the behavior.

Selecting Data Collection Tools and Worksheets

Once you understand the behavior, you need the right tools for data collection. These tools help you establish a baseline before the intervention starts and monitor progress once the behavior intervention plan is in place. The best way to determine if a plan is working is to track its progress with consistent data.

The data collection method you choose should be simple enough for all team members to use consistently. This ensures the information you gather is accurate and reliable. This data is what you will use to make informed decisions about whether to continue or adjust the intervention plan.

Common data collection tools include:

• Frequency Counts: Tallying how many times a behavior occurs within a specific period.
• Duration Recording: Measuring how long each instance of the behavior lasts. Many educational websites and school districts offer downloadable worksheets and forms that can help organize your functional assessment and overall intervention plan.

Writing Strategies for Behavior Intervention Plans

After you have defined the behavior and its function, the next step is to write the intervention strategies. An effective behavior intervention is divided into two main types of strategies: proactive ones that prevent the behavior and reactive ones that address it after it occurs.

The focus should always be on proactive, or antecedent strategies, which teach new skills. These are often paired with positive reinforcement to encourage the desired behavior. Consequence strategies are also necessary to ensure a consistent response. Let's explore these different types of strategies.

Positive Reinforcement Methods

Positive reinforcement is one of the most powerful tools in a BIP. This method involves providing a reward immediately after a student demonstrates the desired replacement behavior. This makes the student more likely to use that positive behavior again in the future. The reward can be anything the student finds motivating, from verbal praise to a small prize.

A related technique is differential reinforcement. This involves providing reinforcement for an alternative behavior while withholding it for the problem behavior. For example, if a student calls out for attention, you would only provide attention when they raise their hand. It is one of the most effective positive behavioral interventions.

Examples of positive reinforcement include:

• Token Economies: Giving students tokens for good behavior that they can trade for larger rewards.
• Verbal Praise: Offering specific praise like, "I love how you raised your hand to speak!"

Antecedent Modification Techniques

Antecedent strategies are proactive techniques designed to prevent the problem behavior from happening. These intervention strategies focus on changing the environment or circumstances that occur right before the behavior. This approach is powerful because it addresses triggers before the student even has a chance to engage in the negative behavior.

The antecedent modification techniques you choose should be directly linked to the function of behavior. For example, if a student acts out to avoid a difficult task, you could modify the assignment to make it less overwhelming. If the function is to gain attention, you could schedule regular check-ins with the student.

Effective antecedent strategies include:

• MO Manipulation: This involves changing the environment to make it less reinforcing to engage in the problem behavior, such as moving the child's desk.
• Visual Schedules: Providing a clear schedule of the day's activities can reduce anxiety and uncertainty.

Consequence-Based Interventions

While the focus should be on prevention, you also need a plan for what to do after the behavior occurs. These are known as consequence strategies. The most important part of any consequence is ensuring the safety of the student and everyone around them. After safety is secured, the goal is to avoid providing reinforcement for the problem behavior.

Effective strategies for consequences are not about punishment. Instead, they focus on de-escalation and redirecting the student back to the expected task or behavior. It is important to stay calm and empathetic, even when the behavior is challenging. This helps the student regulate their emotions and return to a state of calm.

Helpful consequence strategies include:

• Ignoring the behavior but not the child: This means you redirect the child to their task or a visual cue without giving attention to the negative behavior.
• Behavioral Momentum: Gaining compliance by first asking the student to do a few easy tasks they are likely to complete before presenting the more difficult one.

Customizing BIPs for Specific Challenges

A behavior intervention plan should never be a one-size-fits-all document. To be effective, the intervention plan must be customized to the student's age, developmental level, and specific challenges. This is especially true for students with disabilities who may need additional support as part of their individualized education program (IEP).

The strategies that work for a young child with classroom disruptions may not be suitable for a teenager with aggression. Customizing the plan ensures it is relevant, respectful, and has the best chance of success. Let's review how to tailor a BIP for different needs.

Planning for Students with Classroom Disruptions

Classroom disruptions are one of the most common reasons for creating a BIP. When planning for a student with disruptive behavior, the first step is to define the target behavior with precision. Instead of "is disruptive," you might specify "calls out answers without raising a hand" or "leaves their seat during instruction."

Once you have identified the behavior and its function (e.g., to get peer attention or avoid work), you can select appropriate intervention strategies. For a student who calls out, the plan might involve teaching them to raise their hand and reinforcing them with praise or points when they do so.

The goal is to create a classroom environment where the student learns that the new, appropriate behavior is a more effective way to get their needs met than the disruptive behavior. Consistency from the teacher and even involvement from peers (e.g., ignoring call-outs) can make these strategies highly effective.

Strategies for Aggression and Non-Compliance

When dealing with aggression or serious non-compliance, safety is the top priority. An intervention plan for these behaviors requires a very thorough functional analysis to understand the triggers. Aggression is often a form of communication, signaling that a student is overwhelmed, frustrated, or unable to express their needs in another way.

Effective strategies for these behaviors often focus on teaching functional communication. For example, if a student becomes aggressive when asked to do a difficult task, the intervention plan might focus on teaching them to say "I need help" or "I need a break." This provides them with an appropriate way to handle their frustration.

De-escalation techniques are also a critical part of the plan. This includes staying calm, blocking aggression safely, and empathizing with the student's feelings. The goal is to manage the immediate situation safely while working on long-term skills that reduce the need for aggression and non-compliance.

Tailoring BIP for Children with Autism

A behavior intervention plan for a child with autism must be carefully tailored to their unique profile of strengths and challenges. A functional behavior assessment is especially important, as behaviors may be linked to sensory sensitivities, communication difficulties, or a need for predictability. The intervention plan is often a key part of the child's individualized education program (IEP).

Strategies for children with autism often include visual supports, as many are strong visual learners. The replacement behavior taught must be concrete and functional for the child. For example, if a child flaps their hands due to sensory overload, the plan might include teaching them to ask for a break in a quiet space.

Key considerations for tailoring a BIP for autism include:

• Visual Supports: Using picture schedules, social stories, or visual cues to clarify expectations.
• Sensory Needs: Incorporating sensory breaks or tools into the plan to help the child regulate.

Behavior Intervention Plan Examples and Templates

Seeing a concrete behavior intervention plan example can make the entire process feel more manageable. A simple template helps organize your thoughts and ensures you include all the critical components of an effective BIP. They serve as a blueprint for action, detailing everything from the goal to the data collection method.

Many educational websites offer downloadable worksheets and templates to guide you. The following sections will provide a simple example for a common behavior, outline a sample BIP template, and point you toward helpful resources.

Simple Example for Disruptive Classroom Behavior

Let's look at a simple intervention plan for a student who exhibits disruptive behavior. An effective BIP clearly connects the target behavior to its function and outlines a specific intervention. This example focuses on a student who calls out in class to get attention from their peers.

The plan is clear, concise, and easy for all team members to follow. The goal is not just to stop the calling out but to teach a more appropriate way to participate in class. This makes it a truly effective BIP because it builds a new skill.

Here is a simplified plan for this disruptive behavior:

Sample BIP Template for Teachers

A good sample BIP template provides a clear structure that ensures all necessary information is included. Using a consistent format helps team members easily understand their roles and responsibilities. While you can find many versions online, they generally contain the same core sections.

Each part of the plan has a specific purpose, from defining the behavior to outlining how you will measure success. The template should also list the team members involved, as this is a collaborative effort. It serves as a central document for everyone supporting the student.

A basic behavior intervention plan template might include these sections: Student Information, a specific definition of the Target Behavior, a summary of the Functional Assessment, a measurable Behavioral Goal, Proactive and Reactive Intervention Strategies, and a Data Collection Plan. This structure makes the intervention plan easy to follow and review.

Downloadable Worksheets and Form Resources

Are you ready to start writing a behavior intervention plan but feel like you need a starting point? Fortunately, you do not have to create everything from scratch. There are many excellent resources available online that offer downloadable worksheets and forms to guide you through the process.

These resources can help you structure your thoughts and ensure you cover all the essential components of a strong intervention plan. They often include templates for the FBA process, data collection sheets, and the BIP itself. This can save you time and help you create a more thorough and professional document.

You can find helpful resources at:

• Educational Websites: Organizations like Understood.org and the IRIS Center provide free, evidence-based templates and guides.
• Your School District: Your school’s special education department likely has its own set of approved forms and worksheets for creating a behavior intervention plan.

Implementation and Monitoring of Behavior Intervention Plans

Creating a well-written behavior intervention plan is a major achievement, but the work does not stop there. The next crucial phase is implementation and monitoring. An intervention plan is only effective if it is applied consistently by everyone involved with the student. This treatment plan requires a team effort.

Tracking progress is essential to determine if the strategies are working. Regular data collection allows you to see if the student is making progress toward their goals and helps you decide if additional support is needed. Let's explore the roles of team members and how to adjust the plan as needed.

Educator and Caregiver Roles in Application

For an intervention plan to be successful, every educator and caregiver involved must commit to applying it consistently. This team approach is the key to making an effective plan work. When everyone from the teacher to the parent uses the same strategies, the student receives a clear and consistent message about behavior expectations.

Each person has a role to play in providing behavior support.

Before the plan starts, all team members should be trained on the specific strategies and their responsibilities. Regular communication between the caregiver and the educator is also vital to share successes and challenges across different settings.

The key roles include:

• Implementing Interventions: All team members are responsible for using the proactive and reactive strategies as written in the plan.
• Collecting Data: The designated person (often the teacher) must collect data consistently to monitor the student's progress.

Tracking Progress and Adjusting the Plan

Consistent tracking of progress is the only way to objectively know if a behavior intervention plan is working. The team should use simple data collection methods, like frequency counts or duration recording, to measure both the problem behavior and the new replacement behavior. This data provides concrete evidence of change over time.

This information should be reviewed regularly, perhaps weekly or bi-weekly. If the data shows that the student is not making progress toward their goals, or if the behavior is getting worse, it is a sign that the plan needs to be adjusted. Relying on feelings or isolated anecdotes is not enough; data-driven decisions are key.

When the data indicates a problem, the next step is for the team to meet. During this meeting, you will review the information, discuss observations, and decide whether the intervention strategies need to be tweaked. A behavior intervention plan is a living document that should evolve with the student's needs.

Conclusion

In summary, a well-structured Behavior Intervention Plan (BIP) can be a game changer for educators and caregivers seeking to address behavioral challenges effectively. By focusing on key components like target behavior identification, measurable goals, and customized strategies, you’re setting the stage for positive change.

Remember, the success of a BIP lies not just in its creation but also in its implementation and ongoing monitoring. With the right tools and a commitment to adjust as needed, you can foster a supportive environment that empowers individuals to thrive. If you're ready to get started, don’t hesitate to download our comprehensive worksheets and templates to help you create a tailored BIP that meets your specific needs!



At Divine Steps ABA, we know that an effective Behavior Intervention Plan (BIP) requires more than just good intentions—it requires strategies that truly work. As the premier ABA provider, we specialize in moving beyond theoretical examples to implement highly individualized, data-driven BIPs that deliver real results. Our expert team conducts thorough functional behavior assessments to ensure every plan is a precise, compassionate roadmap for success, focusing on teaching functional skills and promoting positive, lasting behavior change. Choose Divine Steps ABA to partner with experts who are dedicated to taking the right divine steps toward your child's continuous and meaningful progress.

Frequently Asked Questions

Sources:

https://www.understood.org/en/articles/behavior-intervention-plans-what-you-need-to-know

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

https://cld.gsu.edu/positive-behavior-videos/developing-bip/

https://www.autismparentingmagazine.com/behavior-management-plan/?srsltid=AfmBOor1PYadK3mRAQ0uuFV8h8KQzY7UW7lHlBHYWZn6IeD5fkJ9RTQ-



https://www.understood.org/en/articles/functional-behavioral-assessment-what-it-is-and-how-it-works