WHAT IS A BEHAVIOR INTERVENTION PLAN?
The purpose of a Behavior Intervention Plan (BIP) is to develop and implement strategies to address the behavior of the child that impedes learning. The plan is written by team members based on information gathered from the Functional Behavior Assessment (FBA). The FBA is critically important because it identifies the function of the behavior:
The goal of the Behavior Intervention Plan is to intervene with the behavior by addressing the function of the behavior or the child’s need. The plan is developed to teach the child more appropriate ways of having their needs met. For example, if a student is struggling with reading, we don’t yell at them and send them to the office, instead, we provide further instruction to develop their skills. Students who demonstrate behavior problems also need our help! Students often struggle with how to behave appropriately and need instruction and continued support to do so.
The parts of the BIP are as follows:
The purpose of a Behavior Intervention Plan (BIP) is to develop and implement strategies to address the behavior of the child that impedes learning. The plan is written by team members based on information gathered from the Functional Behavior Assessment (FBA). The FBA is critically important because it identifies the function of the behavior:
- is the behavior getting the student attention?
- is the behavior helping the student avoid a task or situation they don’t like?
- is the behavior serving to calm the student or self soothe in anxious situations?
The goal of the Behavior Intervention Plan is to intervene with the behavior by addressing the function of the behavior or the child’s need. The plan is developed to teach the child more appropriate ways of having their needs met. For example, if a student is struggling with reading, we don’t yell at them and send them to the office, instead, we provide further instruction to develop their skills. Students who demonstrate behavior problems also need our help! Students often struggle with how to behave appropriately and need instruction and continued support to do so.
The parts of the BIP are as follows:
- Identify the Target Behavior and Its Function
- Identify the Predictors of the Behavior
- Identify the Functionally Equivalent Replacement Behavior (FERB)
- Reinforcing the FERB
- What If the Target Behavior Returns?
- Writing Measurable and Attainable Goals
- Monitor Success of Interventions
Report Forms and Recording Tools
COMPONENTS OF A BEHAVIOR PLAN
COMPONENTS OF A BEHAVIOR PLAN
identify target behavior and its function
- When identifying the problem or target behavior use specific, observable terms to paint a picture of what the behavior looks like, especially for others not familiar with the student. For example, next year’s teachers will need to read this plan and understand exactly how to implement it. Words like “defiant,” “uncooperative,” and “difficult” are subject to interpretation. Instead, be specific, describe the behavior in observable terms: “throws materials (books, pencils),” “puts head down on desk and refuses to work,” “runs out of classroom.” Avoid vague, biased language, language that assumes an evil intent, and talking in absolutes (always, never).
- The behavior plan should include only one behavior, or a few very closely related behaviors that impede the learning of the child. Plans will often fail if they try to address too much. This is why it is important to be very specific and only include behaviors that may fall under the same umbrella.
- Identify how the behavior impedes learning of the student or the learning of others.
- Identify characteristics of the behavior.
- How often does the problem behavior occur (frequency)? Once or twice a day, or once or twice an hour?
- How mild or severe is the behavior (intensity)? Does the behavior interrupt learning momentarily for the student or others? Or for an extended period of time for the student or the whole class?
- How long does the behavior last (duration)? Does the behavior last a few seconds, or for several minutes at a time?
- Based on the characteristics above, the team can identify if the behavior plan is an early stage intervention, a moderate intervention, serious intervention, or extreme.
- Using the data collected for the Functional Behavioral Assessment, identify the hypothesized function of the behavior: is to get something, to avoid something, or for self-stimulation or self-soothing? It is very important to consider the function of the behavior, because this drives the development--and ultimately the success-- of the behavior plan.
identify the predictors of the behavior
Using information from the data collected, identify the predictors of the behavior. These predictors may give clues on how changes can be made to avoid the behavior altogether.
Predictors fall into a variety of categories and include the following: curriculum, teaching strategies, environmental factors, and intra/interpersonal factors:
- Curriculum:
- Does the behavior occur during specific academic subjects or tasks? If “yes”, determine if the curriculum is at the appropriate level for the student. If the materials are too difficult, the student’s frustration may be causing the behavior. If the materials are too easy, the student may be bored and finding other ways to entertain themselves.
- Are accommodations and or modifications needed to help the child access the curriculum to avoid the problem behavior?
- Teaching Strategies:
- If there are patterns of the behavior related to the type of instruction (whole group instruction, small group work, independent work, worksheets), a change in how content is presented may be needed.
- Provide more support during the challenging instructional activities. For example, provide more visuals, more explicit instructions (both verbally and written), and graphic organizers.
- Build up the student’s tolerance and ability for a challenging teaching strategy.
- Environmental Factors:
- Pay close attention to the physical environment. A change in class layout or moving the student’s desk to a new location may be just what the student needs..
- A student may also show signs of sensory overload and may benefit by being moved from an area that is too stimulating or too distracting.
- Additional environmental changes may help too, such as dimmed lighting, noise cancelling headphones, or a separate work space.
- Intra/Interpersonal factors:
- Intrapersonal factors are things that may be occurring within the child and contributing to the behavior. As example, self-esteem issues or anxiety may be contributing to the behavior. The student may need more praise, and less attention for negative behavior.
- Changes in student grouping or more time spent on relationship building with peers may be necessary.
Identify a Functionally Equivalent Replacement Behavior
A replacement behavior serves the same function of the target behavior, but is more socially acceptable and more aligned with the expectations of the classroom environment.
A behavior’s function may be:
A replacement behavior serves the same function of the target behavior, but is more socially acceptable and more aligned with the expectations of the classroom environment.
A behavior’s function may be:
- To avoid (a task, situation, people)
- To gain or obtain something (attention from peers/and or staff, gain an object, gain access to something)
- Sensory stimulation (the behavior may in fact be rewarding within itself)
To find a functionally equivalent replacement behavior (FERB), the new behavior must meet the need the child is trying to fill.
- The replacement behavior should work better than the targeted behavior in meeting the needs of the child, and therefore the target behavior will no longer be needed.
- The student may need to be taught the replacement behavior.
- Model the new behavior.
- Give the student opportunities to practice the new behavior. A visual cue or reminder may be helpful.
- The BIP should list successive teaching steps for student to learn replacement behavior(s) and/or the curriculum materials needed.
- Examples of replacement behaviors
- For a student who is trying to avoid a task:
- Give the student a choice of required tasks, including the one he/she wants to avoid, and let him/her determine the order of how he/she complete the tasks,
- Change the output of the assignment (create a PowerPoint instead of an essay).
- Align the assignment with the child’s interests
- For a student who is trying to avoid a situation:
- Give the student an opportunity to take a break (visual break cards),
- Allow the student to work alone in a different setting
- For a student who is trying to avoid a person:
- Build up exposure to the person slowly over time (graduated exposure);
- Pair with favorite task, peer, or teacher
- For a student who is trying to obtain attention:
- Provide opportunities for positive attention throughout the day
- Praise for incremental success, class job, peer buddy
- For a student who is trying to obtain access to an item:
- Use access to the item or preferred activity as a reward for completing a less preferred task
- Teach the student how to ask for the item (For a student who is seeking sensory:
- Incorporate sensory breaks into the child’s daily schedule regularly
- For a student who is trying to avoid a task:
The more often and the more consistently you can reinforce good behavior, the more likely the student will repeat these behaviors. This is especially true when a student is first learning and practicing a new behavior. Try to positively reinforce the behavior each time you see it.
Schedule of Reinforcement
Schedule of Reinforcement
- During the initial stages of learning, the desired behavior may be reinforced every single time it occurs. This creates a strong association between the behavior and the response. This is called continuous reinforcement
- Once the behavior has been learned, switching to a partial schedule is often preferable.
- Partial schedules not only tend to lead to behaviors that are more resistant to extinction, they also reduce the risk that the student will become satiated.
Types of Reinforcement
Reinforcement can include anything that strengthens or increases a behavior, including stimuli, events, and situations. In a classroom setting, for example, types of reinforcement might include praise, getting out of unwanted work, token rewards, candy, extra playtime, and fun activities.
When Is Positive Reinforcement Most Effective?
When used correctly, positive reinforcement can be very effective. Positive reinforcement is most effective when it occurs immediately after the behavior. Reinforcement should be presented enthusiastically and should occur frequently.
Communication
Reinforcement can include anything that strengthens or increases a behavior, including stimuli, events, and situations. In a classroom setting, for example, types of reinforcement might include praise, getting out of unwanted work, token rewards, candy, extra playtime, and fun activities.
- Rewards should always be paired with specific, immediate verbal praise.
- When developing a menu of rewards, consider the student’s interests.
- Give the student a choice so the rewards don’t become tired and predictable.
- Aligning the reinforcement program with what is already occurring in the classroom can make the plan more meaningful and easier to implement.
- Students who are not successful with classroom behavior programs may need rewards more often, with more specific behavior goals, and support.
When Is Positive Reinforcement Most Effective?
When used correctly, positive reinforcement can be very effective. Positive reinforcement is most effective when it occurs immediately after the behavior. Reinforcement should be presented enthusiastically and should occur frequently.
- The shorter the amount of time between a behavior and presenting positive reinforcement, the stronger the connection will be.
- If a long period elapses between the behavior and the reinforcement, the weaker the connection will be.
- The longer the time, the more likely it becomes that an intervening behavior might accidentally be reinforced.
Communication
- Communication between home and school can be a very effective way of making reinforcement more meaningful. Try a daily or weekly communication with the parents.
- While implementing the BIP, continue to reinforce all positive behaviors.
Despite a very detailed and well implemented plan, the target behavior may return. It is important to address that behavior in a systematic way. What function did that behavior serve?
- Begin by redirecting the student to use the replacement behavior.
- Refer the student to a visual reminder which outlines the replacement behavior.
- Remind the student of the reward system - and the possibility of gaining a reward based on the use of the replacement behavior.
- If the behavior is attention seeking, be sure to limit the attention given to the target behavior - and increase the attention being paid to the replacement behavior.
Once you have completed an FBA and developed the BIP, then it's time to write goals for behavior. A goal should be written for each replacement behavior.
The purpose of the BIP is to extinguish or eliminate an undesirable behavior and replace it with a functionally equivalent replacement behavior.
Without well written goals, there is no basis for determining if progress has been made.
The purpose of the BIP is to extinguish or eliminate an undesirable behavior and replace it with a functionally equivalent replacement behavior.
Without well written goals, there is no basis for determining if progress has been made.
A behavior goal should:
Format for writing goals for replacement behaviors:
- Specify 1 behavior the student will do.
- Begin with very measurable and observable baseline. How often does the student currently exhibit the replacement behavior. This is the “starting point”. Progress will be measured from the baseline.
- Be stated in a positive manner. Describe the behavior you want to see, not the behavior you don't want. i.e.:
- Don't write: Bill won't hit his classmates.
- Do Write: Bill will keep hands and feet to himself.
- Be observable and measurable. Avoid subjective phrases like "will be responsible," "will make appropriate choices during lunch and recess," "will act in a cooperative manner."
- Describe the topography of the behavior (what does it look like) Examples:
- Sally will remain in her seat during instruction 80 percent of observed 5 minute intervals. or
- George will stand in line during class transitions with hands at his side, 6 out of 8 daily transitions.
- Identify where the behavior is to be seen: "In the classroom," "Across all school environments," "In the library."
- Be understood by all. It should be easy for any teacher to understand and implement.
Format for writing goals for replacement behaviors:
1. By When |
2. Who |
3. Will Do X (Replacement) Behavior |
4. For the Purpose of Y (Function) |
5. Instead of Z (Problem) Behavior |
6. For the Purpose of Y (Function) |
7. Under What Conditions |
8. At What Level of Proficiency |
9. As Measured By Whom and How |
Goal attained by when? |
The student |
The replacement behavior to be used |
The function the problem behavior served |
The problem behavior in observable terms. |
Repeat #4 |
Specify when student is expected to use the replacement behavior rather than the problem behavior |
How well will the student perform this behavior? |
Specify the method of recording the behavior’s use and who will record. |
1/4/17 |
Billy |
Will present his “pass card” to request a time away |
For the purpose of escaping and protesting lengthy seatwork |
Instead of loud verbal work refusal and physical withdrawal |
For the purpose of escaping and protesting lengthy seatwork |
Every time he needs a break inside the math and social studies classroom |
Requesting it quietly without disrupting others (as taught by the advocate teacher) |
As measured by classroom teachers using Event Recording Sheet to indicate each episode of using “pass card.” |
monitor success of interventions
The final step in the FBA/BIP process is to evaluate the effectiveness of the intervention. The team analyzes data on the intervention effectiveness and the treatment integrity.
Intervention data analysis helps the team to determine how well the plan is working and whether the team needs to make any changes in the intervention procedure. As the team analyzes the data, it will determine if:
Intervention data analysis helps the team to determine how well the plan is working and whether the team needs to make any changes in the intervention procedure. As the team analyzes the data, it will determine if:
- the intervention is effective. (Did the replacement behaviors increase? Did the targeted behaviors decrease?)
- the intervention needs to be adjusted.
Little or No Change in the Student’s Behavior
If the plan has been implemented without success, the team should consider the following:
If the plan has been implemented without success, the team should consider the following:
- the function of the behavior may be different than was originally thought.
- the intervention may not have been implemented as designed. Interventions may not work as expected when steps are added or omitted.
resources
For more information on developing a Behavior Intervention Plan:
Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
This module from Vanderbilt University’s IRIS Center explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described.
BIP Desk Reference Manual
The BIP Desk Reference Manual is a comprehensive resource and training manual for developing behavior intervention plans and structuring school environments to prevent behavior problems. The manual outlines all the “Big Ideas” in behavior and how to write and evaluate a comprehensive behavior plan. In addition there is a link to the Table of Contents and all the documents (Handouts within the BIP Desk Reference) and 8 training modules on the BIP Desk Reference Manual.
The Basics of Child Discipline <-Need Web Link Here
Parents often have questions about disciplining their kids. The website will help them gain an understanding of their child's behavior and teach them how to effectively provide discipline.
Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
This module from Vanderbilt University’s IRIS Center explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described.
BIP Desk Reference Manual
The BIP Desk Reference Manual is a comprehensive resource and training manual for developing behavior intervention plans and structuring school environments to prevent behavior problems. The manual outlines all the “Big Ideas” in behavior and how to write and evaluate a comprehensive behavior plan. In addition there is a link to the Table of Contents and all the documents (Handouts within the BIP Desk Reference) and 8 training modules on the BIP Desk Reference Manual.
The Basics of Child Discipline <-Need Web Link Here
Parents often have questions about disciplining their kids. The website will help them gain an understanding of their child's behavior and teach them how to effectively provide discipline.
DIRECT TREATMENT PROTOCOL
For students who have behaviors that may be more anxiety related, writing a Behavior Intervention Plan (BIP) may be ineffective. It is difficult to find a replacement behavior stemming from a deep seated emotional response.
For these students with an emotionally driven behavior there is the Direct Treatment Protocol (DTP). It specifies how the student will be taught to manage or overcome intense emotional responses to stress provoking stimuli in an educational environment.
For students who have behaviors that may be more anxiety related, writing a Behavior Intervention Plan (BIP) may be ineffective. It is difficult to find a replacement behavior stemming from a deep seated emotional response.
For these students with an emotionally driven behavior there is the Direct Treatment Protocol (DTP). It specifies how the student will be taught to manage or overcome intense emotional responses to stress provoking stimuli in an educational environment.
Here are examples of behaviors that may benefit from a DTP:
Mental health staff usually are the primary providers in a DTP. However, they work closely with educators to aide school staff in how best to respond to the behavior using evidence based, step by step approaches.
Similar to the BIP, the DTP has some basic requirements to ensure effectiveness:
A child with or without an IEP may benefit from a DTP. This strategy can be viewed as a Tier 3 Intervention. Contact your school psychologist if you are interested in pursuing DTP for a student.
- School refusal due to anxiety
- Selective mutism at school
- Anxiety around social interactions
- Withdrawn behavior
- Showing little joy in previously enjoyed activities
Mental health staff usually are the primary providers in a DTP. However, they work closely with educators to aide school staff in how best to respond to the behavior using evidence based, step by step approaches.
Similar to the BIP, the DTP has some basic requirements to ensure effectiveness:
- Focus on a behavior that is impacting learning
- Use data collection
- Monitor progress
- Provide reinforcement for building skills, generalization across environments, and maintenance over time.
A child with or without an IEP may benefit from a DTP. This strategy can be viewed as a Tier 3 Intervention. Contact your school psychologist if you are interested in pursuing DTP for a student.
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Marin County SELPA commissioned Dominican University of California’s Department of Special Education to identify evidence-based behavioral practices to support students, teachers, and local schools. In particular, the task was to identify positive, evidence-based classroom practices leading to academic and behavioral success.
Dominican University of California is located in Marin County and offers graduate programs that culminate in a Master of Science (MS) in Education degree. These programs are designed for educators and other professionals who are interested in teaching and seek preparation for leadership roles and responsibilities
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