Behavior Intervention Plan

Home > behevior > Behavior Intervention Plan

Behavior Intervention Plan (BIP)

While the Functional Assessment of Behavior (FAB/FBA) determines the reasons behind challenging behaviors, the Behavior Intervention Plan (BIP) designs a plan of action for problem behaviors through positive behavioral strategies that are scientifically based. In order for a BIP to be scientifically based it must meet the following criterion…

The plan should ideally teach the student various problem-solving skills, emotional regulation skills and coping skills that can be applied when the student approaches challenging situations. Once these strategies are incorporated into the Individualized Education Program (IEP), they are monitored and updated as the IEP team gains further insight into the student’s behavior. The BIP can be considered a ‘trial and error’ process because what might work for one student, even a student with a similar profile, may not work for the other. Similar to an IEP, it is important to remember that the BIP is a workable document.

Behavioral Support in the IEP

Students with behavioral challenges should receive behavioral supports specifically outlined in their IEP and those supports can come in various forms. If behavior impacts participation and progress in the curriculum, services, related services, accommodations, and goals that are aligned with the BIP should be in place. Ideally the goals of the BIP would be reflected in the IEP goals in one of a few domains depending on the specific needs of the student at hand…

The service providers assigned to work with the student will work on the goals developed by the IEP team and monitor progress through the BIP, as well as any additional data collected as mandated by the IEP. The IEP and the BIP should be in sync, one should not contradict the other.

Who will deliver instruction in these areas? That is a decision made by the IEP team. If the student has language as a related service, the SLP (speech language pathologist) might work with the student to reinforce appropriate social cues, pragmatics, communication when frustrated, etc. All of which impact behavior. A general education teacher can work towards behavioral goals, but if the student requires more direct instruction than what a general education teacher can provide during core academic classes, a special education teacher can be assigned to provide the service. In some cases, students are assigned a paraprofessional to push into the classroom during high stress times or unpreferred classes that trigger problem behavior.