Behavioral Intervention Plans (BIPs): Developing Individualized Plans to
Address Specific Behavioral Challenges
A Behavioral Intervention Plan (BIP) is a strategic and individualized approach to addressing
specific behavioral challenges in children, adolescents, or adults. The purpose of a BIP is to
identify the underlying causes of problematic behavior and implement targeted strategies to
reduce or eliminate those behaviors while promoting positive alternative behaviors. BIPs are
commonly used in educational, therapeutic, and home settings, particularly for individuals with
behavioral disorders, autism spectrum disorder (ASD), ADHD, or other developmental
disabilities.
Key Elements of a Behavioral Intervention Plan (BIP)
A well-developed BIP should be personalized to the unique needs of the individual,
incorporating a thorough assessment of the behavior, its function, and specific interventions
tailored to the individual’s strengths and needs. The BIP should also be flexible, allowing for
adjustments as necessary. The main components of a BIP typically include the following:
1. Functional Behavior Assessment (FBA)
A Functional Behavior Assessment (FBA) is the first step in developing a BIP. The purpose of
the FBA is to gather detailed information about the problematic behavior, understand its context,
and identify the underlying reasons (or functions) of the behavior. The FBA focuses on
answering the following questions:
What is the behavior?: Clearly define the problem behavior in specific, observable
terms.
oExample: Instead of saying "disruptive behavior," describe the specific behavior:
"The child calls out loudly during lessons without raising their hand."
When and where does the behavior occur?: Identify the triggers or antecedents—what
happens before the behavior occurs?
oExample: Does the behavior happen during transitions (e.g., from one activity to
another), when the child is asked to complete difficult tasks, or when they are
frustrated or bored?
What are the consequences of the behavior?: Understand what happens after the
behavior occurs and how the environment responds to it.
oExample: Does the child receive attention (positive or negative), escape from a
task, or get access to something they desire (like a toy, food, or activity)?
What is the function of the behavior?: Determine the function or purpose the behavior
serves for the individual. The four main functions of behavior are:
oAttention: The behavior is used to get attention from others.
oEscape/Avoidance: The behavior is used to avoid a task, situation, or demand.
oTangible: The behavior is used to gain access to a desired object or activity.
oSensory: The behavior may be self-stimulatory or provide internal sensory
feedback (e.g., rocking, hand-flapping).
By identifying these factors, the FBA helps pinpoint why the behavior is occurring and how to
address it effectively.
2. Defining the Target Behavior
Once the FBA is complete, the next step is to define the target behavior—the specific behavior
that needs to be addressed. It’s important to describe the behavior in precise and measurable
terms, so it can be tracked and evaluated.
Characteristics of a well-defined target behavior:
Observable: The behavior should be something that can be seen or heard (i.e., not vague
or subjective).
oExample: "Calling out answers in class" is observable; "lack of focus" is not.
Measurable: The behavior should be measurable so that progress can be tracked.
oExample: "Tapping the pencil on the desk 3 or more times in a 5-minute interval"
is measurable.
Specific: The behavior should be clearly defined to avoid ambiguity.
oExample: "Throwing objects during class" vs. "engaging in disruptive behavior"
which is unclear.
The target behavior should focus on the issue at hand while considering the individual’s needs
and long-term goals. If necessary, more than one behavior may be targeted.
3. Setting Behavioral Goals and Objectives
Behavioral goals and objectives should be SMART (Specific, Measurable, Achievable, Relevant,
Time-bound). These goals outline what the individual is expected to achieve as part of the
intervention. The goals should be based on the information gathered from the FBA and target the
underlying causes of the behavior.
Example of Behavioral Goals and Objectives:
Goal: Reduce instances of calling out in class without raising hands.
oObjective 1: The student will raise their hand before speaking during class 80%
of the time across 4 consecutive weeks.
oObjective 2: The student will increase use of a quiet signal (e.g., a raised finger)
to indicate they have a question in 90% of opportunities within 4 weeks.
4. Selecting Interventions and Strategies
The interventions and strategies included in the BIP are designed to help the individual manage
or eliminate problem behaviors by addressing the functions identified in the FBA. The selected
interventions must be consistent with the principles of behavior modification, using
reinforcement, teaching new skills, and providing appropriate consequences.
Types of Interventions:
Antecedent-Based Interventions: These interventions aim to modify the environment or
routines to prevent the problem behavior from occurring in the first place. Strategies
include:
oEnvironmental Modifications: Changing seating arrangements, providing visual
cues, or reducing distractions.
oBehavioral Cues/Reminders: Use of verbal or visual prompts to help the
individual remember expected behaviors (e.g., reminders to raise hands).
oProviding Choices: Offering a limited set of choices (e.g., "Do you want to do
math or reading first?") to give the individual some control over the situation.
Teaching New Skills: Teaching the individual new behaviors or skills that replace the
problematic behavior. This can include teaching:
oAlternative behaviors: For example, teaching a child with impulsivity to use a
stress ball when they feel the urge to shout out answers.
oSelf-regulation skills: Teaching strategies like deep breathing or using a break
card when feeling overwhelmed.
Reinforcement: Positive reinforcement involves rewarding the individual for
demonstrating the desired behavior. Rewards could be tangible (stickers, tokens) or
intangible (praise, special privileges).
oExample: A child who raises their hand before speaking might earn extra
playtime or a reward at the end of the day.
Consequence-Based Strategies: These interventions involve providing consistent
consequences to the behavior in order to reduce it:
oRedirection: Shifting the individual’s focus to a different activity or behavior to
interrupt the undesired behavior.
oTime-out: Temporarily removing the individual from the situation to reduce
opportunities for reinforcing the unwanted behavior.
oLoss of Privileges: If the behavior serves to gain a desired object or activity,
taking away access to that item or activity can serve as a consequence.
Reinforcing Desired Behavior: Reinforce new or appropriate behaviors that replace the
problem behavior. For instance, reinforcing a child who successfully raises their hand
instead of calling out.
5. Monitoring Progress and Data Collection
Regular monitoring of the individual's progress is essential for determining if the BIP is
effective. This involves data collection on the frequency, duration, and intensity of the target
behavior, as well as how often the desired behavior is being demonstrated.
Data Collection Methods:
Frequency Recording: Count how often the target behavior occurs.
oExample: Track how many times the student calls out during class.
Duration Recording: Measure how long the behavior lasts.
oExample: Measure how long the student engages in off-task behavior.
Interval Recording: Observe whether the behavior occurs during specific time intervals.
oExample: Check if the student is raising their hand during 10-minute intervals
throughout class.
Data is then reviewed regularly (e.g., weekly or bi-weekly) to evaluate the effectiveness of the
plan. If progress is insufficient, adjustments to the interventions may be needed.
6. Review and Adjustments
A Behavioral Intervention Plan (BIP) should be a living document, meaning it is subject to
regular review and modification. As the individual’s behavior improves or changes, the plan
should be adjusted accordingly. Ongoing communication between teachers, therapists, parents,
and other involved parties is essential to ensuring that the BIP remains relevant and effective.
Review Process:
Regularly assess whether the goals and objectives are being met.
Adjust interventions if they are not producing the desired effects.
Ensure that the individual is receiving positive reinforcement for appropriate behaviors.
Ensure consistency across different environments (e.g., school and home).
If progress is not being made, the team may revisit the Functional Behavior Assessment (FBA)
to gather new data or modify the plan accordingly.
Conclusion
A Behavioral Intervention Plan (BIP) is an individualized and structured approach designed to
address specific behavioral challenges. By conducting a Functional Behavior Assessment
(FBA) to understand the root causes of behavior, setting clear goals, and implementing targeted
interventions, a BIP provides a roadmap for reducing disruptive behaviors while teaching more
positive, functional behaviors.
Successful BIPs require careful planning, consistent implementation, and ongoing monitoring to
ensure they meet the individual’s needs. With appropriate interventions, BIPs can significantly
improve behavior, enhance learning environments, and support the individual’s overall
development.
