How to Write a Behavior Intervention Plan (BIP)

When a student's behavior significantly interferes with learning, a Behavior Intervention Plan (BIP) provides a structured approach to teaching replacement behaviors and reducing challenging behaviors.

What Is a BIP?

A BIP is:

• Based on a Functional Behavior Assessment (FBA)
• A plan to teach replacement behaviors
• A system of supports and interventions
• Legally required when behavior is a barrier to learning

A BIP is NOT:

• A punishment plan
• A list of consequences
• A one-size-fits-all solution

Step 1: Conduct a Functional Behavior Assessment (FBA)

Before writing a BIP, you need to understand the function of the behavior.

What Is the Behavior?

Define the behavior in observable, measurable terms:

• ❌ "Student is disruptive"
• ✅ "Student calls out without raising hand during instruction"

When Does It Happen?

Collect data on:

• Time of day
• Subject area
• Type of activity (independent work, group work, transitions)
• People present
• Antecedents (what happens right before)

What Is the Function?

Most behaviors serve one of 4 functions:

1. Escape/Avoidance — Getting out of a task or situation
2. Attention — Getting attention from adults or peers
3. Tangible — Getting access to something (item, activity)
4. Sensory — Meeting a sensory need

Data Collection Methods

• ABC (Antecedent-Behavior-Consequence) logs — Track what happens before, during, and after
• Frequency counts — Count how often behavior occurs
• Duration tracking — Measure how long behavior lasts
• Scatterplots — Track when behavior occurs across the day

Step 2: Write the BIP

A comprehensive BIP includes these components:

1. Target Behavior (Operational Definition)

Example: "Calling out without raising hand is defined as Student speaking without being called on during teacher-led instruction or class discussion."

2. Hypothesized Function

Example: "Based on FBA data, Student calls out to gain attention from peers. The behavior occurs most frequently during independent work time when Student is not receiving teacher attention."

3. Replacement Behaviors

Teach the student what TO DO instead: Example: "Student will raise hand and wait to be called on before speaking. When Student needs help, they will use a help card on their desk."

4. Interventions and Supports

Antecedent Strategies (prevent the behavior):

• Provide frequent attention (check in every 5 minutes)
• Use a visual schedule
• Offer choices
• Provide movement breaks

Teaching Strategies (teach replacement behavior):

• Explicitly teach and practice raising hand
• Role-play scenarios
• Use social stories
• Provide visual reminders

Consequence Strategies (reinforce replacement behavior):

• Immediate praise when Student raises hand
• Token economy system
• Ignore calling out (when safe)
• Provide attention for appropriate behavior

5. Data Collection Plan

How will you measure progress?

• Frequency count (how many times per day)
• Duration (how long behavior lasts)
• Interval recording (behavior occurring in 5-minute intervals)

6. Crisis Plan (if needed)

If behavior may escalate:

• De-escalation strategies
• When to call for support
• Safety procedures

Sample BIP Template

STUDENT: [Name]
DATE: [Date]
TARGET BEHAVIOR: [Operational definition]
FUNCTION: [Escape/Attention/Tangible/Sensory]
BASELINE DATA: [Current frequency/duration]

REPLACEMENT BEHAVIOR:
[What student will do instead]

ANTECEDENT INTERVENTIONS:
1. [Strategy to prevent behavior]
2. [Strategy to prevent behavior]
3. [Strategy to prevent behavior]

TEACHING STRATEGIES:
1. [How you'll teach replacement behavior]
2. [How you'll teach replacement behavior]

CONSEQUENCE STRATEGIES:
- When replacement behavior occurs: [Reinforcement]
- When target behavior occurs: [Response]

DATA COLLECTION:
- Method: [Frequency/Duration/Interval]
- Frequency: [Daily/Weekly]
- Person responsible: [Name]

GOAL:
By [date], Student will [replacement behavior] in [X]% of opportunities, as measured by [data collection method].

REVIEW DATE: [9 weeks from implementation]

Common Mistakes in BIPs

1. Skipping the FBA — You can't write an effective BIP without understanding the function.

2. Punishment-focused — BIPs should teach, not punish. If your plan is mostly consequences, you're missing the point.

3. Ignoring the environment — Often, changing the environment (antecedents) is more effective than changing consequences.

4. No data collection — Without data, you can't tell if the plan is working.

5. Not training staff — Everyone who works with the student needs to implement the plan consistently.

6. Unrealistic goals — Going from 20 incidents per day to 0 in one month isn't realistic. Set incremental goals.

When Is a BIP Required?

Under IDEA, a BIP is required when:

• A student's behavior impedes their learning or the learning of others
• The IEP team determines that behavior is a primary concern
• A student is facing disciplinary action and behavior is a manifestation of their disability

Implementing a BIP Successfully

1. Train everyone — All staff who work with the student need to understand the plan.
2. Be consistent — Inconsistent implementation undermines the plan.
3. Collect data — Track progress weekly. Review at 9 weeks.
4. Adjust as needed — If the plan isn't working after 9 weeks, reconvene the team.
5. Celebrate progress — Acknowledge when the student uses replacement behaviors.

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Related: IEP Goals for Students with ADHD | IEP Accommodations Guide