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Behavior Intervention Plans (BIP) for students with disabilities

Behavior Intervention Plans (BIP)
Behavior Intervention Plans (BIP)
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A behavioral intervention plan (BIP) is created for a specific child to try to help them learn to change their behavior to become more appropriate for the school setting. This behavioral intervention plan (BIP) is a plan that is based on the results of a functional behavioral assessment (FBA). At the very least, this plan should include a description of the problem behavior, global and specific thoughts as to why the child is exhibiting the problem behavior and intervention strategies which include positive behavioral supports and services to address the behavior.

A behavioral intervention plan must be developed when the student with a disability is exhibiting persistent behaviors that impede his or her learning or that of others, despite consistently implemented general school-wide or classroom-wide interventions; or when the student’s behavior places the student or others at risk of harm or injury; or in the event the Individualized Education Plan Team (IEP) is considering more restrictive programs or placements as a result of the student’s behavior; and/or the student is subject to disciplinary actions and a determination has been made that the behavior is related to the student’s disability.

What information must a behavioral intervention plan include?

A behavioral intervention plan must identify the following:
• The baseline measure of the problem behavior, including the frequency, duration, intensity and/or latency of the targeted behaviors.
• Such baseline must, to the extent practicable, include data taken across activities, settings, people and times of the day.
• The baseline data must be used as a standard to establish performance criteria and against which to evaluate intervention effectiveness;
• Intervention strategies to be used to alter antecedent events to prevent the occurrence of the behavior, teach individual alternative and adaptive behaviors to the student, and provide consequences for the targeted inappropriate behavior(s) and alternative acceptable behavior(s); and
• A schedule to measure the effectiveness of the interventions, including the frequency, duration and intensity of the targeted behaviors at scheduled intervals.

For a student whose behavior impedes his or her learning or that of others, what information must be included in the IEP? The individualized education program (IEP) must indicate if a particular device or service, including an intervention, accommodation or other program modification is needed to address the student’s behavior that impedes his or her learning or that of others. A student’s need for a behavioral intervention plan must be documented in the IEP and such plan must be reviewed at least annually by the IEP team.

Progress monitoring of a student’s behavioral intervention plan is essential to ensure that the behavior intervention plan is appropriate. The implementation of a student’s behavioral intervention plan must include regular progress monitoring of the frequency, duration and intensity of the behavioral interventions at scheduled intervals, as specified in the BIP and on the student's IEP.

The results of the progress monitoring must be documented and reported to the student's parents and to the IEP team. This information must be considered in any determination to revise a student's behavioral intervention plan or IEP.

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