Behavior

Behavioral Intervention Plan (BIP)

Initial Development of a Behavioral Intervention Plan (BIP)

A Behavioral Intervention Plan (BIP) is a document based on the results of a Functional Behavioral Assessment (FBA). It includes a description of the target behavior; a hypothesis regarding the function of the behavior; recommended replacement behavior; interventions and strategies that include positive behavioral supports; crisis statement; and a plan for monitoring and communicating student progress. After the FBA is presented by the School Psychologist in an IEP meeting, the team will develop a BIP in EasyIEP. In certain situations, the IEP team may determine that, due to unique circumstances, a BIP is not needed after the FBA has been completed. If this is the IEP team's determination, document this in Special Factors, Present Levels of Performance, and Prior Written Notice.

If a BIP is developed by the IEP team, it becomes part of the IEP and if any changes to the BIP are necessary, an IEP meeting should be scheduled to discuss data prompting the consideration for change. Prior to the IEP meeting where a BIP will be developed by the team, it is recommended that the Case Manager copy information from the FBA verbatim into the following sections of the BIP:

• Setting Events
• Antecedents

The Case Manager completes the following steps when leading the team through BIP development:

• Click on the “BIP” tab in the blue ribbon of the selected student.
  
  
  
  
  


• The Case Manager documents the following:
  
  
  • The “Date FBA Completed": This date will be auto-filled from “FBA” tab.
  
  
  • The “Date BIP Completed”: This is the date that the IEP team meets to collaboratively develop the BIP in EasyIEP.
  
  
  
  
  

Through discussion, the IEP team reviews and completes the following sections of the BIP:

• Findings
  
  This section is auto-populated from the FBA and includes the following:
  
  
  • Defining Target Behavior
  • Frequency
  • Time of Day
  • Intensity
  • Duration
  • Location
  • Person(s)
  
  
  
  
  
  
  
  


• Prevention Strategies
  
  
  • Setting Events
    Describe those setting events that occur prior to the target behavior. Follow instructions to identify the strategy(ies) that will be used to address and reduce the impact of the setting events identified in the FBA (e.g., home stressors, change in teacher, medication, habitual tardiness, prior conflict with peer, history of abuse). For example, if prior conflict with a peer is identified as a setting event for a student, a setting event strategy might be to actively keep the two students separated.
  
  
  
  
  
  • Antecedents
    Describe the immediate triggers that occur prior to the target behavior. Follow instructions to develop strategies to manage, diminish, or eliminate the occurrences of the antecedents identified in the FBA. List any changes that can be made in the events, situations, and/or people that immediately precede the problem behavior for the purpose of managing, diminishing, or eliminating its occurrence (e.g., schedule changes, level of prompting or assistance, modified features of a task, peer grouping, increased opportunities for choice, pre-correction, etc.). For example, if academic correction/redirection is identified as an antecedent for a student, an antecedent strategy might be to use correction scripts and correct the student privately.
  
  
  
  
  
• Instructional Strategies
  
  
  • Skill Deficit or Performance Deficit
    
    This section is auto-filled from the FBA.
  
  
  
  
  
  • Teaching Strategies
    Follow instructions to identify what strategy(ies) will be used to teach the replacement behavior. The number of strategies will depend on the individual needs of the student. The team will describe:
    
    
    • Which school personnel (by title, not name) are responsible for teaching the strategy(ies),
    • The skill which the strategy targets (e.g., role plays to address social skill deficits, calming strategies to address anger or aggression),
    • Where and how often the direct instruction will be provided, and
    • When and how often the student will practice the replacement behavior.
  
  
  
  
  
• Consequence Strategies
  
  
  • Description of the Reinforcement
    
    Describe in detail:
    
    
    • Reinforcement(s) (i.e., anything that occurs immediately after the replacement behavior that increases the likelihood that the replacement behavior will re-occur) to be used when the replacement behavior occurs,
    • Conditions for the student to earn the reinforcement,
    • How often and where the reinforcement will be given, and
    • School personnel responsible for providing the reinforcement.
    
    
    The description of the reinforcement must be described in enough detail so that someone unfamiliar with the plan could replicate the reward system.
  
  
  
  
  
  • Description of the Consequence
    Identify what consequence(s) (i.e., anything that occurs after the target behavior) will be implemented when the target behavior occurs and who will implement these consequence(s). Include a consequence that will reduce the likelihood that the target behavior will re-occur. Consequences must not reinforce the function of the target behavior. Examples of consequences may include: loss of privileges, how adults respond, reinforcers.
  
  
  
  
  
• Progress Monitoring and Communication Plan
  
  The IEP team will describe data collection, staff training, and parent communication methods. The data collection method(s) must match the baseline data collection method. The “Date Behavior Intervention Plan will be reviewed” must be selected. BIPs must be reviewed AT LEAST once per year during the annual review of the IEP and prior to the IEP end date, but the team may choose to review the BIP more frequently based on the individual needs of the student.





• Crisis Statement
  
  The team answers the following question(s) when prompted:
  
  
  • “Is a Crisis Plan needed?” A Crisis Plan may be needed when a student displays a pattern of behaviors that may cause harm to himself or others.
    
    
    • If NO is selected for a Crisis Plan, no further action is required.
    
    
    • If YES is selected, the team will be prompted to answer the following question:
      
      
      • “Are special considerations required?”
        
        
        • If NO is selected, no further action is required.
        
        
        • If YES is selected, the team must describe special considerations. Examples of special considerations include, but are not limited to, health concerns (e.g., asthma, diabetes, allergies, high blood pressure) or orthopedic and physical limitations.
        
        
    • If YES is selected for a Crisis Plan, the team will inform the parent of nonviolent crisis interventions, and the statement below will appear on the final BIP document:
    
    
    
    
    
  Following the completion of the BIP, the finalized BIP is printed and signed by each team member. The Case Manager will upload the signed BIP document as an "External Attachment" to the final BIP document in the "Documents" tab in EasyIEP. The original signed copy of the BIP will be filed in the Special Education File along with all other documents from this IEP meeting.

  Review of an Existing BIP

  The IEP Team must review and update the BIP at least annually, and prior to the IEP end date. Updates to the BIP must be documented in EasyIEP.
  
  The IEP Team reviews the existing BIP by selecting the BIP tab in the blue ribbon and answering "Yes" to the question, "Is this an IEP Team review?". The team will review available data and discuss recommended revisions to applicable sections of the BIP. Revisions or amendments may be required under the "Findings" section to update current data, or in other sections to reflect changes in strategies for supporting the student's behavior based on the updated data. The data to support any changes to the BIP must also be documented in the Present Levels of Performance section of the IEP and the Prior Written Notice.
  

  
  
  
  
  
  

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