Components of a Behavioral Intervention Plan

A BIP can help manage the most difficult behaivor problems.

Behavioral problems are common concerns expressed throughout all the grade-levels at school. Although many behaviors can be managed and controlled quickly, some children require much more support to regulate their emotional and behavioral outbursts. The Individuals with Disability Education Act (IDEA) specifies: "The use of positive behavioral interventions and supports must be considered in the case of a child whose behavior impedes his or her learning or that of others." In writing a Behavioral Intervention Plan (BIP) specific components must be incorporated to ensure the behavioral success for the child.

Functional Behavioral Assessment

Before the development of a BIP can begin the function of the behavior must be assessed through a Functional Behavioral Assessment, or FBA. The FBA and BIP go hand-in-hand when determining why the child is acting the way she is and what can be done to stop the behavior. The FBA is a simple assessment that helps the school staff consider solutions and brainstorm about possible causes for the uncontrolled behaviors. Once the data is gathered in the FBA, the definition of the behaviors occurring can be developed.

Definition

The most important component in the BIP is, of course, the actual description of the behavior in which the child is constantly engaging. The definition of the behavior must be written in such a way that it is observable and measurable to anyone who reads the BIP. The description of the behavior should be unbiased and simply state what is occurring that causes the child to get into continual trouble at school.

Goals

After determining the exact behavior the child has been engaging in, the second component of the BIP must include a list of approximately two to three goals that need to be achieved in order to determine that the child's chronic misbehavior has ceased. The goals should describe which behaviors should be decreased or increased and the mastery criteria. Although the mastery level of 100 percent is ideal, it can also cause high expectations which lead to immediate failure. Therefore, the goals and criteria to master them should all be reasonable.

Rewards/Consequences

Consequences and rewards represent the most fulfilling component in the BIP for the child. Most times a BIP is completed without the child present. However, if the child is old enough to make sound decisions it is beneficial for him to be involved in the development of his BIP. He can determine which rewards he would like to receive for good behavior and voice his opinion on consequences he thinks may be fair. This component of the BIP can be written somewhat vaguely to allow for changes in the types of rewards or consequences. For example, if the child enjoys sports cards, stickers, and toys, then the reward could be written as a "tangible reinforcer" so that the specific reward he receives can vary between the three types of products he likes.

References

• School Psychologist Files: Behavior Assessment and Behavioral Intervention Plan
• Ed.gov: Questions and Answers on Discipline Procuedures -- Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs)
• Keer, M., Strategies for Addressing Behavior Problems in the Classroom, 5th edition. Ohio; Pearson Education, Inc.; 2006.