Tips to Equip Video: Behavior Plans (Part 2)

May 18, 2024 | Articles, Videos



Behavior plans – Part two

In part one, we talked about the FBA or functional behavior assessment, which is designed to gather information about a child’s behavioral problems.

In part two, we’re going to look at the behavior intervention plan, or BIP, which is the behavior plan that follows the information gleaned from the FBA.

The BIP is a behavior plan that is designed to teach and reinforce positive behaviors. A BIP should be individualized, positive, and consistent with a child’s needs and skills.

Completion of the behavior intervention plan is done through the FBA or the functional behavior assessment which identifies the problem behaviors that need to be changed, collects data to measure the behavior and determine the reason behind the behavior, and then to determine the alternative behavior.

A behavior intervention plan includes strategies to replace problem behaviors with appropriate behaviors, supports for the child to increase the use of appropriate behavior, and may propose changes to the environment to facilitate positive behavior.

IEP Tip to Equip #4:
Use a behavioral expert to complete the BIP
The first part of writing the BIP is the goal, i.e. what you want the child to accomplish?

The contents requirements of a BIP include a description of the behavior that interferes with the students learning or the learning of others; what we expect for behavioral changes; and a list of the positive strategies used to change the behavior.

But the hard part is to determine how to reduce the problem behaviors and substitute something that is positive. And that’s where expertise comes in. So, consider a behavioral specialist, a school psychologist, or someone who has expertise with problem behaviors.

IEP Tip to Equip #5:
Don’t put negative consequences in the BIP.
The law describes the BIP as positive behavior strategies, supports and interventions. So don’t put negative consequences in the BIP, such as the school’s code of conduct or the student signing a behavior contract or police intervention, etc. These are not positive strategies.

IEP Tip to Equip #6:
Don’t put too much information in the BIP
There must be enough information in the BIP so the IEP team can follow the plan, but if there is extraneous information in the plan that isn’t necessary to address the problem behavior, a district may be in violation if they don’t follow the plan in its entirety.

IEP Tip to Equip #7:
Monitor progress of a child’s behavior.
Make sure to take data to indicate whether the behavior plan is working or not. Is the child making adequate progress under the behavior plan? Are the behaviors continuing with the same rate and intensity as previously, or have they been reduced? If the behaviors are continuing with the same intensity, then the BIP may not be working. In
that case, a district may consider calling an IEP meeting to modify the plan or may consider conducting further behavioral


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