Behavior Intervention Plan Examples

Explore effective behavior intervention plan examples. Create lasting change for those with Autism Spectrum Disorder.

judah schiller
Judah Schiller
July 11, 2024
Published On
July 11, 2024

Understanding Behavior Intervention Plans

Behavior Intervention Plans (BIP) play a key role in supporting students who are struggling with behavioral challenges in school. As we delve into behavior intervention plan examples, it's important to first understand the purpose of these plans and the significance of Functional Behavioral Assessment (FBA) in creating effective BIPs.

Purpose of Behavior Intervention Plans

A Behavior Intervention Plan (BIP) is a written plan designed to aid students grappling with behavior that interferes with their learning. The primary purpose of a BIP is to reward good behaviors while providing clear behavioral goals for teachers, staff, and the student. It is a tool that can be requested by teachers, school counselors, or parents. Importantly, any child can receive a BIP if their behavior affects their ability to learn in class, regardless of whether they have an individual education plan (IEP) or a 504 plan [1].

The creation of a BIP involves a team approach, including interviews with the student, teacher, and other staff, observations of the student, and consultations with the family to determine the root cause of the behavior. As students change over time, periodic reviews and adjustments to the BIP are necessary [2].

Importance of Functional Behavioral Assessment

The development of an effective BIP hinges on conducting a Functional Behavioral Assessment (FBA). The FBA is a critical process that determines the functions of the child's problem behaviors in school. This assessment focuses solely on behaviors that interfere with the child's learning.

During the FBA, the team observes the child multiple times in the classroom, collects information from the family, and consults other adults who regularly interact with the child. This thorough assessment identifies the antecedents, consequences, and environmental factors contributing to the problem behavior.

Understanding the purpose of Behavior Intervention Plans and the importance of Functional Behavioral Assessment sets the foundation for exploring specific behavior intervention plan examples. The goal is to effectively manage and change problem behaviors, thereby enhancing the learning experience for the child and creating a conducive learning environment for all students.

Developing a Behavior Intervention Plan

Creating a Behavior Intervention Plan (BIP) is a systematic process. It involves the collaboration of various professionals, and is tailored to address the individual needs of the student. The process ensures the development of a comprehensive plan that addresses behavioral challenges while promoting positive behavior change.

Qualified Professionals

The development of a BIP requires the expertise of professionals with training and experience in behavioral psychology. This may include clinical social workers or psychologists who can observe the student in their natural setting, gather information from family and other adults, and identify the functions of the behaviors to develop effective strategies.

Schools often assemble a team of these professionals to create the BIP. They obtain a holistic view of the student's behavior by interviewing the student, teacher, and other staff, observing the student, and consulting with the family to determine the root cause of the behavior.

Components of a Behavior Intervention Plan

A comprehensive BIP typically includes several key components aimed at promoting positive behaviors and minimizing disruptive behaviors. Here are the main components that a behavior intervention plan should include (Aspergers101):

  1. Description of the Behavior: This section provides a detailed description of the problematic behavior, including specific behaviors, frequency, intensity, and duration.
  2. Function of the Behavior: This section identifies the function or purpose of the behavior. This is essential in understanding why the behavior is happening and guiding the development of intervention strategies.
  3. Intervention Strategies: These are strategies designed to prevent the problematic behavior, teach new behaviors, and remove consequences that maintain or strengthen undesirable behaviors.
  4. Reinforcement Procedures: This section outlines the specific rewards or consequences that will be used to motivate the student to engage in appropriate behavior.
  5. Data Collection: This part of the BIP outlines how and when data will be collected to monitor the effectiveness of the intervention.
  6. Review and Modification: This final component outlines the process for reviewing and modifying the BIP as necessary, as students' needs can change over time.

It's important to note that Behavior Intervention Technologies (BITs) can also play a crucial role in the development and implementation of BIPs. BITs, delivered over computer software, internet websites, mobile apps, and wearable devices, can present material in varied formats such as audio, video, text, or games.

The creation of a BIP is a collaborative and ongoing process that requires the expertise of qualified professionals and the support of the individual's environment. It is a key tool in promoting positive behavioral change in students and ensuring their success in various settings.

Strategies in Behavior Intervention Plans

Behavior intervention plans (BIPs) leverage a variety of strategies to prevent and manage problem behaviors. These strategies, which include proactive and reactive measures, are developed based on the function(s) of the child's behavior. They aim to teach children more appropriate ways to meet their needs while reducing the frequency of problematic behaviors.

Proactive Strategies

Proactive strategies in BIPs aim to prevent problem behaviors before they occur. These strategies often involve manipulating the environment to eliminate triggers or provide access to items/events that evoke behaviors when denied. For instance, distractions might be removed, or scheduled access to certain activities might be provided. The use of visual schedules for transitioning between tasks is another common proactive strategy.

Also, BIPs include replacement behaviors, which are specific behaviors and skills that serve the same purpose as the unwanted behaviors. The goal here is to encourage the child to replace problematic behaviors with these socially appropriate alternatives.

Reactive Strategies

Reactive strategies in BIPs, on the other hand, are designed to manage problem behaviors when they occur. These strategies must be consistent and align with the child's needs to be effective. It's worth noting that reactive strategies should not serve to reinforce the problem behavior. Instead, they should guide the child towards the replacement behavior that serves the same function as the problem behavior.

Rewards and Motivation

Rewards and motivation are another integral part of BIPs. They serve to motivate the child and reinforce the desired behaviors. The specific rewards used will often depend on the child's individual preferences and should be meaningful enough to motivate behavior change.

For instance, a child who enjoys drawing might earn extra art time for demonstrating the desired behavior. It's important that these rewards are provided consistently and promptly following the desired behavior to strengthen the association.

By utilizing a combination of these strategies, BIPs can target no more than four or five behaviors at a time. This allows for focused intervention and helps achieve the SMART goals set to track progress. These goals should be adjusted based on the child's performance, ensuring the ongoing effectiveness of the plan.

SMART Goals in Behavior Intervention Plans

SMART goals, an acronym for Specific, Measurable, Achievable, Relevant, and Time-bound, are fundamental to the success of Behavior Intervention Plans (BIPs). They provide a clear direction and a way to measure progress for behavior improvement, targeting no more than four or five behaviors at a time [1].

Specific and Measurable Goals

Specific and measurable goals are beneficial in providing clear directions for behavior change. They define what exactly needs to be accomplished and provide a concrete way to evaluate progress. For instance, instead of stating a goal as "Reduce aggressive behavior," a specific and measurable goal would be "Reduce instances of aggressive behavior from five times a day to two times a day."

Determining these goals involves a thorough understanding of the child's problem behaviors, the function of these behaviors, and what replacement behaviors would be more appropriate. Replacement behaviors are specific behaviors and skills that serve the same purpose as the unwanted behaviors, encouraging socially-appropriate behaviors instead.

Achievable and Time-bound Goals

Achievable and time-bound goals ensure the BIP is realistic and maintains momentum. Goals should be within the child's capabilities, aiming for regular success between 80-90% of the time. This encourages continuous progress and maintains the child's motivation.

A time-bound goal has a specific timeframe for achievement. For example, a goal might be "Reduce instances of aggressive behavior from five times a day to two times a day within four weeks." Having a deadline encourages consistent effort and provides a clear endpoint to evaluate the effectiveness of the BIP.

In conclusion, the SMART goals in a BIP set a clear path for behavioral improvement. They ensure the plan is focused, effective, and provides a measurable way to track progress. Implementing these goals within a BIP can create lasting change and equip children with more appropriate strategies to meet their needs.

Implementing Behavior Intervention Plans

Once a Behavior Intervention Plan (BIP) is developed, the next crucial step is its implementation. This involves the collaboration of a comprehensive team and periodic reviews and adjustments to ensure the plan's effectiveness and relevance over time.

Team Collaboration

The implementation of a BIP requires a team effort. Schools often assemble a team consisting of the student, teacher, and other staff members. These individuals participate in interviews and observations to determine the root cause of the problematic behavior. Additionally, the student's family is consulted to gain a holistic understanding of the situation. This collaborative approach ensures that the BIP is tailored to the student's unique needs and circumstances. In some cases, schools are legally required to consider providing a behavior plan, particularly for students with an Individualized Education Program (IEP) or 504 plan who face suspension from school for several days.

Review and Adjustments

A significant aspect of implementing BIPs is the need for periodic reviews and adjustments. As students grow and change, their BIPs must evolve to remain effective and relevant. The review process involves analyzing data on both the intervention's effectiveness and the treatment integrity. This involves comparing the intervention data to the baseline data to determine if the desired change in behavior is occurring [5].

Additionally, implementation fidelity data analysis is critical to ensure that the intervention is being implemented as designed. If the intervention is not being carried out as intended, adjustments may be necessary. For example, a case study noted that when a teacher implemented an intervention with high fidelity, the student's behavior improved, leading to a reduction in the frequency of observations [5].

The ultimate aim of these reviews and adjustments is to promote the generalization and maintenance of the desired behavior. In one case, a student named David demonstrated improved behavior in one subject area that generalized to other settings. Over time, the teachers gradually extended the time for which David was expected to stay on task until he could do so independently, demonstrating maintenance of the behavior [5].

The implementation of a BIP is a dynamic process that necessitates collaboration and flexibility. By working together and adjusting the plan as necessary, the team can help the student achieve lasting behavioral improvement.

Monitoring and Evaluating Behavior Intervention Plans

Once a behavior intervention plan is in place, the next crucial step is monitoring and evaluating its effectiveness. This involves two essential components: analyzing data for effectiveness and ensuring the generalization and maintenance of behaviors.

Data Analysis for Effectiveness

Data analysis is a key aspect of evaluating the success of behavior intervention plan examples. This process involves analyzing data on both the intervention effectiveness and the treatment integrity to evaluate the intervention's success in the Functional Behavioral Assessment (FBA) process [5]. The intervention data is then compared to the baseline data to determine if the desired change in behavior is occurring.

For instance, in a case study involving a child named David, a significant decrease in his problem behavior (off-task) and an increase in his replacement behavior (on-task) were observed. The data showed that David's off-task behavior decreased from 90% to 10% over the course of the observations. This led the team to conclude that the intervention was effective and that David was making progress.

Behavior Baseline After Intervention
Off-task 90% 10%
On-task 10% 90%

Moreover, the implementation fidelity data analysis is crucial to ensure that the intervention is implemented as designed. In the same case study, it was found that when the teacher implemented the intervention with high fidelity, David's behavior improved, leading to a reduction in frequency of observations [5].

Generalization and Maintenance of Behaviors

The ultimate goal of any behavior intervention plan is to ensure that the individual can generalize the new behavioral skills to various settings and maintain them over time. In David's case, his improved behavior in one subject area was generalized to other settings. This demonstrates the effectiveness of the intervention in promoting skill generalization.

Furthermore, David's teachers gradually extended the time for which he was expected to stay on task until he was able to do so independently. This demonstrated that David was able to maintain the new behavior over time, further providing evidence of the success of the behavior intervention plan.

Monitoring and evaluating behavior intervention plans are critical steps in ensuring the effectiveness of the intervention and its ability to create lasting change. The use of data analysis and the observation of behavior generalization and maintenance are essential components of this process.