Behavior Intervention Plan (BIP)

(Use objective, measurable language throughout. Include conditional sections only when criteria are met; omit them otherwise. If FBA data or baselines are incomplete, label the plan as Interim/Draft and specify pending items.)

Header Block

Name: [Individual's full name]

DOB/Age: [Date of birth / Age]

ID: [Student ID / MRN / Case number]

Setting(s): [Primary implementation settings]

Plan Type: [Behavior Intervention Plan — Initial / Revision / Annual Review] [Draft / Interim / Final]

Effective Date: [Start date] Review Due: [Due date]

Author(s): [Name(s), credential(s)]

Team Members: [Names and roles, including family/caregiver]

Consent Status: [Consent/assent obtained / pending], [Date], [Obtained by]

FBA Reference: [FBA date] — [Location of full FBA]

Purpose and Scope

[Brief statement of what this BIP addresses, target behaviors and functions, setting/service context, and whether stand-alone or part of a broader plan such as IEP or treatment plan] (If purpose not yet finalized, note draft status pending team review.)

Reason for Plan

(Include this section only when initiated due to safety concerns, escalation, injury history, disciplinary removals, or mandated evaluation. Omit entirely for routine BIP development without elevated concerns.)

[Brief narrative of precipitating concerns, impacted settings/routines, and prior supports attempted with outcomes] (If prior intervention history is unknown, state that explicitly rather than implying none were tried.)

FBA Summary and Hypothesis

Data Sources:

• [Direct observation methods and dates: ABC, interval recording, frequency counts; contexts observed]
• [Indirect sources: interviews, rating scales, questionnaires; respondents and dates]
• [Records reviewed: IEP/504, discipline records, incident reports, academic/clinical notes]
• (If data incomplete, note: Interim/Draft BIP — Pending data: [what remains to be collected and by whom])

Target Behavior Definitions: (List each behavior separately with observable, measurable definitions and boundary conditions.)

• [Target Behavior 1 label]: [Operational definition]

  • Counts as: [Specific topographies and counting rules]
  • Does not count: [Boundary conditions and exclusions]
  • Intensity coding: [Severity coding rules if applicable]

• [Target Behavior 2 label]: [Operational definition]

  • Counts as: [Specific topographies and counting rules]
  • Does not count: [Boundary conditions and exclusions]
  • Intensity coding: [Severity coding rules if applicable]

Patterns and Antecedents: (Summarize when most/least likely; include setting events only if data-supported or clearly labeled as hypothesis.)

• [Routine/Setting A]: Most likely: [Triggers/conditions]; Least likely: [Conditions]; Setting events: [Data-based / Hypothesized]
• [Routine/Setting B]: Most likely: [Triggers/conditions]; Least likely: [Conditions]; Setting events: [Data-based / Hypothesized]

Hypothesis Statement: When [context/antecedent], the individual [target behavior] in order to [obtain / avoid], maintained by [reinforcement type]. (If multiple plausible functions, list competing hypotheses and specify data needed to differentiate.)

Replacement Behavior: [Functionally equivalent replacement that meets the same need safely]; Deficit type: [Skill acquisition / Performance / Both]; Prerequisite skills: [Skills needed and current status]

Baseline Levels: (State measurement method and observation window for each.)

• [Target Behavior 1]: Baseline = [Frequency/duration/intensity per observation window]; Method = [Measurement system]; Window = [Dates/length]
• [Target Behavior 2]: Baseline = [Frequency/duration/intensity per observation window]; Method = [Measurement system]; Window = [Dates/length]
• [Replacement Behavior]: Baseline = [Rate/latency/independence]; Method = [Measurement system]; Window = [Dates/length]
• (If baseline not established: Baseline pending — Collection plan: [Who, what, where/when, duration])

Goals

(Include separate reduction goals for target behaviors and acquisition goals for replacement behaviors. Use specific, measurable criteria.)

Reduction Goals (Target Behaviors):

• Goal: [Reduce Target Behavior 1 from baseline to target level]

  Metric: [Frequency per day / Duration per episode / Intensity rating]

  Baseline: [Value or pending]

  Target: [Value and stability criteria]

  Timeframe: [Duration or target date]

  Data source: [Tool/system]

  Responsible party: [Role(s)]

Acquisition Goals (Replacement/Alternative/Tolerance Behaviors):

• Goal: [Increase Replacement Behavior to functional level]

  Metric: [Independent requests per opportunity / Latency to request / Duration on task]

  Baseline: [Value or pending]

  Target: [Value and generalization criteria]

  Timeframe: [Duration or target date]

  Data source: [Tool/system]

  Responsible party: [Role(s)]

Prevention Strategies

(Organize by routine/setting. Include only feasible strategies; document barriers and alternatives if resources are limited.)

• [Routine/Setting A]

  • [Context/trigger] → [Staff action] → [Expected effect]
  • [Context/trigger] → [Staff action] → [Expected effect]
  • Barriers: [Constraints]; Alternative: [Feasible substitute strategy]

• [Routine/Setting B]

  • [Context/trigger] → [Staff action] → [Expected effect]
  • Barriers: [Constraints]; Alternative: [Feasible substitute strategy]

Teaching Plan

(Describe explicit instruction for replacement behavior and any tolerance/self-regulation skills. Use step-by-step procedures; avoid vague terms.)

• Skill: [Functionally equivalent replacement behavior]; Modality: [Spoken / Gesture / Sign / PECS / SGD / Other]

  Teaching procedures: [Modeling] → [Prompting: type and hierarchy] → [Error correction] → [Reinforcement for correct responding]

  Practice schedule: [Number of trials/opportunities per period] in [Contexts], delivered by [Staff roles]

  Generalization plan: [People, settings, materials, stimuli variation]; Criteria to introduce new contexts: [Criteria]

  Maintenance/fading plan: [Prompt fading sequence and reinforcement thinning schedule after stable acquisition]

• Tolerance/Self-regulation skill: [Request space / Waiting routine / Breathing routine / Coping script]

  Instructional steps: [Teach-Model-Practice sequence with prompts and reinforcement]

  Mastery criteria: [Observable criteria for skill independence]

Reinforcement Plan

Effective reinforcers: [Identified reinforcers]; Identification method: [Preference assessment / Interview / Observation]

Differential reinforcement strategy:

• For replacement behavior: [Type/magnitude], [Schedule/timing], delivered by [Who]
• For desired alternative behaviors: [Type/magnitude], [Schedule/timing]
• For tolerance behaviors: [Type/magnitude], [Schedule/timing]
• Avoiding reinforcement of target behavior: [Planned responses to prevent inadvertent reinforcement aligned with function]
• Thinning plan: [Criteria and steps to thin reinforcement] (If not yet developed, note that it will be established after stable acquisition.)

Response Strategies

Early Escalation Response: Precursor signs: [Observable precursors]

• Step 1: [De-escalation strategy aligned with function]
• Step 2: [Prompt/offer replacement behavior or pre-planned adjustment]
• Step 3: [Modify demands/environment; reposition peers as needed]
• Step 4: [Data note and continue monitoring]

Response to Target Behavior: (Align with function; avoid accidental reinforcement.)

• Step 1: [Ensure safety; minimize attention/sensory access/escape as functionally indicated]
• Step 2: [Brief, neutral prompts with minimal verbal interaction]
• Step 3: [Pre-defined, least-restrictive responses consistent with policy]
• Step 4: [Once calm: brief debrief, practice replacement behavior, restore routine]

(Do not include punitive/aversive procedures unless permitted by policy with documented risk-benefit analysis and required oversight.)

Safety and Crisis Procedures

(Include only when there is risk of injury, elopement, severe self-injury, significant property destruction, or history of restraint/seclusion/emergency response. Omit entirely when target behaviors are non-dangerous.)

Risk Statement: [Specific risks, who is at risk, common contexts, relevant medical considerations]

De-escalation Plan: [Least-restrictive first-line strategies, environmental modifications, staff roles]

Emergency Procedures:

• Calling hierarchy: [Contact sequence and information]
• Area clearance: [Criteria to clear area and contact caregivers]
• Emergency services: [Criteria to activate per site policy]
• Post-incident requirements: [Monitoring, documentation, team/individual debrief]
• (If restraint/seclusion may occur under site policy: Document that these are emergency safety responses only, not planned consequences; reference policy, training requirements, and incident reporting workflow.)

Implementation and Roles

• [Routine/Setting A]

  Implementer(s): [Roles]

  Specific actions: [Who does what, when, and how]

  Backup coverage: [Designated backups]

• [Routine/Setting B]

  Implementer(s): [Roles]

  Specific actions: [Who does what, when, and how]

  Backup coverage: [Designated backups]

Caregiver role: [Home carryover tasks and coordination] (Include if applicable.)

Materials and supports: [Visuals, schedules, break/request cards, token system, data sheets, devices, other]

Training plan: [Who trains whom, content, format, dates]; Competency criteria: [Demonstration requirements and accuracy thresholds]

Data Collection and Progress Monitoring

Metrics:

• Target behaviors: [Frequency / Rate / Duration / Latency / Intensity; injuries; disciplinary removals]
• Replacement behaviors: [Independent requests; compliance; time on task; tolerance behaviors]
• Measurement rules: [Operational definitions, start/stop rules, intensity coding]
• Observation windows: [Routines, times, continuous vs sampling]

Fidelity Monitoring: Method: [Checklist / Observation]; Frequency: [Schedule]; Observer: [Role]; Action threshold: [Fidelity percentage triggering coaching]

Review Schedule and Decision Rules: Review cadence: [Frequency]; Decision rules for: [Intensifying supports], [Modifying hypotheses], [Fading supports], [Initiating additional assessment] based on [Predefined data thresholds/trends]

Plan Review and Discontinuation Criteria

Next scheduled review: [Date]

Triggers for earlier review: [Injury; significant escalation; repeated removals; major changes in placement, medication, or schedule]

Criteria:

• Plan is working: [Quantitative criteria for target behavior reduction, replacement behavior independence, and fidelity thresholds]
• Needs revision: [Criteria: lack of progress, worsening trends, low fidelity, new information contradicting hypothesis]
• Fade/Discontinue: [Criteria: sustained goals met across settings/people, minimal prompts, stable data; specify fading steps]