What is a behavior intervention plan?

A behavioral intervention plan (BIP) is a plan that is developed by an IEP team or school to address behaviors that interfere with a child’s education. All BIPs are based on the idea that children act to meet their unique needs. Children who have exactly the same behaviors, for example, interrupting a teacher, may do the same things, but they may have very different motivations. Miguel may be interrupting the teacher to get positive attention for his clever comments. Jill may be interrupting the teacher because she doesn’t understand a lesson. Each child has a challenging behavior and an important need, but very different strategies may be required.

The goal of the BIP is to help staff and teachers respond to negative behaviors in a productive way so that the student no longer relies on negative behaviors to meet their needs. When staff and teachers help students find productive and positive ways to meet their needs, students become less dependent on negative behaviors and more focused on reaching positive goals.

When should my child have a behavioral intervention plan?

Your child may need a BIP if:

Her teachers or other staff complain that your child is unable to follow the rules of the classroom or school;

Your child receives frequent punishment or redirection (such as time outs) that interfere with her educational time.

When does the law require that my child have a behavioral intervention plan?

If your child receives special education through the Individuals with Disabilities Act, the IEP team must develop a behavioral intervention plan and implement it in your child’s IEP if your child’s negative behaviors interfere with her education or result in discipline.

If your child is in special education or it is suspected that your child’s behavior may be the result of a disability, the IEP team must conduct a manifestation determination review* before any long term suspension (more than 10 days in a school year) or

expulsion related to her behavior. If the manifestation determination results in a finding that your child’s behavior was the result of her disability, the IEP team must develop a BIP to address those behaviors.

If you have concerns about your child’s behavior and your child does not qualify for special education services under the IDEA you may still request that a behavioral intervention plan be developed. Your child’s teacher, school counselor or principal should be able to provide you with information. If your child’s school has a Student Assistance Team (SAT) you may contact them for assistance.

How will the IEP team create my child’s Behavioral Intervention Plan?

First the IEP team must conduct a Functional Behavior Assessment.* During the functional behavior assessment the team will identify the specific negative behaviors to be addressed and determine the function of those behaviors. Once the behaviors and their functions are identified then the team must identify reasonable interventions. These interventions should teach students appropriate ways to meet their needs, decrease the likelihood of future negative behaviors and provide reasonable consequences. Some students may also need a crisis and an emergency plan if their behaviors are severe or could result in harm to themselves or others.

Some possible daily interventions could include:

1. Giving a student rewards for being kind or courteous to other students;
2. Spending additional time with a student who acts out when frustrated;
3. Giving children with high energy levels extra tasks to keep them moving;
4. Assigning children a peer mentor or buddy.

Some possible crisis interventions could include:

1. Going to a "cooling off" area in a soothing setting when a child is very frustrated or upset;
2. "Processing" or discussing an incident with a trusted staff person such as a counselor.

Some possible emergency interventions could include:

1. De-escalation and restraint if the student poses an immediate physical danger to

   herself, staff or other students;

2. Contact with a child’s therapist;
3. Transport to a treatment facility.

* Please see our tipsheets on Manifestation Determinations and Functional Behavioral Assessments for more information.