Behavior Intervention Plan (BIP)
Once the team has created a Functional Behavior Assessment on they student, they should know when, where, and with whom the problem behavior is most likely to occur, what the antecedents of the behavior seem to be, and what happens after the behavior has occurred. With this knowledge, the team is ready to create a Behavior Intervention Plan (BIP, or sometime referred to as a behavior support plan, BSP).
The PBIS team should meet to create the BIP. During the BIP creation process, the team should consider the follow:
1. Will modifying the environment in which the behavior occurs reduce the likelihood of the problem?
2. Will adjusting the student's curriculum and/or instruction help to reduce the problem behavior?
3. Will adjusting the consequence of the behavior reduce the frequency of problem behavior? I.E. if the student does not like math, acts out during math class, and is sent out of the room as a consequence to their behavior, they are escaping what they do not like and therefor are likely to repeat the behavior to escape from other un-enjoyable things.
4. What is a more acceptable, positive replacement behavior that will serve the same function? Who will teach this replacement behavior to the student? Who will monitor the success of the plan?
5. What is the goal of the plan? This should be specific such as,"Mike will be able to complete a difficult task with no more than 2 prompts from the teacher. He will ask for help from the teacher rather than putting the work away and refusing to complete it."
6. In cases where problem behavior could become dangerous,the team should come up with a crisis response plan to defuse any potentially dangerous situations.
7. When will the team meet again to review the success of the plan? This is very important! The team should plan to meet a minimum of every two weeks during the first few weeks on implementation to review progress toward the goal and make any necessary modifications.
BIP Example:
Once the team has created a Functional Behavior Assessment on they student, they should know when, where, and with whom the problem behavior is most likely to occur, what the antecedents of the behavior seem to be, and what happens after the behavior has occurred. With this knowledge, the team is ready to create a Behavior Intervention Plan (BIP, or sometime referred to as a behavior support plan, BSP).
The PBIS team should meet to create the BIP. During the BIP creation process, the team should consider the follow:
1. Will modifying the environment in which the behavior occurs reduce the likelihood of the problem?
2. Will adjusting the student's curriculum and/or instruction help to reduce the problem behavior?
3. Will adjusting the consequence of the behavior reduce the frequency of problem behavior? I.E. if the student does not like math, acts out during math class, and is sent out of the room as a consequence to their behavior, they are escaping what they do not like and therefor are likely to repeat the behavior to escape from other un-enjoyable things.
4. What is a more acceptable, positive replacement behavior that will serve the same function? Who will teach this replacement behavior to the student? Who will monitor the success of the plan?
5. What is the goal of the plan? This should be specific such as,"Mike will be able to complete a difficult task with no more than 2 prompts from the teacher. He will ask for help from the teacher rather than putting the work away and refusing to complete it."
6. In cases where problem behavior could become dangerous,the team should come up with a crisis response plan to defuse any potentially dangerous situations.
7. When will the team meet again to review the success of the plan? This is very important! The team should plan to meet a minimum of every two weeks during the first few weeks on implementation to review progress toward the goal and make any necessary modifications.
BIP Example: