CREATING A BEHAVIOR
INTERVENTION PLAN
Presenters: Kyla Weatherford, LSSP;
Katherine Maddox, Ph.D., LSSP; &
Teressa Feierabend, LSSP
WHEN DO I DEVELOP
A BIP?
 In the case of the student whose behavior impedes his or her
learning or the learning of others, the ARD committee must consider
A) Other strategies to address that behavior (you can add
these on the accommodation page).
B) The use of positive behavioral interventions and
support (write a BIP like the one we are introducing today).
STUDENT 1
C H O O S I N G B E H AV I O R S T O TA R G E T
( I . E . , I N A P P R O P R I A T E B E H AV I O R S )
FOR THE BIP
 How do you choose which problems to focus on when writing a
BIP?
• Prioritize! You cannot work on all problematic behaviors at once
• It is usually best to address 2-3 of target behaviors in the BIP for the
following reason
• Choose the most significant behavior(s) which are creating the most
severe problem(s)
• You may have to let another bothersome behavior go while working on a
more severe one. It’s ok. You can work on the others later.
• Behaviors which are the most dangerous, disruptive, or frequent are good
starting points
OPERATIONALLY DEFINE
TARGET BEHAVIOR
An operational definition describes the
behavior in terms of what you see.
It is an explicit definition that two or
more disinterested observers would be able
to identify.
WHY IS AN OPERATIONAL
DEFINITION NECESSARY?
 Three people will have three different ideas of what a
“meltdown” is. To write “I want her to stop having meltdowns”
doesn’t explain what a “meltdown” is. Therefore, the behaviors
should be identified: hitting, kicking, cursing, and crying may all
be occurring when the student is “having a meltdown,” but
another person may consider whining, pouting, a curled lip,
banging fists on the desk and refusal to work to be a meltdown.
NON-OPERATIONAL VS.
OPERATIONAL DEFINITIONS
Non-Operational Definition
Operational Definition
• Is disruptive in class
•Blurts out without being called
upon when teacher is lecturing
• Refuses to work
•Sits and puts his head down
when asked to write
• Says inappropriate things to other students
• Says “You’re a retard.”
• Runs away
•Runs out of the classroom
Not working,
•Not
working,not
notcompleting
completingassignments
assignments
•Continuallyasking
Continually
Off-task
askingififhe
hecan
cango
gototothe
theresource
resourceroom
roomwhen
whenininaagen.
gen.ed.
ed.class
class
•Outofofseat
Out
seat
•Loudoutbursts
Loud
outbursts
STUDENT 1
•Off-task
•Not working, not completing assignments
•Continually asking if he can go to the resource room when in a
gen. ed. class
•Out of seat
•Loud outbursts
REPLACEMENT BEHAVIORS
 What is a replacement behavior?
• It is the behavior you want the student to demonstrate rather than the
behaviors he is currently demonstrating
 Replacement behaviors should…
• Be incompatible with the target behavior (behaviors cannot occur at the
same time)
 Example:
• Target Behavior:
 Sally is blurting out without being called upon when teacher is lecturing
• Replacement Behavior
 Sallie will raise her hand and wait for the teacher to call upon her to answer
•Complete
Academic
Assignments
FUNCTIONS OF BEHAVIOR
 WHY IS IS IMPORTANT TO KNOW THIS?
Explain why the child is engaging in the behavior.
** So you can select a function-based intervention to address the
behavior. Minimize the hit and miss approach.
FUNCTIONS OF BEHAVIOR
 ALL BEHAVIOR IS COMMUNICATION
 BEHAVIORS ONLY CONTINUE IF THEY ARE RESULTING IN REINFORCEMENT
• What we need to find out is: What does this behavior achieve for this student? What was
obtained? What was avoided or escaped?
 2 Basic functions of behavior:
• 1- To get something. For example• Gain a tangible item
• Get Attention
• Self-stimulating sensations
• 2- To avoid something or escape something. For example• Classwork
• Social situations
FUNCTIONS OF BEHAVIOR
 REMEMBER: A behavior can serve more than one function
• Example 1: Child has a tantrum because he wants a candy bar at the store
(to gain a tangible)--- The same child has a tantrum because he does not
want to clean his room (avoidance).
• You will need more than one intervention here to address both functions.
*Interventions need to address the function.
• Example 2: A child spits because when he does, his teacher verbally
reprimands and talks to him about why it’s wrong to spit in class
(attention). Another child spits up in the air to receive reinforcement in
the form of self-stimulation.
 If you do not know why the behavior is occurring, start collecting
data.
FUNCTIONS: COLLECTING
DATA
 Indirect Methods
• Interviews with those who know that student well
• Interview with the student
• Review records and documentation
• Grades, anecdotal notes, evaluations, history of discipline referrals, etc.
 Direct Method: observations/ABC approach
FUNCTIONS OF BEHAVIOR
 A-B-C
 Antecedent: the event or stimulus that occurs immediately before the
behavior
 Behavior: operationalized target behavior
 Consequence: the event or stimulus that takes place after the
occurrence of a behavior.
 Key: Determine what triggers the behavior and what consequences
may be maintaining or reinforcing the behavior.
FUNCTIONS OF BEHAVIOR
 Questions to be asking…
• When does it happen? How often? Where does the behavior occur and
where does it not occur? With whom? Is there a consistent pattern? Is it
predictable? What did adults and peers do in response? What did the child
gain/escape/avoid?
 Develop a hypothesis
• What are the possible reasons for the behavior?
 Manipulate the relevant antecedents and/or consequences to change
behavior
• What replacement behaviors can be taught to the student that serve the
same function?
LET’S PRACTICE
 Identify the possible function:
• Your student tries to leave the room when the class is asked to get
out their math books to complete an assignment.
• Your student starts screaming louder after the teacher prompted the
student to be quiet.
• Your student climbs furniture when favorite toy is out of reach
• Your student runs out of the room when another student starts
crying.
EXAMPLE: HAROLD
 The teacher asks Harold to complete the class assignment. Harold becomes
physically and verbally aggressive. Possible function?
 Harold brings a toy from home and is playing with it when he should be
working. The teacher takes the toy and Harold cusses an hits her, trying to get it
back. Possible function?
 Harold always ignores his teacher when she asks him to do something.
Possible function?
POSITIVE BEHAVIOR
SUPPORTS: BEHAVIOR 1
 Inappropriate Behavior: Physically aggressive inappropriate
behavior with adults which include: Hitting, Kicking, Biting
 Functions of Behavior: Avoidance of non-desired task; Gain a
Tangible
 Replacement Behaviors: Harold will keep hands/feet to himself.
(No physical aggression)
POSITIVE BEHAVIOR
SUPPORTS: BEHAVIOR 1
 *Daily Point Sheet – provides positive reinforcement for demonstration of replacement behavior;
provides ongoing progress monitoring data; gives student corrective feedback so he has an idea of how
he is doing
 *Paraprofessional assistance for work completion.
 *Proximity control
 *Prompts by the teacher to keep working.
 *Maintain a highly structured setting.
 *Ensure academic demands match student’s instructional level.
 *Reinforce student each time he completes a task. Reinforcement should be 4 to 1 reinforcers to
punishers.
CONSEQUENCES:
BEHAVIOR 1
Loss of points on point sheet.
Loss of access to rewards.
Verbal Hassel Log
Restitution
POSITIVE BEHAVIOR
SUPPORTS: BEHAVIOR 2
 Inappropriate Behavior: Verbally aggressive inappropriate behavior
with adults which include: Cursing, Name calling, Threatening
 Functions of Behavior: Avoidance of non-desired task; Gain a
Tangible
 Replacement Behaviors: Harold will refrain from cursing, name
calling, and threatening others
POSITIVE BEHAVIOR
SUPPORTS: BEHAVIOR 2
 Daily Point Sheet – provides positive reinforcement for demonstration
of replacement behavior; provides ongoing progress monitoring data;
gives student corrective feedback so he has an idea of how he is doing
 Social Stories
 T-Charts
 Remain Calm and decreases voice volume to deescalate the situation
CONSEQUENCES:
BEHAVIOR 2
Loss of points on point sheet.
Loss of access to rewards.
Hassel Log
Restitution
POSITIVE BEHAVIOR
SUPPORTS: BEHAVIOR 3
 Inappropriate Behavior: Does not comply with adult request
 Functions of Behavior: Avoidance of adult directive
 Replacement Behaviors: Comply with adult directive within 1 min.
with no more than two prompts.
POSITIVE BEHAVIOR
SUPPORTS: BEHAVIOR 3
 Give Harold access to the sensory strategies recommended by the
OT
 Daily review the 5 Point Scale with Harold to ensure he knows
how to use it properly
 Give Harold access to a Home Base for time to regroup when he
appears upset or frustrated
CONSEQUENCES:
BEHAVIOR 3
Loss of points on the point sheet.
Loss of access to rewards