Joint School District #2
Meridian, Idaho
Behavior Intervention Plan (BIP)
1. TARGET BEHAVIOR (restate IEP goal that addresses behavior):
Statements of the target behavior here will vary. As you choose prevention activities below, be sure to choose the
activities based on your knowledge of the function of the behavior.
2. PREVENTION
State prevention activities in observable terms
Address medical, medication, or physiological factors
(call home if forget meds, keep small amount extra
medication in nurse’s office in case forget, provide
student with a snack, allow to take a walk, etc.)
Take extra time to strengthen relationships with the
student, be sure to recognize student when they
come to class, state something positive to the student
(before you have a chance to need to correct).
Make the day more predictable by having a
consistent routine and providing the student with an
individual schedule
Prepare the student for changes and transitions
Provide opportunities for choice making and personal
autonomy
Provide opportunity for student to help others (school
job, peer tutor, library helper, office helper, recycler,
run errands, etc.)
Modify the curriculum and/or instruction (Increase or
decrease the difficulty level, length, or pace, break
down into steps, highlight first step, draw a line where
they can stop and take a break, allow student to
cross off any two problems they don’t want to do,
allow student to pick which problem the whole class
gets to do together, have student turn in work before
they leave class, etc.)
Use materials that are interesting to the student (use
their name on a sample problem or in the
assignment, use content student has interest in)
During difficult times, provide more preferred topics or
How Often?
Who Is
Responsible?
Progress Monitoring
Method
State prevention activities in observable terms
activities
Alternate preferred and less preferred tasks.
(try a first____, then ____ schedule)
Analyze and sequence tasks
Increase reinforcement for correct responses
Teach skills within typical daily routines
Get typical peers to provide modeling
Organize the physical environment
Allow student to alternate between two approved
work areas (2 desks, allow to stand at table at back of
room, etc.)
Organize the student’s tasks and work materials; then
teach him/her to do it.
Clarify with the student what is expected before each
task or activity.
Develop or modify routines.
Create an individual written picture, or object
schedule for the student.
Prepare the individual for changes ahead of time.
Minimize waiting periods or provide other activities.
Have alternate plan in place for substitutes (maybe
goes to class in another room with familiar teacher,
stay in smaller group instruction, etc.)
Use Positive Phrasing (rather than Negative)
Positive phrasing: “If you finish your reading by
lunch, we can all go outside together and play a
game.”
Negative phrasing: “If you do not finish your reading
by lunch, you will have to stay inside until it’s done.”
Humor directed either at the teacher or the
situation—
How Often?
Who Is
Responsible?
Progress Monitoring
Method
Joint School District #2
Meridian, Idaho
Behavior Intervention Plan (BIP)
State prevention activities in observable terms
How Often?
Who Is
Responsible?
never at the child—can defuse tensions as well as
redirect children. Humor must never be used to
demean a child or be used in a manner that might
encourage others in the class to ridicule the child.
Copy to the confidential folder, each service provider, and the parent/adult student.
XIII - 3
Progress Monitoring
Method
Document date:
Student’s Name:
Native Lang:
District:
Behavior Intervention Plan (BIP)
District ID:
Ethnicity:
State ID:
Birth Date:
Page ___ of ___
Grade:
Sex:
Age:
School:
3: WHAT WILL BE TAUGHT?
What Will Be Taught?
(What other behaviors or skills will be taught so that the
student can meet his or her needs in an acceptable
manner?)
How Often?
Who Is
Responsible?
Progress Monitoring
Method
Hint:
Teach adaptive skills in the natural context
Create opportunities to practice skills
Teach self-management skills
Choose skills to teach that the student can use across
settings when possible
Identify skills/behaviors that produce the same
outcome/function for the student as the target behavior
(replacement behavior)
Teach replacement behaviors and other positive skills
when the student is not in crisis
Prompt the student to use replacement skills when it is
predictable that the target behavior will occur (i.e.,
before the behavior occurs or very early in a chain)
Increase reinforcement for replacement and other
positive behaviors (i.e., reinforce more often, quicker,
more reliably, with more powerful reinforcers)
Te
Teach student to request a short break when he/she is
beginning to feel overwhelmed (can be in class or out
of class in specified location)
Teach student to recognize physical changes in body
when he/ she is beginning to feel agitated
Preteach expectations for behavior for new situations
and practice with student
Teach student self-monitoring strategies (how am I
feeling, am I paying attention, etc.)
Teach Stop, Relax and Think method:
1. Define problem
2. Decide who “owns” the problem
3. Think of as many solutions as possible to solve the
problem
4. Select a solution to try
5. Use the solution
6. Evaluate its success
Form 520b
Copy to the confidential folder, each service provider, and the parent/adult student.
Joint School District #2
Meridian, Idaho
Behavior Intervention Plan (BIP)
XIII - 4