Directions for Completing
a
Behavior Intervention Plan
Purpose
A behavior intervention plan is intended to be used for documentation of the
positive strategies and crisis procedures used with students who struggle with
behavioral issues.
Students who move into EBD center based programs must have a behavior
intervention plan.
If a BIP is being introduced to the parent for the first time, an IEP meeting must
be held and BIP language should be added into the adaptation section of the IEP prior
to its implementation. After that, the BIP should be updated at each annual IEP meeting,
or as needed.
Directions
1. In Campus, select a new document and select Behavior Intervention Plan. The
student name/student number/school/grade/date of birth will all automatically fill in.
Enter date of meeting and date of FBA.
2. Identify target behaviors. Target behaviors identified should align with the target
behaviors on the FBA. They must be observable and measurable and be aligned
with behavioral goals and objectives. Identify replacement behaviors. Replacement
behaviors are positive and observable and replace the undesired behavior
For Example: Target Behavior: Andrew swears and shouts at his teachers when
given a classroom task or assignment.
Replacement Behavior: Andrew will learn to ask for help from a peer
or teacher when he feels he can’t complete a classroom task or
assignment.
3. Proactive strategies- Describe the strategies, methods or programming implemented
to teach the replacement behaviors.
3. The Crisis Plan section outlines the steps the school team will follow in a crisis
situation. The following may be used, but they must be documented in the BIP. They
can be withdrawn anytime by parent
Conditional Procedures

Manual restraint

Manual or locked restraints intended to prevent injury

Time out procedures for seclusion in a specially designed room

Temporary delay of meals or water for no more than 15 minutes
Use of Time Out Rooms- Wording must address:

Criteria to return the student back to the desired activity

When used, that staff will monitor student

When used, student will have access to water and bathroom every 15
minutes

When used, staff will document the number of student occurrences
Sample Crisis Plan Language- Sample A
a. If Barney is verbally inappropriate or physically aggressive, he will be given two
verbal prompts to comply with the staff direction to stop the behavior or move to
the “Chill Area” in the classroom.
b. If Barney does not comply within one minute, the staff will physically escort
Barney to the relaxation room in the building. When Barney is calm, staff will
document the incident by documenting time for Barney in the relaxation room
and then process a reflection sheet with Barney. If Barney is in the relaxation
room longer than 15 minutes, staff will provide Barney with bathroom breaks and
water as requested.
c. Restitution will be expected of Barney if he damages property. This may include
payment for damages or donating time to help repair damages.
d. If Barney chooses to leave the school building, building staff will contact law
enforcement officials and a parent.
e. If Barney’s physical behaviors escalate to the point where he is a danger to
himself or others, staff will physically restrain Barney, then notify the parent’s:
Mom’s cell: 612-555-1212 and Dad’s cell: 612-555-1212.
f. If parents cannot be reached, staff will call the local police at 911.
Sample Crisis Plan Language- Sample B
a. Clayton will follow all school and classroom rules.
b. If Clayton refuses to comply with staff directions, he may be escorted by staff to
the desired area after a reasonable amount of time is given.
c. If Clayton’s behaviors escalate to violence towards self, others, or property,
physical restraint may be required.
d. If Clayton breaks any laws, police may intervene. If he requires more than 10
minutes of physical restraint, the police will be called and he will be referred to
the appropriate authorities at the officer's discretion.
e. If Clayton leaves the building, police may be called.
f. If behaviors escalate, Clayton may require dismissal for the remainder of the
school day.
4. Describe any know risks- Example could be:

Michael’s behaviors prohibit him from participating in mainstream activities. His verbal
comments toward others prevent him from forming peer and adult relationships. His
physical aggression may cause injury to self or others.
5. Coordination activities with family- Examples could be:

parents will review the point sheet daily and sign it
6. Process for Review- Let parents know that the plan will be reviewed as determined
by the IEP team through conditions agreed to be both parties. Parents always have
the right to withdraw the plan at any time.
Sample Language:
a. If Clayton’s behavior escalates more than three times in a week, if the police
have been called, or upon parent request, an IEP meeting will be called to review
the current behavior intervention plan (BIP.)
b. If Clayton’s behavior meets school and classroom expectations, the BIP will be
reviewed each trimester.
7. Personnel Responsible for Implementation-
8. Informed Consent of Parent- It is best practice to have parent sign the BIP along
with the IEP. Parents should be given a copy of the BIP and the original should be
attached to the students current IEP.
9. In the adaptation section of the IEP, BIP language should be added noting the
existence of the BIP. Add language similar to this, “A behavior intervention plan
dated 1/1/08 is attached to this IEP.”