Behavior Intervention Plan---Sonoma County SELPA
For Behavior Interfering with Student’s Learning or the Learning of Peers
DRAFT 9/11/13
This BIP attaches to:
IEP (date):
Current Primary Placement:
Gen Ed
This is an initial BIP
Student Name:
School:
Grade:
Assistant:
504 plan (date):
Special Ed
Team meeting (date):
504 Plan
This BIP is a revision of the BIP dated
Today’s Date:
DOB:
Case Mgr:
Behavior Specialist: *
Plan Review Date:
Teacher:
Psychologist: *
* Put the name of the behavior specialist or psychologist who is facilitating the development of
this behavior plan if appropriate. If other staff members are developing the plan, leave these
blank.
1. Student Strengths: Academic, interpersonal, outside interests, character traits
2. Target Behavior: Description of problem behavior(s) – from mild to more intense:
Describe in non-judgmental, observable terms, clearly defined so that anyone observing
could identify the behavior.
3. Frequency and/or Intensity, and/or Duration of Target behavior:
Give reader a sense of severity, does not require formal data collection
 Frequency: Give a range—occurs from 1-3 times/day, 6-10 times/hour
 Intensity: Note how behavior is mildly/very disruptive, requires being sent from room,
leads to suspension, etc.
 Duration: lasts from 3-5 minutes, until intervention by adult, etc.
4. Antecedents & Prevention:
Triggers within curriculum, instruction,
environment and/or intra/interpersonal
situations in which behaviors are likely to
occur:
Those situations when you can predict
problems will occur e.g.:
 Difficult task in
math/reading/PE/writing/,etc.
 Whole group, paper/pencil, lecture,
visual, individual work, peer work,
etc.
Changes needed by staff to remove
likelihood of behavior occurring:
Consider how learner can do function in
different way e.g.:
 Changes in school environment can be
made that changes his/her need for
current behavior.
 Modify amounts, difficulty, choices
in modality of expression (oral,
kinesthetic), inclusion of personal
interest

Give choices in modality of



Transitions, near certain peers, on
floor, unstructured times, when room
temperature is hot, large groups
Face is pale, paces, coughs, prior
problem (on bus to school, at home)
Certain peers/adults present, when
bullied, peer situation where student
has social skill deficit

expression, pacing, materials
Changes in seating, choice of work
spaces, alternate location for
unstructured times, change in
personal space (stands at front of
line)
5. Function of Behavior: i.e., to get or obtain, to avoid or escape, and/or sensory regulation
What is the student getting (social status, peer or adult attention, desired object or
activity) or escaping/avoiding (difficult work, peer actions, interaction style of an adult, etc.)
with this behavior?
6. Replacement Behaviors: describe & define an acceptable alternate behavior that meets the same
function of the target behavior
In the future, how will s/he get needs met that this behavior fulfilled, e.g. something
desired, or something to be escaped or avoided when necessary?
7. Instructional Strategies to Teach the Replacement Behaviors/Skills to the Student:
List successive teaching steps for student to learn replacement behavior(s)
8. Reinforcement Procedures to use for establishing, maintaining and generalizing the replacement
behaviors:
Consider a range of non-intrusive ones: simple praise statements the student enjoys,
privately given specific praise, notes home, contingent access to favorite classroom activities
or privileges, high ‘5’. What motivates the student and enhances quality of life right now?
Who will give? Maximize sources of reinforcement. Will reinforcement happen in school and
at home or by outside school or community personnel? How frequently? When learning new
behavior—high frequency, reducing as mastered.
9. Reactive Strategies to use when the target behavior occurs - from mild to more intense:
 Prompt the replacement behavior
What works to calm the student? How can you best prevent escalation? Will structured
choice help? Offering ‘Time Away’ to cool off non-emotionally? What series of behaviors
should adults employ to return the student to rule-following behavior. Will consequences
such as expulsion/suspensions be necessary? Exactly under what conditions? If physical
restraints are to be used, add under what conditions will they be used, by whom and where
have staff been trained in the use of restraint procedures?
10. Communication: How, to whom, (all participants) and at what frequency, will the progress/data be
reported?
Revised 9/11/13
Method:
Between:
Frequency:
What system? Phone calls by whom to whom? Informal notes? Daily report cards? Weekly
logs? Consider family, administrators, IEP team, counselors, probation officer, and other
agencies.
11. Data Collection following Implementation of this Plan:
 Target Behavior (how often, by whom)
o Frequency, intensity and/or duration
o Who will collect the data?

Replacement Behavior (how often, by whom)
o Frequency of new replacement behavior
o Who will collect the data?
12. Criteria for Success: (How will plan be faded? How will you know when the plan is
successful?)
 Student will independently request a break to the goal criteria, engage in self-regulatory
skills to the goal criteria, etc.
 Student will no longer receive tangible reinforcers following 80% of success
Participants in the Plan Development:
Student _____________________________ Administrator ____________________________
Parent/Guardian ______________________ Parent/Guardian __________________________
Educator & Title _______________________ Educator & Title __________________________
Occupational Therapist _________________ Behavior Specialist ________________________
Speech Therapist ______________________ Other ___________________________________
Psychologist _________________________ Other ___________________________________
* Reminder for students with IEPs: Behavior Goal(s) need to be added to SELPA form #4 (goal page)
What new skills will student achieve through this plan, not just a decrease in problem behavior. Should
address replacement behaviors.
Goal #
: By (date), instead of (problem behavior), to achieve (function), (student) will do
(replacement behavior), under what conditions, at what level of proficiency, as measured by whom and by
what means.
Who will collect assessment data?
Revised 9/11/13
How will data be collected?