Now you may be wondering what a Behavior Intervention plan, or BIP, is and how it works. A BIP is what the IEP team develops based on the functional behavioral assessment. The plan has to be individualized to meet the needs of different students in different educational environments.
Within the BIP, there are multiple strategies aimed at preventing problem behavior before it becomes severe enough to warrant sanctions such as suspension or expulsion.
The key component of this plan is using positive behavioral interventions that do
not rely on coercion or punishment for
behavior change.
When an IEP addresses behavior, the process for developing and writing the IEP is the same as would be for academics.
1. The need for behavioral programming will be addressed in the present levels of educational performance.
2. Measurable behavioral goals will be listed in the annual goal section along with the procedures that will be used to measure a student’s progress towards the goals and method for reporting a student’s progress to his or her parents.
3. The behavioral programming will be addressed.
hat are the methods and materials for completing Functional Behavioral Assessments?
Indirect Methods: File Reviews and Interviews.
File reviews are a review of the child’s cumulative file.
Interviews are an attempt to interview relevant individuals who are knowledgeable of the student’s functioning across settings.
Direct Methods: Observations.
Observations must be systematic, but there
is not one specified method to use.
In fact there are three to choose from: A-B-C Analysis, Interval Recording and Duration Recording.
A-B-C Analysis is one to focus on and understand.
This is a collection of information on the Antecedent events, the Behavior, and the Consequences of the behavior. (ABC)
Antecedents are a summary of what happens before the behavior occurs. For example, negative peer interactions.
Behaviors include a summary of specific behavior that occurs and include:
• Warning signs (e.g. voice changes in volume)
• Intensity of the behavior (e.g. yells at teacher or hits other students)
• Duration of the behavior (e.g. how long the behavior lasts)
• Frequency of the behavior (e.g. hits peers on playground on average two times a week)
• Location of the behavior (e.g. 97% of the time she/he avoids work during math time)
• Person(s) the behavior occurs most or least often around.
Consequences is a summary of what happens after the behavior occurs.
At the end of the Functional Behavioral Assessment section it is useful
to provide suggestions for interventions for the Behavior Intervention Plan.
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