How can educators modify a student’s behavior?
Page 1: Behavioral Intervention Plans
When a student exhibits severe or chronic interfering behaviors—those that interrupt instruction and have a negative impact on the learning environment—educators need to intervene intentionally and systematically. While it may be tempting to address such behaviors reactively or through trial and error, this approach often leads to frustration and inconsistent results. Alternatively, a well-crafted plan based on a thorough functional behavioral assessment (FBA) not only provides clarity and direction for educators but also increases the likelihood of the student’s long-term success. Known as a behavioral intervention plan (BIP) or behavioral support plan (BSP), this formal written plan is designed to address the function of a student’s interfering behavior by outlining individualized strategies and procedures for both prevention and intervention.
functional behavioral assessment (FBA)
DEFINITION_DEFINITION_DEFINITION_DEFINITION
function
DEFINITION_DEFINITION_DEFINITION_DEFINITION
Did You Know?
Many states and school districts have adopted specific BIP guidelines, procedures, or templates to be used in their schools. Educators should communicate with school or district administrators to ensure that they are following all relevant requirements.
A BIP should be collaboratively developed by a team consisting of educators, the student and their family, and other relevant professionals. The plan includes the following components:
- A description of the target behavior
x
target behavior
DEFINITION_DEFINITION_DEFINITION_DEFINITION
- A summary of the data collected during the FBA
- The hypothesized function of the behavior
- A description of the replacement behavior that will be taught and reinforced
x
replacement behavior
DEFINITION_DEFINITION_DEFINITION_DEFINITION
- Specific interventions that will be implemented to address the behavior
- A progress monitoring plan
x
progress monitoring
DEFINITION_DEFINITION_DEFINITION_DEFINITION
The BIP represents both the documentation of strategies and procedures for addressing the interfering behavior and guidance for those who will implement them. A thoughtfully designed and implemented BIP offers numerous benefits, including:
- Improved student behavior: A BIP aims to reduce interfering behaviors by helping students learn and apply appropriate alternative behaviors.
- Increased student engagement: When a student experiences behavioral success, they are more likely to be motivated and engaged in the learning environment.
- A more positive classroom environment: By reducing interfering behaviors, a BIP can help foster a more productive learning environment for all students.
- Greater clarity and consistency among educators: The clear procedures outlined in a BIP help ensure that all educators and staff are on the same page and know how to support the student.
Tiered Systems
In schools that implement a multi-tiered system of supports (MTSS), such as Positive Behavioral Interventions and Supports (PBIS), the FBA and BIP process is typically used with students who display chronic, intensive interfering behaviors and receive Tier 3 supports.
multi-tiered system of supports (MTSS)
DEFINITION_DEFINITION_DEFINITION_DEFINITION
Positive Behavioral Interventions and Supports (PBIS)
DEFINITION_DEFINITION_DEFINITION_DEFINITION
High-Leverage Practices for Students with Disabilities
High-leverage practices (HLPs) in special education are foundational practices shown to improve outcomes for students with disabilities. The information in this module aligns with:
HLP 10: Conduct functional behavioral assessments to develop individual student behavior support plans.
For more information about HLPs, visit High-Leverage Practices for Students with Disabilities.
Returning to the Challenge
During the FBA process, DJ’s and Presley’s teams collected comprehensive assessment data on their interfering behaviors.
DJ is well-liked by his peers and is always ready with a joke. He enjoys being physically active by playing basketball and soccer. His grades have recently started declining, mostly because of missing assignments and lack of participation. His teacher reports that he is always off task and needs constant redirection. DJ’s behavior takes the form of verbalizations (e.g., jokes, comments, conversations).
Target behavior: DJ engages in verbal or non-verbal activities that deviate from established classroom expectations for a given activity.
Hypothesized function: Attention from peers or adults
DJ’s FBA team collected indirect and descriptive assessment data and systematically analyzed the data to hypothesize the function.
| Step | Summary |
| 1. Identify skill deficits | None identified |
| 2. Summarize the context | DJ is more likely to demonstrate the target behavior during whole-group instruction or independent work. |
| 3. Identify any relevant setting events | None identified |
| 4. Evaluate patterns in antecedents | The teacher delivers instruction to the whole class or directs students to work independently. |
| 5. Evaluate patterns in consequences | The teacher verbally redirects DJ, or peers respond verbally or non-verbally. |
| 6. Hypothesize the function | Attention from peers or adults |
Presley enjoys drawing and coloring, and she responds well to visual and hands-on activities. She has limited language skills, typically communicates using single words or short phrases, and has been identified as having a developmental delay. Presley’s teacher reports that her behaviors seem to come out of nowhere and take the form of physical actions against others (e.g., hitting, kicking, pushing).
Target behavior: Presley initiates forceful physical contact with another person’s body.
Hypothesized function: Escape from peer interactions
Presley’s FBA team also collected indirect and descriptive assessment data and systematically analyzed the data to hypothesize the function.
| Step | Summary |
| 1. Identify skill deficits | Presley’s target behavior occurred primarily with peers rather than adults. She has a disability that impacts her communication, with recent speech and language assessments showing significant delays in social interaction skills. These needs will be addressed in her individualized education program (IEP) goals and services. |
| 2. Summarize the context | Presley is more likely to demonstrate the target behavior during unstructured time and social interactions. |
| 3. Identify any relevant setting events | The target behavior is more likely following breaks from school (e.g., weekends, holidays). |
| 4. Evaluate patterns in antecedents | A peer enters Presley’s physical space or attempts to initiate a social interaction. |
| 5. Evaluate patterns in consequences | The peer stops the interaction by moving away from Presley, either independently or following a teacher prompt. |
| 6. Hypothesize the function | Escape from peer interactions |
