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)
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function
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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
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target behavior
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- 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
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replacement behavior
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- Specific interventions that will be implemented to address the behavior
- A progress monitoring plan
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progress monitoring
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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)
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Positive Behavioral Interventions and Supports (PBIS)
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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, Tasha’s and Isaiah’s teams collected comprehensive assessment data on their interfering behaviors.
During independent work, when the teacher instructs students to work independently on a written task, Tasha engages in verbal or non-verbal activities that deviate from established classroom expectations. This results in the teacher ignoring or verbally redirecting her, incomplete work, and administrator involvement. Tasha’s team hypothesized that she engages in unrelated activities to escape challenging academic demands.
Target behavior: Tasha engages in verbal or non-verbal activities that deviate from established classroom expectations for a given activity.
Hypothesized function: Escape from challenging academic demands
Tasha’s FBA team collected indirect and descriptive assessment data and systematically analyzed the data to hypothesize the function.
| Step | Summary |
| 1. Identify skill deficits | Tasha exhibited the target behavior most often during classes and tasks with greater writing demands. A review of Tasha’s academic assessments indicates that she has academic skill deficits in writing that will be addressed through MTSS interventions. |
| 2. Summarize the context | Tasha is more likely to demonstrate the target behavior during independent work. |
| 3. Identify any relevant setting events | None identified |
| 4. Evaluate patterns in antecedents | The teacher instructs students to work independently on a written task. |
| 5. Evaluate patterns in consequences | The teacher verbally redirects Tasha a few times before ignoring the behavior, resulting in Tasha not completing the task. When Tasha leaves the classroom, the administrator is called to have a conversation with her. |
| 6. Hypothesize the function | Escape from challenging academic demands |
During preferred activities, when a teacher verbally prompts students to transition to a new activity, Isaiah initiates forceful physical contact with inanimate objects. This results in redirections, planned ignoring, and the opportunity to continue the preferred activity. Isaiah’s team hypothesized that he initiates physical contact to access preferred activities. This is more likely to occur when Isaiah has just returned to school from a break.
Target behavior: Isaiah initiates forceful physical contact with an inanimate object.
Hypothesized function: Access to preferred activities
Isaiah’s FBA team collected indirect and descriptive assessment data and systematically analyzed the data to hypothesize the function.
| Step | Summary |
| 1. Identify skill deficits | Isaiah has a disability that impacts his communication and executive function skills, with recent assessments showing significant delays in verbal expression and difficulty shifting attention. These needs will be addressed in his IEP goals and services. |
| 2. Summarize the context | Isaiah is more likely to demonstrate the target behavior during preferred activities, such as art, writing, and computer time. |
| 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 | The teacher verbally prompts students to transition to a new activity. |
| 5. Evaluate patterns in consequences | After multiple redirections, Isaiah’s behavior is ignored and he is able to continue the preferred activity. |
| 6. Hypothesize the function | Access to preferred activities |
