Every child misbehaves sometimes. Whether it happens at home or in the classroom, there are times when kids just don’t do what is expected of them.
However, if your child’s misbehavior at school becomes a recurring issue and starts to affect their or others’ learning, it might be time to consider working with school staff to create a Behavior Intervention Plan (BIP). In this article, you will explore what Behavior Intervention Plan (BIP) is and how it is implemented.
What is a Behavior Intervention Plan (BIP)?
A (BIP) is a document that outlines consistent and structured interventions to address problematic behaviors in individuals, particularly students in educational settings.
It is also an essential tool in therapeutic environments, helping individuals achieve their full potential and engage safely with their environment. A BIP aims to reduce interfering behaviors by addressing the functions of those behaviors and providing alternatives to meet the needs of the individuals as well as those with whom they interact.
A Behavior Intervention Plan (BIP) can vary in length, from a single page to several pages, depending on the case. It mainly focuses on three main components:
- Identifying the targeted behaviors
- Understanding the functions of those behaviors as well as the state of the environment where they are the most likely to happen
- Implementing strategies and supports to decrease targeted behaviors and increase replacement behaviors
Types of Behaviors The Intervention Plan Aims to Minimize
A Behavior Intervention Plan generally targets behaviors that hinder learning, social interaction, or personal development. Examples include:
- Aggression: Actions like hitting, kicking, or biting.
- Disruption: Yelling, throwing objects, or running away.
- Self-Injury: Behaviors such as head-banging or skin-picking.
- Attention-Seeking: Interrupting others or shouting inappropriately.
What are the 4 Rs of behavior intervention plan?
The 4 Rs—Recognize, Respond, Replace, and Review—are essential steps for creating and implementing an effective Behavior Intervention Plan (BIP). Here's what each step entails:
Recognize: Identify and understand the behaviors targeted for decrease, their triggers, and the function each behavior currently serves. You may want to enlist the services of a Board Certified Behavior Analyst® (BCBA®) or other professional, because if you don’t identify the function correctly, then real harm could occur!
This step focuses on observing patterns and analyzing what environmental situations make the behavior more likely and what sustains or commonly reinforces the behavior. Because if it’s happening, there is something reinforcing it!
Respond: Address the behavior consistently and appropriately in real-time. This includes managing the situation calmly and ensuring reactions do not unintentionally reinforce the behavior.
Replace: Teach and encourage replacement behaviors that serve the same purpose as the problematic ones. This step ensures the individual learns alternative ways to meet their needs.
Review: Continuously monitor the plan’s effectiveness through data collection, gather feedback, and make adjustments as needed to ensure the strategies remain relevant and effective.
Example of the 4 Rs in Action
Imagine a student, Alex, frequently disrupts class by yelling:
- Recognize: Observations reveal Alex yells when presented with difficult tasks. In the past, this behavior has led to withdrawal of the difficult tasks.
- Respond: The teacher remains calm, avoids shouting back, and gently redirects Alex’s attention to a simpler task or helps Alex with the difficult task.
- Replace: Alex is taught to raise a "help card" when they feel stuck, ensuring they get the help they need in completing the task.
- Review: Over a month, the teacher tracks Alex’s use of the help card and notices a significant decrease in yelling. They adjust the plan by slowly reducing prompts for using the card. Also important is to be sure Alex is learning at a rate that is appropriate for him.
How to Implement a BIP?
1. Conduct Functional Behavior Assessment (FBA)
The first step in developing an effective Behavior Intervention Plan (BIP) is conducting a functional behavioral assessment. FBA is used to identify the reasons or functions behind specific behaviors.
This involves collaborating with teachers, parents, behavior analysts, and other relevant individuals to pinpoint the triggers, consequences, and patterns associated with the behavior.
During the FBA, the professional will observe the student several times in their classroom environment. They will also gather insights from family members and other adults who know the child well and are familiar with his typical behaviors.
Using the problem-solving approach of FBA, the professional gets a better understanding of the function of a child’s specific behavior.
2. Develop the BIP
Development to BIP majorly involves:
- Defining target behaviors
- Establishing replacement behaviors
- Strategies and techniques to address the target behaviors and help implement replacement behaviors.
Define Target Behaviors
The Behavior Intervention Plan (BIP) should clearly outline the specific behaviors that need to be addressed. These behaviors should be defined in a way that makes them both measurable and observable.
For example, target behaviors might include elopement or running away.
A good definition will tell us what it looks like for that child, what is not included in the behavior definition (for instance, running away during a game of tag with peers would be appropriate), how it looks when the behavior begins and ends, and maybe how the behavior is measured for data collection. This is not an exhaustive list.
Establish Replacement Behaviors:
Replacement behaviors are actions that are taught to the individual that meet the same function of the problematic behavior, but do not disrupt the environment or other individuals in the environment or cause harm to the individual.
For example:
- A child who throws objects when presented with difficult work might be taught to request help instead.
- A student who shouts out in class to gain attention might be encouraged to raise their hand.
The idea is to help the individual achieve the desired outcome using a more socially acceptable behavior; whether it’s gaining attention, avoiding a task, or expressing what the individual is feeling at the time.
Outlining the Techniques and Strategies
The BIP should clearly detail the strategies and methods that will be implemented to address the problematic behaviors and teach replacement behaviors. These techniques may involve using positive reinforcement, providing prompts, or modelling to obtain desired behaviors.
Positive Reinforcement
Positive reinforcement is one of the most effective techniques for encouraging desired behaviors. The definition of positive reinforcement is something that comes after a behavior reliably, and that behavior increases in the future.
An example when a child demonstrates a desired behavior, they receive something rewarding, such as praise, a token, or an activity they enjoy.
Examples of Rewards may include stickers, extra playtime, or a choice of classroom activities. All of these serve as motivators. The goal is to adjust the reinforcement to what resonates most with the child but also can be faded out as the child contacts natural reinforcement.
For instance, if a child isn’t raising their hand in class, but instead blurts out the answer, raising the hand might be reinforced with a token or praise or something else until the child contacts the natural reinforcement of being able to share something and having that be well received.
Prompting
Prompting involves giving cues or reminders to encourage the use of a replacement behavior. This strategy is particularly helpful during the learning phase of a new behavior.
There are different types of prompts including but not limited to verbal, physical and visual. The goal of prompts is to gradually reduce the level of assistance as the individual becomes more independent in using the replacement behavior.
- Verbal Prompts: Saying, "Remember to use your words if you need help."
- Physical Prompts: Gently guiding a child’s hand toward an object, they need to point at.
- Visual Prompts: Using pictures, charts, or cards to remind the child of appropriate actions.
Modeling
Modeling involves demonstrating the desired behavior for the individual to observe and imitate. This technique is especially beneficial when teaching social or communication skills.
Most individuals often learn best by watching and mimicking others. By seeing the behavior in action, they gain a clearer understanding of what is expected and how to perform it.
Environmental Adjustments
Sometimes, modifying the environment can prevent problem behaviors from occurring in the first place. This might include reducing distractions, providing clear routines, or offering sensory tools for regulation. For example: A child sensitive to noise might benefit from noise-canceling headphones during a loud activity. Training is provided to the parents, staff and caregivers on the BIP to ensure they understand and implement strategies consistently.
3. Evaluation and Maintenance
In this phase of the plan, an individual's behavior is monitored while maintaining an open communication with stakeholders to gather feedback and track progress. This also involves making relevant, data-based adjustments as needed.
Evaluating the Effectiveness of the Behavior Intervention Plan
Once a Behavior Intervention Plan (BIP) is in place, it’s essential to continually assess its effectiveness to ensure the individual is progressing and that the plan remains relevant to their needs.
Regular data collection and evaluation allows for adjustments and improvements, ensuring that the desired outcomes are achieved.
Here are the key steps to evaluate the effectiveness of a BIP:
1. Tracking Progress
Monitoring and documenting changes in behavior over time is one of the most critical aspects of evaluating a BIP’s success. This step helps you determine if the behaviors targeted in the plan are improving or if further adjustments are necessary.
Examples:
- A teacher keeps a daily log of a student’s behavior, noting incidents of yelling or running away and comparing these occurrences over several weeks.
- A parent tracks their child's behavior at home, noting whether the child is exhibiting less tantrums.
Tracking helps in recognizing patterns and understanding whether interventions are having the desired effect. Without proper documentation, it can be difficult to see real changes or identify areas that need more focus.
2. Gathering Feedback
Collaborating with those who interact regularly with the individual such as teachers, parents, and caregivers provides valuable insights into how well the BIP is working in different settings.
Feedback from all parties ensures that the interventions are being consistently applied and helps spot areas of success or concern.
Examples:
- A teacher and parent might hold a meeting to discuss the child's behavior, comparing notes on how well they are following the BIP’s strategies at school and at home.
- A caregiver might share observations on how the child reacts to new routines or visual cues, giving insights into what’s helping or where they’re still struggling.
Feedback from multiple sources provides a well-rounded picture of the individual’s progress, which is crucial for effective evaluation. It’s also important to understand why something may be happening in one place but not another.
3. Making Adjustments
As individuals progress or face challenges, the BIP must be flexible enough to change with their evolving needs. If certain strategies are not yielding the expected results, or if new behaviors emerge, modifications to the plan should be made.
Adjustments can include adding new interventions, enhancing existing ones, or changing strategies to better meet the individual’s needs. This may also be how you know you did not find the correct function of the behavior.
Examples:
- If a child continues to struggle with transitions despite visual cues, the plan could be adjusted to include more frequent practice routines or introduce different visual prompts to provide more support.
- If the items or activities used for positive reinforcement are no longer motivating the child, the plan might update to include new, more effective incentives, or change the schedule in which they receive them.
Adjustments should be based on evidence, such as a lack of progress or new challenges. It’s important to be proactive and responsive, ensuring that the BIP evolves as the child’s behavior and needs change over time. This is why good data collection is a vital partner to a BIP.
4. Reviewing Long-Term Effectiveness
In addition to frequent, short-term evaluations, it's crucial to assess the long-term sustainability of the behavior changes. After the BIP has been in place for a few months, take the time to evaluate if the changes in behavior are lasting, and if the individual has acquired the skills necessary to maintain positive behavior independently.
Examples:
- After several months, the teacher assesses whether the child is consistently following classroom routines without the need for prompts or artificial reinforcement.
- Parents check if their child continues to ask for help calmly without resorting to disruptive behavior, even during stressful situations.
Long-term evaluations help ensure that the individual not only learns new behaviors but also internalizes them, making the changes a lasting part of their routine.
Conclusion
A Behavior Intervention Plan (BIP) is a powerful tool that addresses and manages problematic behaviors in individuals, especially in educational and therapeutic settings.
By carefully assessing the function of behaviors and developing a structured plan to replace them with more beneficial positive alternatives that work for the individual and those around them, a BIP ensures that individuals can thrive.
Key strategies, such as positive reinforcement, prompting, and modeling, are integral to helping individuals learn and grow.
Additionally, regular monitoring and collaboration with parents, teachers, professionals, and other caregivers ensure that the plan remains effective and tailored to the individual's evolving needs.
