Behavior Intervention Plan (BIP) Template

What is a Behavior Intervention Plan?

A Behavior Intervention Plan (BIP) is a formal, written plan designed to address challenging behaviors that interfere with a student's learning or the learning of others. A BIP is developed based on the results of a Functional Behavior Assessment (FBA), which identifies the function — the "why" — behind a student's behavior.

Under IDEA, a BIP is required when a student with a disability exhibits behaviors that impede their learning or the learning of others. However, BIPs are also widely used in general education settings as part of MTSS/PBIS frameworks for any student who needs structured behavioral support.

The core principle of an effective BIP is that it does not simply punish unwanted behavior. Instead, it teaches and reinforces a replacement behavior that serves the same function as the challenging behavior but is socially appropriate.

Template

Student Information

BIP Team Members

Summary of Functional Behavior Assessment

Briefly summarize the FBA findings that inform this plan.

Target Behavior (operationally defined):

Example: Student leaves assigned seat without permission during instructional time. This includes standing up and walking to another area of the classroom, walking to the door, or moving to a peer's desk. This does not include getting up to sharpen a pencil, use the restroom with permission, or transition between activities.

Baseline data:

Example: Student leaves seat without permission an average of 7 times per 60-minute class period, based on 5 days of data collection (range: 4-11 occurrences).

Antecedents (what happens before the behavior):

• Assigned independent written work
• Transitions between activities
• After being told "no" to a request

Consequences (what happens after the behavior):

• Verbal redirection from teacher
• Peer attention (laughter, conversation)
• Temporary avoidance of assigned task

Hypothesized function of the behavior:

Example: The primary function of the behavior is task avoidance. The student leaves their seat most frequently when presented with independent writing tasks that are at or above their frustration level. A secondary function is peer attention.

Replacement Behavior

The replacement behavior must serve the same function as the target behavior and be something the student is capable of learning.

Replacement behavior:

Example: When the student feels frustrated or overwhelmed by an assignment, they will use a "break card" to request a 2-minute break at a designated cool-down area in the classroom. The student will raise the break card, wait for teacher acknowledgment, and move to the break area without disrupting peers.

Why this replacement behavior serves the same function:

Example: The break card allows the student to temporarily avoid the frustrating task (same function as leaving the seat) while using an appropriate, teacher-approved method.

Prevention Strategies

Proactive environmental and instructional changes to reduce the likelihood of the target behavior occurring.

Teaching the Replacement Behavior

Describe how the replacement behavior will be explicitly taught to the student.

Direct instruction plan:

• Introduce the break card system in a 1:1 session with the school counselor
• Model appropriate use of the break card (raise card, wait for acknowledgment, walk calmly to break area, return after 2 minutes)
• Practice with role-play scenarios in a low-stakes environment
• Practice in the classroom setting with teacher support during the first week

Generalization plan:

• Introduce the break card system in all core academic classes after successful use in primary classroom
• Fade from physical break card to verbal request ("I need a break") after 4 consecutive weeks of appropriate use

Reinforcement Strategies

Describe how the replacement behavior and other positive behaviors will be reinforced.

Response to Target Behavior

Describe how staff should respond when the target behavior occurs. Focus on de-escalation and redirection, not punishment.

When the student leaves their seat without permission:

1. Use a calm, neutral tone. Provide a brief verbal redirect: "Remember to use your break card."
2. If the student returns to seat, acknowledge with brief praise: "Thank you for sitting down."
3. If the student does not return, approach calmly and offer a choice: "You can use your break card or return to your seat. Which would you like?"
4. Do not engage in extended conversation or negotiation during instruction time.
5. Avoid public reprimands. Address privately when possible.

Crisis/safety protocol:

If the student leaves the classroom entirely or engages in behavior that poses a safety risk, follow the school's crisis protocol. Contact the office. Do not physically block the student's path unless there is an imminent safety concern.

Data Collection Plan

Progress Monitoring Schedule

Plan Modifications

Document any changes made to the BIP after initial implementation.

When to Use This Template

A behavior intervention plan is appropriate for:

• Students with IEPs — When behavior impedes learning, a BIP based on an FBA is required by IDEA
• MTSS Tier 2 and Tier 3 interventions — Structured behavioral support for students who do not respond to universal strategies
• Disciplinary situations — When a student faces repeated disciplinary referrals, a BIP provides an alternative to exclusionary discipline
• Manifestation determinations — A BIP must be reviewed or developed when a student with a disability faces suspension or expulsion
• Transition planning — When a student with behavioral needs moves to a new classroom, school, or grade level

Tips for Writing an Effective BIP

1. Ground it in the FBA — A BIP without a thorough FBA is guesswork. The function of the behavior must drive every element of the plan.
2. Define behaviors precisely — "Disruptive behavior" is too vague. Define exactly what the behavior looks like so all staff can identify it consistently.
3. Teach, do not just suppress — If you only remove the challenging behavior without teaching an alternative, a new challenging behavior will take its place.
4. Make it practical — A BIP that classroom teachers cannot realistically implement will be ignored. Get teacher input on what strategies are feasible.
5. Collect data from day one — Without data, you cannot determine whether the plan is working or needs adjustment.
6. Review and revise regularly — A BIP is a living document. If data shows no improvement after 4-6 weeks, the plan needs to be revised, not just continued.

Simplify Behavior Documentation

Tracking behavior data, updating BIPs, and coordinating across team members requires significant time and organization. NotuDocs helps educators document behavioral observations, maintain data collection records, and generate progress summaries — so your BIP stays current and data-driven without consuming your planning periods.