ABA Behavior Intervention Plan (BIP) Template

Instructor: Heather Jenkins

Heather has a bachelor's degree in elementary education and a master's degree in special education. She was a public school teacher and administrator for 11 years.

If you have students who are struggling with behavior, it's important to provide appropriate support and interventions. Use this template to help you create an ABA behavior plan to encourage positive behavior in the classroom.

Encouraging Positive Behavior

Most teachers have had the experience of dealing with a student who has challenging behavior. It can seem like no matter how many times you remind the student of behavioral expectations, they just don't seem to respond. For most students identifying and discussing appropriate behavior is enough for them to display positive behavior; however, for some students, additional intervention may be needed.

Creating an Applied Behavioral Analysis (ABA) Behavior Intervention Plan (BIP) is a lengthy process that requires targeted data collection, analysis, and should be created with input from all stakeholders, including the parents and the student. The premise behind an ABA Behavior Intervention Plan is to identify the motivation behind the student's problem behavior and encourage positive behavior alternatives to satisfy this motivation through intervention strategies.

Let's look at what information is usually included in a successful ABA Behavior Intervention Plan.

Identifying Information for the Student

The first section of a behavior plan usually provides general student information. This is included so teachers or professionals can easily identify the student for which the behavior plan was created. The identifying information could include:

  • Name
  • Grade level
  • Diagnoses of physical, learning, emotional, and/or behavioral conditions
  • Date of plan implementation


The history/background portion of the behavior plan should include information about the student's personal, educational, medical, and social history that may impact his/her behavior. This could include information about the student's:

  • Home environment/family
  • Medical conditions
  • Previous behavior interventions
  • Grades/testing performance
  • Likes/dislikes, hobbies/interests

Information listed in this section could be collected from a review of the students' records, Individualized Education Programs (IEP) or 504 plans, and interviews or surveys from parents, teachers, and other professionals working with the student.

Results of the Functional Behavior Assessment

A Functional Behavior Assessment (FBA) is usually conducted once problem behaviors have been identified. During the FBA process, teachers and those working with the student record the frequency of the problem behavior. They also identify what happens directly before the behavior, the antecedent, and directly after the behavior, the consequence. The data is usually compiled across all settings and graphed. Interviewing the student and parents about the behavior can also provide insight into what antecedents cause the student to engage in the behavior.

Sometimes an ABC (Antecedent, Behavior, Consequence) chart, like the following example, is used to show the relationship between the antecedent, problem behavior, and consequence.

Antecedent Jon is presented with an essay assignment.
Behavior Jon taps his pencils loudly, makes growling sounds, and bangs on his desk.
Consequence The teacher asks Jon to leave the classroom.

The FBA provides insight into what initially causes the problem behavior and what actions, people, circumstances, etc. may be reinforcing it, either intentionally or unintentionally. In the example, Jon's behavior was motivated by his desire to avoid writing an essay. His behavior was being reinforced by being allowed to leave the classroom after he engaged in disruptive behavior.

Behavior Strategies/Interventions

After identifying the results of the FBA, it's time to identify the strategies and interventions that those working with the student will use to encourage a desired behavior. They should address the motivation of the student's problem behavior and reinforce a desired behavior. Let's look at an example of interventions to address the problem behavior from the example ABC chart in the previous section.

Intervention Writing checklist Movement break after 5 minutes of writing
Where/when All classes, when essay is assigned All classes, when essay is assigned
Materials needed/who provides Checklist, homeroom teacher Timer, school intervention specialist

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