How to Write a Behavior Intervention Plan

Instructor: Stephanie Momtahan

Stephanie has taught high school Special Education and Community Based Instruction and has a bachelor's degree in music and a master's degree in special education.

A Behavior Intervention Plan can be beneficial to students who have difficulty being successful in the classroom due to behaviors that inhibit the learning of the student and/or other students in the classroom. In this lesson, you will learn about when and how to help these students using a Behavior Intervention Plan.

Behavior Intervention Plan

A Behavior Intervention Plan (BIP) is suggested when a student demonstrates consistent behaviors that hinder his/her education or the learning environment of the classroom. These consistent behaviors can be any type of disruptive behavior such as refusal of instructions, inappropriate behaviors, speaking harassingly, or showing aggression towards the teacher or other classmates.


For example, a new student, Ben, has been creating a disturbance in your math class for the past four weeks. Ben screams, throws his pencil and paper off his desk, and disrupts the learning of himself and others on a consistent basis. What should you do? What have you already done? How can you make learning successful for Ben and the rest of your class?

Steps in Creating a BIP

The first step in creating a BIP is to make sure that the student has had a functional behavioral assessment (FBA). A BIP cannot be created without a FBA, and this should be included in the student's Individual Education Program (IEP). The FBA is data collected over a period of time from different IEP team members of the student's behavior. After the FBA has been completed, you are free to start the BIP process. Let's go back to our example of Ben. You have completed the first step by determining that Ben has an IEP and a FBA has been done.

The second step will be to have an IEP meeting with other teachers, councilors, administration, or parents to discuss possible interventions for his behaviors. At the meeting, you will gain information from many people who know Ben best to determine the best intervention strategies for his behavior. Some questions that you will want to ask are:

  • What triggers, or causes, the behavior to occur? Is it during transition? When the student is done with his work? Is he using this behavior to get attention from you or other students?
    • Finding the trigger of the behavior will allow the teacher to avoid the trigger or use distractions or motivators during this time.
  • What are some motivators for this student? Does he like stickers? Computer or screen time? Does he respond well to praise or being a 'helper?' Can the parent provide any materials to promote this motivator at home?
    • The motivator is what will help deter the student from the behavior. A motivator should not be punishment or the threat of punishment. It should be something tangible or an activity that rewards the student's good behavior.


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