Writing a Behavior Intervention Plan (BIP)

1. Writing a Behavior Intervention Plan (BIP) Troup County School System Psychological Services Department

2. Seven Components of a BIP • Description of the Behavior • Be specific • Baseline Data • Should be collected as part of the FBA • Discuss Function of the Behavior • Identify Replacement Behavior • This will be written as the Specific Goal • Be positive • Teaching Component • This will be documented under Interventions • Document Reinforcers • This will be included under Rewards/Consequences • Document method of evaluation • Frequency data (i.e., how often behavior occurs) • Duration data (i.e., how long behavior occurs) Please see next slide for examples of each component

3. Troup County School SystemBehavior Intervention Plan Student’s Name: Speedy GonzalezDOB: 5-5-05Grade: Pre-K Date Plan Developed: 10-13-09 Target Behaviors (list specific observable behaviors):When he is verbally redirected by his classroom teacher, Speedy will tell the teacher “no”. If physically redirected, he will hit, kick, and/or bite his teacher. Results of the FBA indicate that Speedy wants to be in control and he is not use to following a structured schedule.Baseline data indicates that he will not comply with his teacher’s request within 5 minutes. Typically, he has to be removed from the classroom because he has a physical outburst when he is physically redirected. Specific Goal Interventions Rewards/ConsequencesMethod of Evaluation This slide provides examples of the seven components.

4. Things to Consider When Collecting Baseline Data • Baseline data should be collected as part of the FBA and prior to the implementation of the intervention. • Baseline data should document the target behavior. • When you write your goal in positive terms, it should be based on the frequency or intensity of the target behavior. • Data can also be represented by the data collected during the implementation of a prior intervention.

5. What to Measure When Collecting Baseline Data • You must consider what skills the student needs to demonstrate. • We typically measure the presence of the irritating, frustrating, or aggravating behavior. • However, we need to collect data that measures the desired skill and the disruptive behavior. • We need to measure the frequency or intensity/duration of the skill we want to see.

6. Examples of What to Measure • Student is constantly out of his seat • Collect frequency data comparing out of seat behavior for target student and other students of the same gender • Student hits, kicks, slaps others when redirected by teacher • Collect data that records the number of redirects AND the student’s response (i.e., appropriate or inappropriate) • When student transitions, she loses control and destroys the classroom • Collect data that records the frequency and duration of the behavior

7. Method of Evaluation • Frequency Graph (see handout #1) • This graph tells you how often a behavior occurs within a designate number of minutes. Be sure to enter a specific amount of time on the graph page. • This graph is designed to display the frequency of a behavior. • Duration Graph (see handout #2) • This graph tells you how long a behavior lasts. This is good to use in situations where the duration/intensity of a behavior is problematic not the frequency. • This graph documents duration and frequency of a behavior.