Behavioral Intervention Plans in

Kelly Kennedy & Shannon Tenney

EDUA 556: Legal & Political Aspects of Education
John Huber
The Scenario:
Student A is a Special Education student with a Behavior Intervention Plan (BIP)
who will be transitioning from elementary to secondary school next year. His
administrators and teachers need to identify and address the challenges in ensuring
that his BIP can successfully align with his IEP at the secondary school level, in
order to meet his unique needs and prepare him for further education.
The School
Student A will be transitioning to a Junior High School with grades 7 and 8.

Administrators at the school have noticed that students with BIPs transitioning
from Elementary school to Junior High are often not peer or age appropriate.
Students have trouble adjusting to the change from one class or teacher in
elementary school, with very few breaks throughout the day, to multiple classes
and teachers, with many breaks between each class.
The Student
Student A is a male 6th grader with an IEP. He currently has a Behavior
Intervention Plan (BIP) and Special Circumstances Instructional Assistance
(SCIA). Student A has struggled with attention and behavior problems throughout
elementary school. He is transitioning to 7th grade this year and there are
changes that need to be made in order to make sure that the guidelines in his BIP
are peer and age appropriate.
The Objective of a BIP
The ultimate goal of a BIP is to remove, alter or add variables that
eliminate the need for a student to use a challenging problem
behavior in the classroom
What is included in a BIP?
A Behavior Intervention Plan will specify what the adults in a school will do to address
challenging behavior that impedes the learning of a student or their peers.
Three key points need to be addressed in a team-developed behavior intervention plan:
● Understanding how a student’s behavior is related to the context in which it occurs
● Understanding how this behavior serves a purpose or function for the student --
how something is either gained, or something is avoided or protested with this
behavior
● Taking this analysis and specifying how we will teach a new behavior that is
acceptable, and serves the same purpose or function
When is a BIP necessary?
- School authorities seek to change the placement of a child with an IEP
because their behavior violates a code of student conduct
- The IEP team determines that the conduct was a manifestation of the
child’s disability
- The Local Education Agency (LEA) has not conducted a Functional
Behavior Assessment prior to the behavior that resulted in the violation
- If a BIP already exists, the IEP team must review, and potentially modify the
existing BIP
A BIP is successful if it is...

- utilized as a tool to guide and provide replacement behaviors

appropriate for the student
- based on clear expectations
- applied consistently
- individualized to fit students' needs
- built on trust.
Legal Implications & Policies to Consider
The BIP is a legal document that follows the same legalities as an IEP. If the
school or teacher "fails to implement the agreed services and supports, a parent
or educational rights holder may file a complaint with the California Department of
Education's Special Education Division" (2007). An IEP should be called
immediately to discuss any situation that results in a failure to meet a students
needs, as outline by their IEP and BIP. If the student's BIP is not being followed
and the student breaks a major rule, the school cannot suspend or expel the
student. The school is also not allowed to remove a student from their current
setting until the act or behavior is deemed as unrelated to their disability.
Student A’s Current Behavior Intervention Plan

1. Student A often refuses to complete tasks, says “no” to teacher requests, puts
his head down in frustration, and fails to comply with class expectations
2. As a result, he is not productive in class and does not complete his work
3. This behavior is negatively impacting his learning progress and grades, and
interrupts other students’ abilities to learn.
4. The school psychologist, RSP teacher and General Ed. Teachers describe the
frequency of Student A’s behavior issues as daily, and the IEP team describes
the need for this intervention plan as moderate.
 Part I Prevention:
Environmental Factors & Necessary Changes
Observations and Analysis: What are the predictors for Student A’s behavior? Student A reacts when:
- he transitions from a preferred to non-preferred activity
- the teacher gives students academic instruction or directions
What supports the student in continuing with the problem behavior? Student A...
- has difficulty completing a preferred activity as it is, so transitioning to a non-preferred activity is a
disruption
- struggles to effectively manage different tasks
Interventions: What environmental changes, structures and supports are needed to remove the student’s
need to use this behavior? Student A needs….
- to be front loaded with an upcoming change or transition through direct instruction
- reinforcement for making a successful transitions
- To be taught how to manage tasks by asking for help, or asking how to break it down if it is too long.
 Part II:
Alternative Behaviors & Functional Supports
Observation and Analysis: The IEP team believes the behavior occurs because the student wants to…

- Escape responsibility for completing a non preferred task or request

- Protest the request to complete a non preferred activity or task

What should the student should do INSTEAD of the problem behavior? Student A should…

- Take a timed break in a designated area, using one of his break cards
- Be reminded that it is his choice to make good choices.
- Be taught to protest his feelings of frustration with staff members by using appropriate language and
disengaging from the situation.
- Be given instruction on how to protest in a more appropriate way by talking with his teacher in a
respectful manner.
Part II Continued:
Interventions:

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behaviors?

1. Start a countdown when completing normal tasks to help him understand that it means to end an activity. When he
makes approximations of ending an activity, reinforce by providing Student A with fist bumps, verbal praise, edibles,
more time with preferred activity, classroom reward dollars, and positive adult attention. Use a timer that has an
audible warning to help transition him away from this reinforcing activity. When he protests by using the appropriate
phrase (i.e., "I want more time" or choosing a reinforcer for a successful transition), reinforce him with the
abovementioned break and reinforcers along with verbal praise (i.e., "Good choice"). Once he understands how to
transition or protest appropriately, teach him how to choose between two choices such as another activity or more
time (i.e., 1 minute).
2. Reinforce Student A with breaks and verbal praise each time he asks for a break verbally or by using the designated
break card. Should JB choose not to use his card, then he is to raise his hand. When JB removes himself from a
confrontational situation reinforce him with tokens, allowing him to help a teacher, or another reinforcer of his choice.

Selection of reinforcer based on teacher/parent/psychologist

Selection of reinforcer based on: Teacher/Parent/Psychologist Selection. Reinforcer for using replacement behavior and reinforcer
for general increase in positive behaviors

By whom? RSP and General Ed. Teacher Frequency? Per task each school day
 Part III: Reactive Strategies
What strategies will be employed if the problem behavior occurs again? Student A should be…

- prompted to switch to the replacement behavior.

- given space and time to calm down.
- reminded of the replacement behavior.
- asked if he needs a break or assistance with tasks completion
- given verbal prompts when available, during unstructured settings or given a visual symbol or card.

How should staff handle the problem behavior if it continues to occur? Student A should be…

- Reminded of his objectives, and given space and allow time for him to calm down.
- Left alone if he does not appear calm enough to respond.
- Distanced from other students in his immediate surroundings.
- Referred to an administrator and/or security should he attempt to leave campus or enter a non-approved area.
- As a last resort, removed room the immediate situation and audience of peers, with a call home, and a following IEP meeting s3. Positive
discussion with student after behavior ends
- Debriefed about what led to the behavior and any other contributory factors.
- Included in developing strategies for preventing the behavior in the future and have him describe in his own words what he is to do.
- Given time to reflect on what occurred and discuss how he can correct the current situation and prevent future situations.
- Given verbal praise for appropriate behavior.

Any necessary further classroom or school consequences? Regular discipline procedures apply that may include suspension or expulsion.
Individual teachers are to discuss possible consequences for a given classroom with Student A and his parents. Make sure to explain which behaviors
are acceptable and which are not. Be clear about what behavior leads to what consequence. Classroom teachers to determine consequences at their
discretion depending on the behavior.
Who will be involved in this BIP?
- Student A
- Will be taught self-management; how to monitor and manage his own behavior. He will also be taught self-monitoring where he
systematically monitors (or tracks) his own behavior in order to help him become more aware of his behavior.
- Student A’s Parents
- Establishing a relationship between the behaviors exhibited at school and the reinforcement received at home. Specifically, the parents
at home would provide reinforcers contingent upon the appropriate behaviors demonstrated at school. These systems can be very
successful if the parent and teacher are implementing the same strategies and tie rewards to appropriate behaviors exhibited in the
target environment.
- Student A’s One-on-One Aide
- Provides redirection or re-focusing Student A’s attention on to another task or topic. This usually is done with little to no attention being
paid to the inappropriate behavior which may be occurring.
- Gen Ed. Teachers
- Manage behavior interventions, communication with IEP team to ensure the BIP is being implemented properly and strategies being
utilized are effective.
- SpEd teachers
- The primary responsibility will be to provide direct behavioral interventions and supports to schools in meeting the behavioral needs of
students so that they are able to access their instructional program.
- Administrators
- Overseeing BIP and IEP meetings to ensure that the expectations are reasonable and if a classroom teacher can manage the
interventions without a SCIA.
- School psychologists
- Testing and observations done prior to the creation of the BIP. Yearly management and triennial testing and re-qualifications.
CAPE 6 Implications & Essential Questions
CAPE 3A.3: “...develop schedules and assignments that coordinate human resources, physical space, and time to
maximize staff collaboration and student learning; and to engage staff and other CAPE stakeholders in using data to
help establish, monitor, and evaluate the alignment and effectiveness of organizational processes to meet school
goals and provide equitable access to opportunities for all students”

● Are the goals, interventions and strategies being suggested manageable for the classroom teacher?
● Are the classroom spaces appropriate for this IEP and BIP?

CAPE 4A.2: “Create and promote a welcoming environment for family and community participation”

● Do parents feel that they have a say in how we address this BIP and do they feel good about the work we are
trying to do?

CAPE 4B.1: “Build trust and work collaboratively with families and the community to promote a sense of shared
responsibility and accountability for achieving the goal of graduating every student ready for college and careers”

● Are parents aware of what they can do to help support our goals for this student and do they know how to
effectively reach us when they feel that there’s a problem?
ACTION PLAN
● Prior to end of 6th grade there will be a transition IEP meeting with the
Administrator and Case Carrier of the Junior High School
● Adjustments will be made to better suit the new setting and transition.
● Slow progression towards student independence from SCIA to better fit in with
peers.
○ SCIA will not be sitting directly next to student every minute of the day and
move towards being out of the classroom for a set amount of time per day.
● Once Transition has happened IEP meeting will be held 4 weeks into the school
year to see how the transition is going, if supports are being implemented and if
they need to be updated.
Benefits of Transition IEP and updated BIP
● Student will be in age appropriate setting with less impactful interventions.
● Student will be able to self monitor and self manage when transitioning or
doing non preferred tasks.
● Improved self-esteem for student being able to interact with peers and
educators appropriately.
Potential Challenges
● Possibility of student behaviors returning.
● Need for SCIA back full time
● Class interruptions
● Continued loss of learning for student and peers.
Communication
Changes will be made to BIP in IEP meeting. Parents, administrators (elementary
and secondary), SpEd and Gen. Ed teacher will be present.

Once transition has been made to multiple teachers in 7th grade, each teacher will
be given a copy of the BIP in order to prepare and manage behavior.
 Resources
California Department of Education. (n.d.). FAQs for LEAs Behavioral Intervention. FAQs for LEAs Behavioral Intervention -
Announcements & Current Issues (CA Dept of Education). https://www.cde.ca.gov/sp/se/ac/bipleafaq.asp.

Gonzalez, B. M. (2015, November). Behavior plan, does it work?

US Department of Education (ED). (2007, July 27). IDEA'97 Provisions of Special Interest to Administrators -- Topic Brief.
Ed. https://www2.ed.gov/policy/speced/leg/idea/brief14.html.

Wright, D. B., Caffrata, G., Keller, D., & Saren, D. (2013, November). THE BIP DESK REFERENCE: A TEACHER AND
BEHAVIOR INTERVENTION TEAM’S GUIDE TO DEVELOPING AND EVALUATING BEHAVIOR INTERVENTION
PLANS for Behaviors that Interfere with the Learning of Student and/or Peers. Los Angeles; PENT.