Building Behavior Skills through Behavior Intervention Plans (BIPs) and Functional Behavior Assessment (FBA)

When a child’s behavior starts to interfere with their learning (or the learning of others), it should be an immediate red flag that the child might need additional support. However, most parents find that their students aren’t being taught the necessary skills to access the curriculum, and instead feel their children are being punished, excluded, or made to feel different than their peers. One of the most powerful tools that schools can use is a Behavior Intervention Plan (BIP). For parents and educators, understanding what a BIP is, who needs one, and how to make sure it’s effective is key to advocating for students with disabilities.

Who Might Need a Behavior Intervention Plan?

BIPs are often associated with students who have Emotional and Behavioral Disorders (EBD), but that’s not the only group who can benefit. Any student whose disability-related behaviors impact their ability to access the curriculum may need a BIP. This can include students with:

• Autism (ASD)

• ADHD

• Anxiety/Depression

• Sensory Processing Disorder

• Communication Disorders

• Learning Disabilities

At the root of it, behavior is communication. A child might be trying to tell us that they’re overwhelmed, anxious, confused, or in need of sensory input or output. A well-crafted and thoughtfully implemented BIP teaches students new ways to express those needs while reducing disruptive or harmful behavior.

Where Does the BIP Belong in the IEP?

If your child has an Individualized Education Plan (IEP), the BIP is typically addressed in the Special Factors section. This is the part of the IEP that requires the team to consider specific needs, such as:

• Behavior that interferes with learning of the student or other students

• Communication needs, especially for students who are deaf or hard of hearing

• Visual Impairments or a need for Braille

• Assistive Technology

• Limited English Proficiency

  
  

If the team identifies that behavior is a concern, they should follow up with a Functional Behavior Assessment (FBA) and, when appropriate, develop a BIP.

The Role of Functional Behavior Assessments (FBAs)

A BIP should never be guesswork or based solely on the opinions of the IEP team members. Instead, it should be built on the findings of a Functional Behavior Assessment (FBA). An FBA is a structured process where data is collected to understand why the behavior is happening. Is the child seeking attention from peers? Are they avoiding a difficult task? Is the child responding to sensory overload? Is there something or someone that a child is trying to gain access to?

Best practice would be for schools to involve a Board Certified Behavior Analyst (BCBA) or another professional trained in behavior analysis to conduct the FBA. This ensures that the plan is based on evidence and not assumptions. If your child attends Applied Behavior Analysis (ABA) Therapy privately, you might consider inviting their ABA therapist to the IEP meeting or requesting a written report from them to inform the IEP team in developing a behavior plan at school. 

An FBA usually involves observations, interviews, and data collection to figure out the “why” behind the behavior. The team looks at what happens before, during, and after the behavior to spot patterns and triggers. This process helps the team design supports that actually work, instead of relying on guesswork or discipline alone.

What Makes a Strong BIP?

Not all BIPs are created equal. A plan that isn’t specific, data-driven, or consistently monitored can quickly fall flat. A Behavior Intervention Plan should take the information from the FBA and turn them into a clear, step-by-step roadmap for success.

A strong BIP includes:

• Clear, measurable goals: These define what success looks like and give both staff and parents a way to track progress. For example, “Student will request a break with an adult using a picture card instead of leaving the classroom.”

  
  

• Preventative strategies: These reduce triggers before challenging behaviors occur, such as giving a student a warning before transitions, providing sensory tools, or breaking tasks into smaller steps.

  
  

• Replacement skills: Students are taught safer or more effective ways to get their needs met, like asking for help, using a calm-down corner, or using words or gestures instead of yelling.

  
  

• Consistent staff responses: Everyone working with the student should respond the same way to behaviors so the student learns what works and what doesn’t. Consistency is key. Ensuring that all staff working with your student are trained on the implementation of the BIP is crucial to its success.

  
  

• Ongoing data collection: Staff should track behaviors and progress toward behavior goals regularly to see what’s working and what needs to be adjusted. Without this data, it’s impossible to know if the plan is effective. BIPs can be adjusted at any time; however, they should be revisited at a minimum once per year during the annual IEP review.

When all these pieces are in place, students often show real improvements — they stay more engaged in learning, build social skills, and make better academic progress. A strong BIP doesn’t just reduce negative behaviors; it helps students grow, learn, and thrive in school.

Why BIPs Matter

Without a BIP, students may face repeated disciplinary action for behaviors that are actually a manifestation of their disability. This not only harms the child emotionally, but it can also violate their right to a Free Appropriate Public Education (FAPE).

A well-developed and properly implemented BIP protects students from unnecessary punishment and ensures they receive the support and services they need. More importantly, it helps them build lasting skills to communicate their needs, engage in the classroom, and succeed socially and academically, both now and in the future.

A Note for Parents

As a parent, don’t be afraid to ask:

• Has a Functional Behavior Assessment been completed?

• Who developed the Behavior Intervention Plan?

• How will progress be monitored and shared with me?

• When will the team review and update the plan?

  
  

Remember, behavior isn’t “bad,” it is a form of communication. A strong Behavior Intervention Plan can help translate that communication into skills and strategies that set students up for success now and for years to come.

Written by: Jessica Meneses