BEHAVIOR

INTERVENTION
AND
INDIVIDUALIZED
EDUCATION PLAN
A Behavior Intervention Plan (BIP), sometimes referred to as a Behavior Plan or Positive
Behavior Support Plan provides a roadmap for how to reduce problem behavior. Usually,
the BIP is part of a larger overall treatment plan or IEP, contributing to the learner’s long-
term success in an important way. It provides a written plan or instructions for addressing
challenging behavior and teaching skills that help the learner get what he wants in a more
appropriate way (a functionally-equivalent replacement behavior).

A behavioral intervention plan is based on the results of a functional behavioral assessment

(FBA) and includes a description of the problem behavior, global and specific hypotheses as
to why the problem behavior occurs and intervention strategies that include positive
behavioral supports and services to address the behavior.
A BIP is not a punishment but an individualized plan for success with more intensive supports
and oversight. A BIP could result in changes in instruction, types of support or intervention, or
the environment. A BIP focuses on teaching alternate behaviors that meet the child’s needs and
serves the same function as the behavior of concern. The process of creating a BIP is led by the
individualized education program (IEP) team and includes the parents, teachers, support staff,
and the student.
The BIP includes the following:
• What is happening: Definition of the problem (target) behavior, defined specifically.
• Why it is happening : Information collected in the FBA and
• What is maintaining the behavior of concern:
• How to replace the behavior. Uses positive strategies to encourage acceptable behavior
 Steps to implementing a behavior treatment plan
1. Define the Behavior
2. Reason for Treatment Plan: Before intervening on any behavior, it should meet
criteria that determine it worthwhile to intervene.
a) It must interfere with the child’s learning or the learning of others
If a child is doing something that is preventing him from being part of a classroom or from being
successful in his learning environment, it’s worth correcting. For example, a child who is refusing to
participate in circle time and screams and cries every time a demand is placed on him may need a
protocol to put that behavior on extinction.
b) It results in self injury or injury to others
The safety of our clients and those around them is of utmost importance. In order for our clients to
succeed, we need to get rid of these kinds of behavior as soon as we see them and replace them with
functionally appropriate alternatives.
c) It causes damage to the physical environment
If there is a student who struggled with emotional regulation, especially during transitions. If he wasn’t
prepared in advance for a change in schedule, the classroom would look like a tornado hit it – books,
toys, and items thrown all over the place. This is not okay and required that we put a proactive
intervention strategy in place.
d) It socially isolates the individual
We want our clients to fit in to their community and this can look different for the different
cultures and families that we deal with. We need to take this into consideration when looking at
behavior. For example, if a client who ate with his hands, it might be shocking for others while
thinking that he was of an age and skill level where he should be able to use utensils. However,
maybe it was part of their culture and background. It is important to consider, though, that
when this student goes to school and into other settings, it might be a behavior that would
socially isolate him from others.
e) It gets in the way of independence
while working with individuals who are in early adulthood and who are transitioning to living
on their own. When issues arise with them, first thing to consider is : “How does this affect
their independence?” A behavior only becomes a problem when it gets in the way of them
being independent in their home and in their community.
3. Data Collection: Before beginning any intervention, we want to have enough information on the
behavior during baseline (i.e. before treatment) to know if the intervention is effective. Decide on the best
way to collect data that will give over an accurate depiction of the behavior. Some examples include: FBA
sheet
4. Hypothesized Function
This is where you would include the information from any functional assessment or data from a functional
analysis. Include the function and reason for that conclusion. Also include any graph or measurement
from the functional analysis.
5. Antecedent Strategies
This should be the focus of the intervention – teaching the student alternative ways to access reinforcement
and prevention of problem behavior. Some antecedent strategies are as simple as a visual schedule and
some require more teaching such as teaching a student to mand for attention. The antecedent strategies
should address:
MO manipulation – making it LESS reinforcing to engage in the problem behavior (e.g: move the child’s
desk)
Differential reinforcement procedures – introducing a skill that you will reinforce MORE than the target
behavior (e.g: reinforce appropriate attention-seeking)
Antecedent strategies are preventative strategies implemented to reduce the occurrence of
challenging behaviors. These strategies focus on modifying the environment or removing
elements in the environment that may be triggering or increasing the challenging behavior.
• Altering the physical environment – Take a look at the physical modifications that can be made in the
therapy/ classroom For example, sit the student in a spot where there is minimal distraction, control the
noise level in the classroom, close the therapy room door to eliminate hallway distractions or noise,
adjust the lighting to decrease sensory related issues.
• Alter the structure of the therapy/classroom – Clearly set expectations and rules for the
therapy/classroom. Create a schedule and a routine to eliminate confusion or an unsure feeling about
what is next. Mark the areas of the therapy/classroom and the items in the therapy/classroom so that
they are visible.
• Prepare your students for transitions – Identify a system to use consistently that prepares the students
for the next task. For example, use a countdown; in ten minutes; in five minutes; in two minutes…and
then specifically state what will happen next. This will make the students aware that they will be
transitioning to the next task or activity.
• Understand student preferences – Which tasks and activities do the students prefer, and
which of these can be modified to make them more enjoyable and increase motivation for
the students to participate.
• Use visual supports – There is significant evidence that students with autism process
visual information better than auditory information. Provide visual representation of rules,
expectations, and schedules to use as a reference point and reduce confusion.
• Shared control – Offering limited choices will allow the student(s) to feel as though they
have some control over the environment and increase cooperation.
Example
Correct: “Johnny, do you want to clean up the red blocks first or the blue blocks?”
Incorrect: “Johnny, do you want to clean up the blocks or keep playing?
• First-Then
A “First-Then” board is an introductory visual tool that can be used to communicate instructions or expectations to
a child. This strategy is based on the belief that a child’s motivation to complete a less preferred activity is
increased when it is followed by a more preferred activity
• Using Behavior Momentum for Task Completion
Another effective antecedent strategy used in applied behavior analysis is behavior momentum. When
using behavior momentum, you precede a difficult task with several easier tasks. This leads to the
student achieving small reinforcements for easier tasks first. These small reinforcements build
momentum and confidence, increasing the likelihood of the student engaging in the difficult task.
• Using Non-contingent Reinforcement to Decrease Motivation to Engage in Challenging Behaviors
Non-contingent reinforcement is a strategy where the teacher delivers ongoing, brief reinforcement to
a student independent of the student’s behavior. The reinforcement is provided to the student so that
the problem behavior becomes unnecessary.
For Example: Anna puts her head down on her desk and cries 2-3 times during group instruction. You
conclude that the function of the behavior is attention. You decide to implement a non-contingent
reinforcement procedure to decrease the crying during group instruction. Rather than wait until the
challenging behavior occurs, you provide attention to Anna every 10 minutes throughout the 30-
minute group instruction. This attention is brief and direct such as a quick compliment or check in to
make sure she is doing okay. These interactions will reduce her desire to gain attention by crying.
Demand Fading:
This is a technique where you increase the demand over time; used to decrease behaviors with the
function of escape. For example, first presenting a small amount vegetable and increasing it over time
or first presenting one math problem and increasing the amount of problems over time. This is a
version of allowing escape. The client is escaping the higher demand for a period of time
Implement Extinction Procedures
Extinction is removing whatever was reinforcing the maladaptive behavior. Extinction procedures are
always used with differential reinforcement. If you are going to reduce a maladaptive behavior you
must increase an adaptive behavior
Attention Extinction: Also known as planned ignoring. Ignore the behavior and provide no attention
for the behavior. You need to keep client and staff safe. Do not laugh, look at or engage with learner
until the behavior is over. Immediately provide attention once the behavior is over and praise them for
calming down, using words, etc.
Tangible Extinction: Do not provide access to the item during the behavior. This type of extinction is
very easy to do, just keep item out of sight. Stay strong, behaviors can escalate when client knows
they will not get item. For example, when a child cries for a candy bar in the supermarket do not give
item to child.
6. Consequence Strategies
Once the behavior has already occurred, the team should have protocols on how to manage it. The most
important part of the consequence strategy is making sure that the behavior isn’t reinforced. If the child
engages in a tantrum for access to a favorite toy, the consequence strategy should make sure include that
the child SHOULD NOT get access to that toy immediately after a tantrum. Other things to include in the
consequence strategies to help de-escalate the situation:
• Ignore the behavior but not the child – redirect to the task, visual, or other
• Stay calm, block aggression- Safety of student, Safety of others around (tell co-workers to remove other
students from the area/room), Safety of yourself
• Functional Communication – Prompt him to use his words
• Ignore behavior (e.g., Don’t say, “No yelling”), Instead, offer words that he could use instead of
engaging in a tantrum (e.g., “This is too hard”, “I don’t like it”, etc.)
• Model calm breathing in and out.
• Remind student of the token system in place. Show him how many points/tokens that he currently has
and what he is working for.
• Remind student of how much longer until the end of the game / end of the work that he is doing. (e.g.,
“Just these two questions left”, “Just one more page,” etc.)
Escape Extinction: Do not allow the client to escape. Physical prompt the client into compliance. Your
supervisor will give you directions on how to physical prompt. Typically you’ll either prompt through a
small portion of the demand and then reinforce heavily, or you continue until the learner does the demand
without the behavior.
Example: Clean your room, child tantrums, therapist physical prompts child to pick up the toys on the floor
until they stop the tantrum.
7. Risk-Response Analysis
Define the reason and rationale for implementing a behavior plan. It should be because the
benefits outweigh the risks. However, if there is any part of your behavior plan that involves risk, be sure
to carefully analyze that the risk is worthwhile.
For example, if part of the plan involves a student being removed from his classroom, potential risks
involved include: missing academic time, being singled out by peers. Ask yourself (and other team
members) if this is worth the potential benefits.
In any instance of aggressive behavior, there is a risk of harm to self and others. By recognizing antecedent
behavior, therapists will attempt to reduce negative behavior before it escalates to aggression, therefore
minimizing risk of harm . Benefits include an increase in quality of life as he uses replacement behaviors
with more frequency, enabling him more active participation in his community and home life
. Consent
When implementing any behavior plan, parents (or caregivers) should
be informed before beginning. They should be able to have any input
into aspects that they want removed or included. Then, include their
signature as consent to the plan
 INDIVIDUALIZED
EDUCATIONAL PLAN
An IEP describes the adjustments, goals and strategies designed to
meet the educational needs of an individual student to enable them to
reach their potential. An IEP is essential in guiding the educational
planning and monitoring of a student’s unique learning needs. It is
the practice and process that will have the greatest impact in
supporting students.
WHY IS AN IEP IMPORTANT?
An individual education plan is important because it:
• supports the school and classroom teacher to develop a
meaningful learning program for individual students and to
track progress against SMART goals
• provides an opportunity to share information between school,
student, family and other support professionals
• helps schools to determine resources required to achieve the
student’s learning goals
• promotes student confidence and engagement through
involvement in the process.
Stage 1 – Assess: get to know the student and how they learn. Begin by learning about the student and
their learning differences using a strengths-based approach that
focuses on positive aspects of their capabilities, rather than what they cannot do.
• identify the student’s strengths and interests and any challenges and barriers to learning
• provide information about the student to support their education needs, including results of any
formal/informal assessments in literacy, numeracy or social-emotional assessments, recommendations
from allied health professionals, data or classroom observations.
• consider the student’s current entry level skills
Stage 2 – Plan: use collaborative and student-centered planning approaches Place the student at the center
of the collaborative planning process.
• Plan opportunities for input from the student, the parents/caregivers/guardians and relevant teaching
and support professionals.
• • collaborate with the supervisor to develop goals that are Specific, Measurable, Agreed, Relevant,
Time-bound – SMART goals
• consult with others where relevant
• review the student’s learning environment
• identify long-term and short-term SMART goals.
• Long-term goals should be clear and simple and summarized into one or two sentences and
guide the development of the short-term goals, strategies and actions in the IEP.
• Short-term goals are developed by identifying the sub-skills that are required to achieve a
long-term goal.
Stage 3 – Teach: make adjustments to meet the student's strengths and needs and overcome the
barriers to learning
• Create responsive teaching and learning environments and implement teaching strategies and
adjustments that address the student’s learning needs and goals.
• Implement teaching strategies, adjustments or supports to support the student to achieve their
short-term SMART goals
• Ensure that your teaching strategies, adjustments and supports include: how to teach the skill;
how to provide multi and varied opportunities to practice the skill; how to reinforce the skill;
how to include other members of the Student Support Group to target the skill.
Stage 4 – Monitor and Evaluate: assess the effectiveness of the approach
The IEP should be reviewed according to the timeline as agreed to by all members

• During Stage 4, collect and examine data to determine whether the teaching strategies,
adjustments and supports provided to students are effective. This information also helps
shape the next steps in planning and delivery.
• Determine whether the teaching strategies, adjustments and supports provided at Stage 3
have been effective and whether the student’s goals have been achieved
• Make educational decisions based on the information to determine if the goals should be
modified, taught in different ways or changed and whether the teaching strategies,
adjustments and supports should be continued, revised or replaced
• Consider what is working well/not working well
SMART GOALS: SPECIFIC, MEASURABLE, AGREED, RELEVANT AND TIMEBOUND
The goals in the IEP are highly recommended to be SMART – Specific, Measurable, Agreed, Relevant and
Time-bound.
The SMART goals should be described in a manner that includes observable actions, a reasonable
timeframe for accomplishing them and criteria that make it possible to measure the extent of the student’s
progress.