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As a special education teacher for over 10 years, I have written my fair share of Behavior Intervention Plans and supported a LOT of students that exhibited challenging behavior. As a teacher of any grade and any subject, you’ll absolutely encounter students with challenging behaviors that require extra support and attention. Behavior Intervention Plans (BIPs) are useful tools that help you address and improve tricky behaviors. It’s important to know off the bat that Behavior Intervention Plans are for students with disabilities who have IEPs. There are other behavior support plans that can be created for students of different demographics. I’ve got your back with three things you should know about Behavior Intervention Plans:
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BIPs are Individualized
BIPs are designed to address the unique behaviors of an individual student. Therefore, they must be individualized to the specific student’s needs. This means that the strategies used to address the challenging behaviors should be tailored to the student’s strengths, interests, and preferences. As tempting as it can be to copy and paste from different students IEPs, it’s taking away a critical component of the support! Additionally, BIPs should take into account any underlying factors that may be contributing to the challenging behaviors, such as a student’s learning style, sensory needs, required communication supports, or a history of trauma.
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Collaboration is Key
Developing an effective Behavior Intervention Plan requires collaboration among multiple stakeholders, including the student, their family, and other professionals such as school counselors, general educators, SLPs, etc. Collaboration helps to ensure that everyone involved in the student’s care is on the same page and working towards the same goals. It’s also important to include voices of outside providers and therapists that may support this student. Additionally, involving the student in the development of the BIP can give them a sense of ownership over the plan and increase their buy-in. Often I hear about students that don’t know they have a BIP or are unaware of their supports. One of the biggest tools we have is the STUDENT – keep them as involved as possible and everyone will benefit!
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Consistency is Crucial
Consistency is key when it comes to implementing Behavior Intervention Plans. All adults who interact with the student, including teachers, support staff, and administrators, must be trained on the BIP and follow it consistently. This means using the same strategies, providing the same consequences, and tracking progress in the same way. Consistency helps the student understand what is expected of them and can improve the effectiveness of the BIP. It can be tricky to get everyone on board. Many people in schools see a BIP in an IEP and assume that this is the responsibility of one individual, like the social worker or case manager. If behavior change and more functional behavior is the goal (which I am sure it is), everyone working with this student needs to be on board. This means communication is key! Having regularly scheduled check-ins, organized means of data collection, and other consistent ways to provide feedback and information is imperative to creating an environment where all stakeholders not only have a say, but feel supported in their ability to execute the BIP with fidelity.
Additional supports
Behavior Intervention Plans can be a powerful tool for addressing challenging behaviors in students. As a teacher, it’s important to remember that BIPs should be individualized, collaborative, and implemented with consistency. When we all commit to these guidelines, we support students and create a positive learning environment for everyone!
Looking for some books that might help with language and BIP creation? Check these out:
Interventions for Disruptive Behaviors by Gregory Fabiano
How to Reach and Teach Children with Challenging Behaviors by Otten & Tuttle
Beyond Behaviors Flip Chart by Mona Delahooke
