Behavior Intervention

Behavior Intervention


In order to discuss Behavior Intervention Plans (BIP), we must first discuss the steps that lead up to a BIP. Functional Behavior Analysis (FBA) is the first step in moving towards implementing a behavior intervention plan. Through functional assessement, the team can determine what the behavior is, what is causing it, and much more.  

What is a Functional Behavior Assessment?

  • Functional assessment is a collection of methods for obtaining information about antecedents (things a child experiences before the behavior occurs), behaviors (what the child does), and consequences (what the child experiences after the behavior of interest). The purpose is to identify the reason for the behavior and to use that information to develop strategies that will support positive student performance while reducing the behaviors that interfere with the child's successful functioning.

What is a measurable behavior?

  • A behavior is anything a child does that can be counted. In other words, you must be able to clearly see the behavior when it is happening. Terms like anger, hyperactivity, and defiance, are not measureable behaviors. Focus rather on definitive statments such as "Johnny does not follow through with completing requested classwork" or "Jane repeatedly leaves her seat and walks around the classroom during the day." Teachers must focus on behaviors that they can easily see and count such as the number of times a child gets out of his or her seat, how many times they talk back to the teacher, how often the child teases others, or how often a child completes his math problems.

What are Antecedents?

  • Antecedents happen just prior to or at the time of the behavior. They can be anything that may "trigger" a behavior. Examples are asking a child to complete classwork, being called a name by another child, being confronted by the teacher for misbehavior, being hungry, or a lack of sleep.

What are Consequences?

  • When discussing behaviors, consequnces are things that occur following the child's behavior, making it more likely or less likely. Things that children find rewarding will increase a behavior; things they find punishing will decrease it. Consequences fall into two basic categories: things children get from a behavior and things they get out of as a result of the behavior.

Once a problem has been identified, the assessment portion of the FBA begins. During this phase teacher interviews, student interviews, direct observation, and other procedures are completed to more firmly establish the cause of the problem and determine how best to solve it. Observational assessment collects data to show how often a behavior is occuring and when. This can be done through interval-based recording, frequency or scatter charts, or other methods that track behavior. This process is called collecting the baseline data for an intervention plan. Baseline data is essential so that teachers can see if the behavior is changing once the intervention is implemented.


What is a BIP? A behavior intervention plan is a written list of strategies and supports for an individual which encourages appropriate behaviors and discourages inappropriate behaviors. A BIP is created after a FBA is conducted to identify the function of the behavior. A BIP should be written for each behavior. This is because each behavior may serve a different function or motivation for the student, therefore, your response should vary based on the function of the behavior. The BIP should include the child's name, the specific target behavior, the predicted function (based on data collection from your FBA), strategies to increase appropriate behaviors, strategies to decrease inappropriate behaviors, materials and supports needed to implement the BIP, and skills to be taught to the student, in order for him or her to demonstrate appropriate behaviors.



Helpful Links for Teachers:





*For WCSD Behavior Intervention documents please see the teacher resources section of the Special Services site*