Behavior Intervention Plans (BIP) in Special Education: An Overview
Behavior is a form of communication. This is particularly true for kids in special education, such as those with autism, who might find it difficult to communicate through conventional channels and thus may manifest challenging behaviors. For instance, if non–preferred activities are placed on the child, they may resort to self-injurious behaviors such as hair pulling, biting, or hitting objects. In other instances, a BIP (Behavior Intervention Plan) may be needed for students who become upset and destroy school property such as computer monitors, other student’s belongings, or classroom desks. A BIP is implemented for students who impede their learning or others due to challenging behaviors.
Parents and educators must comprehend these behavioral communications and respond to them appropriately if a student needs support in the classroom due to challenging behaviors. The Behavior Intervention Plan (BIP) is valuable in this context. It’s designed to provide educators, paraprofessionals, behavior specialists, and IEP team members with a framework of interventions that must be applied if the child needs extra support when exhibiting challenging behaviors. A BIP is not a document that stands on its own; instead, it’s a document that’s embedded into the student’s Individualized Education Plan (IEP) and solely focuses on behavior.
The Need for a BIP
It’s also important to note that only some students may need a BIP when challenging behaviors manifest. In most cases, implementing the BIP will be based on several factors, such as how long the behavior has been observed, the support embedded within the classroom, or the IEP team’s recommendations. Imagine a child has autism and is placed in a more restrictive classroom that offers behavior support. In that case, a BIP may not be warranted as the classroom may have the necessary embedded interventions or evidence-based practices that provide the support needed. The need for a BIP needs to be reviewed on a case-by-case basis, and the program must ensure that the student is able to receive the proper support so that the behavior does not interfere with learning at school.
When assessing if the child needs a BIP, safety is a priority. Some students may need a BIP to ensure their safety with the appropriate interventions/strategies should a problem arise. These interventions will likely be proactive and reactive. For instance, for proactive strategies, if a student is likely to elope, staff may offer many strategies, such as weighted blankets, fidget toys, calming music, or sensory stories, if this has been documented to reduce eloping. Then, if the student does elope, the BIP will have clear strategies outlined for reactive measures. For example, the educator working with the student may ask the student, “What are we working for?” This lets the student know they are working for an item that’s highly preferred to safely return them back to their seat or classroom. Once the student has returned, a token board may be implemented, and the student will be rewarded for complying.
A behavior intervention plan (BIP) seeks to reduce or eliminate undesirable behaviors by addressing the underlying reasons through interventions that may reinforce, replace, or lessen challenging behaviors.
Creating a BIP
Before a BIP is implemented into the IEP, a Functional Behavior Assessment (FBA) is conducted. The purpose of this evaluation is to discover the “why” behind a child’s actions. It examines the circumstances leading up to and following the behavior (antecedents), as well as the surrounding environment. A BIP can be created once the causes of the behavior are recognized. An FBA is an assessment and may require several professionals, such as behavior specialists, the school psychologist, and the student’s educator, to collaborate. In addition, several observations will be needed during the assessment and creation of the FBA. Once the data is collected and analyzed, an IEP will be initiated.
Parts of a BIP
A BIP consists of the following essential components:
- Detailed Account of the Behavior: This entails giving a precise, observable description of the problematic behavior.
- Determined Triggers: Knowing what sets off the behavior aids in the creation of plans to either prevent or educate the child on how to deal with these triggers.
- Strategies and Support: These are interventions meant to stop the behavior, impart new abilities, and react correctly when it does happen.
- Objectives and Goals: The BIP’s behavior modification objectives should be precise and quantifiable.
- Observation and Evaluation: Maintaining a regular progress log for the child and modifying the plan as needed.
Instances of BIP in Operation
In order to understand how a BIP functions in actual circumstances, let’s examine a few hypothetical scenarios:
Jane is a ten-year-old autistic girl who exhibits severe agitation and disruption during group activities. Her BIP recognized crowded areas and loud noises as triggers. The Behavior Intervention Plan called for Jane to wear noise-canceling headphones during group sessions, to signal when she feels overwhelmed, and to receive coping skills training. In addition, before entering crowded areas, she will be frontloaded with a story and a mini video to help prepare her before entering the crowded area.
Case Study of Alex: Alex is an autistic 8-year-old who tends to self-harm when given homework assignments. His BIP incorporated a system where Alex could request breaks using a picture exchange system. It also included additional support during challenging tasks and a reward system for when he handled tasks without self-injury. When Alex completes his homework without self-injury, he is given a huge reward, which is drawing his favorite cars in the morning. The BIP also instructs educators to reward Alex with high fives and praise him for compiling his homework.
Parents’ Function in a BIP
Parents are an important part of the BIP. Here is how a parent can be involved:
● Giving Perspectives: Talk about thoughts and observations regarding the child’s conduct. The parent’s viewpoint is really helpful.
● Consistency: Try implementing the BIP’s strategies at home. Having uniformity in various settings can be quite advantageous, and it’s important to work in harmony between home and school.
● Working together: Collaborate closely with therapists and educators. Consistent communication guarantees that all parties are in agreement.
● Advocacy: Make sure the needs of the child are being addressed. Feel free to request modifications to the BIP or ask questions if need be.
Obstacles and Things to Think About
The process of creating and executing a BIP is not without difficulties. Patience, consistency, and occasionally trial and error are necessary. It’s also critical to keep in mind that changing behavior takes time. Honor modest accomplishments and maintain an upbeat, encouraging attitude. It is important to note that every child is unique, and no child is ever the same. What may work for one child may not work for another. For this reason, the IEP team needs to consistently connect with the behavior specialists, consistently review behavior data, and may need to include an ABA therapist who has worked with the student and has a rapport. The more eyes on the BIP, the better the outcome, as many perspectives can be utilized to find a plan that is appropriate, safe, and evidence-based.
In summary
One useful tool for helping kids with special needs is a Behavior Intervention Plan. It offers a methodical, tailored approach to dealing with difficult behaviors and promoting kids’ success. Parents can effectively support their child’s growth and development by being aware of and involved in their child’s Behavior Intervention Plan (BIP).