A truly inclusive classroom is one where every child’s individual learning needs are met. As educators, we must be attentive to the fact that academic success in children can be hampered by behavioral challenges, which should be addressed timely. To make learning accessible to all children, a Behavior Intervention Plan (BIP) can be effectively used to highlight and understand the behavioral challenges that hinder a child’s learning journey.
It is a structured document that acts as a personalized guide for teachers and parents to help them guide students toward better habits and achieve positive outcomes. This Behavioral Intervention Plan (BIP) template at WordLayouts provides a clear framework for you to create strategies for supporting students with behavioral difficulties.
The template helps you record essential information, such as the child’s strengths, interests, and cultural considerations. It emphasizes a collaborative approach and contains sections for writing safety management strategies.
Additionally, it outlines the specific behaviors of concern and their triggers. The template also includes processes for monitoring and evaluating interventions. Checkboxes and prompts are provided to help with easy data entry.
In the following section, we will discuss each section of the template and how it can be used.
Start Date/Date of Next Review/Name of Setting
This section specifies the timeline for the behavior intervention plan. You have to write the start date, the date for the next review, and the name of the setting where the plan will be implemented (such as a school or home).
Child/Student Information
In this section, write the information about the child or student for whom the plan is being designed. Write down the child’s name, date of birth, age, class, student ID number, and school. Additionally, include the emergency contact number and the child’s diagnosis, if applicable.
Team Member(s)
This section is to list all individuals involved in creating and implementing the plan. Write each team member’s name, their responsibilities, and contact information (phone number or email address).
Data Collection Plan
Write the plan for gathering data about the child’s behavior. You can specify the type of data (such as baseline data) to be collected, assign a person responsible for collecting the data, and set a date by which the data should be collected.
Safety Management
This section addresses the safety needs of both staff and the student. You can note down any induction and training needs for staff and discuss personal protective equipment (PPE) requirements. You should specify early intervention strategies to address behavior triggers and adjustments to the physical environment.
Additionally, strategies for managing safety risks, called strategies for increased behavior management, should be stated. Finally, describe the post-event response supports, such as procedures for reporting incidents and providing psychological support.
Strengths and Interests of the Child/Student
Identify the child’s positive traits and interests and write them down in this section:
Cultural considerations
Cultural factors that might influence the child’s behavior are documented in this section. Describe the child’s cultural background, such as relevant cultural factors, and note the primary language spoken at home as well as any communication preferences.
Child/student behavior
Write a detailed objective description of the child’s behavior in this section. Space is provided for you to describe the behavior. The section is split into various questions, including the specific locations where the behavior occurs and any setting events related to it.
You can also specify conditions, events, or factors connected to the behavior and outline what data informs the plan, which could include:
- Antecedent (A), Behavior (B), and Consequence (C) data (checkbox)
- Measurement of rate/duration data (checkbox)
- Scatter plots (checkbox)
- Structured interviews (checkbox)
- Records of observation (checkbox)
- Rating scales (checkbox)
You must also identify the trigger for the behavior and what follows the behavior that could reinforce it. The reason for the behavior should be selected from the following options:
- To produce positive bodily or emotional sensations for the child/student (checkbox)
- Escape from demand(s) (checkbox)
- To gain social attention (checkbox)
- To get an item or activity (checkbox)
You can provide an explanation of your answer based on the gathered data.
Prevention Strategies
In this section, identify the strategies to prevent the behavior from occurring. First, confirm the function of the behavior, and then choose the necessary environmental changes, which might include:
- Change activity schedule
- Change curriculum
- Change instruction
- Prompt appropriate behavior
- Anticipate and disrupt behavior pattern
- Other
Space is provided in the template to explain how these changes will be implemented and specify the actions of staff or parents. Finally, outline which staff/parents/carers are responsible for implementing the changes.
Teaching Strategies
This section is for identifying the teaching methods that will help the child develop alternative skills to replace the problematic behavior. Questions that you can answer here help you identify the function of the behavior and define the target skill to be taught. Moreover, questions related to actions expected from staff/parents, what success looks like, and how the child will be reinforced for using their target skill are also present in this section.
Reactive Strategies
Reactive strategies are implemented when the problematic behavior occurs. In this section, various questions are present to help you specify the behavior of concern that triggers the strategy and the conditions or triggers that signal when reactive strategies should begin.
You can also detail the actions expected from staff, list the actions staff must avoid to prevent reinforcing the behavior, and indicate the behavior from the child that signifies when to stop the strategy.
Monitoring
This section documents the effectiveness of the intervention plan that will be monitored. You can answer questions about the new skill(s) to be monitored, outline the data to be collected, and determine how often the data should be reviewed. Additionally, you should explain how the data will be documented, where it will be stored, and identify the person(s) responsible for collecting and analyzing the data. Finally, specify who will be involved in reviewing the data.
Evaluation
This section evaluates whether the intervention plan has achieved its goals. Various questions are present to help you confirm whether the goal of improving the behavior has been accomplished and indicate if the data shows success.
If not, you can specify why, choosing from the following reasons:
- There is not enough data
- The function of the behavior changed
- The function of the behavior was wrongly identified
- Actions were not taken (or the wrong actions were taken) to accomplish the goal
- The reinforcer(s) is ineffective
- The plan was not correctly implemented by staff/parents/carers
You can also specify in this section of the template whether the team lead has the authority to revise the plan, schedule a meeting, seek additional support, close the plan, or instruct staff on using the strategies by selecting the relevant check boxes.
Collaboration Section
This space is for writing down notes between team members during team meetings.
Signatures
At the end of this template, signatures from all team members along with the date of their signature can be placed.
Review Record
This section of the template documents the progress and adjustments made to the plan. It is presented in tabular format. You can fill it by noting the date of the review, specifying whether the behavior has reduced as planned, and indicating if the review was prompted by an incident. You can also describe any adjustments made to the plan and write the name of the person conducting the review.
This template can be downloaded in multiple formats, like DOCX, DOTX, Google Docs, and ODT. It can also be customized and edited according to your requirements.
When is a BIP Needed?
If a child displays challenging behavior at school, the staff must conduct a functional behavior assessment (FBA). A behavioral intervention plan is based on this assessment. The purpose of this intervention is to modify the disruptive behavior that affects their learning in the classroom. These plans are usually used for children who are diagnosed with ADHD or other similar disorders.
Who Can Create a Behavioral Intervention Plan?
BIP should be conducted by someone knowledgeable in behavioral psychology. It could be a Clinical social worker, Clinical psychologist, or Board-certified behavior analyst (BCBA) Or someone who has received clinical training in behavioral principles and analysis.
