The Foundation of Every Good BIP: Assessment Data
A behavior intervention plan (BIP) is only as good as the assessment that informs it. Before writing a single word of the plan, you must have a clear understanding of the target behavior, its function, and the environmental variables that maintain it. This understanding comes from a thorough functional behavior assessment (FBA) or functional analysis (FA).
The assessment should yield a clear hypothesis statement that identifies the antecedent conditions that set the occasion for the behavior, a precise operational definition of the behavior, and the consequences that maintain the behavior (the function). A well-constructed hypothesis statement might read: "When presented with academic demands that require sustained writing (antecedent), Marcus leaves his seat and walks around the room (behavior), which results in removal from the task for a period of time (consequence/function: escape)."
Components of an Effective BIP
Operational Definition of the Target Behavior
The BIP must include a clear, objective, and measurable definition of the target behavior. Anyone reading the definition should be able to observe the behavior and determine whether or not it is occurring. Avoid vague language like "acts aggressively" or "has a meltdown." Instead, specify observable actions: "strikes another person with an open or closed hand with sufficient force to produce an audible sound or leave a visible mark."
Include examples and non-examples to further clarify the definition. For instance, specify that accidentally bumping into a peer while walking in line does not meet the definition, while intentionally pushing a peer does.
Baseline Data Summary
Include a summary of the current level of the target behavior. This provides the comparison point for evaluating intervention effectiveness. State the measurement procedure used, the current rate, frequency, duration, or intensity of the behavior, and any patterns observed (time of day, settings, activities, people present).
Function Statement
Clearly state the hypothesized or confirmed function of the behavior. Common functions include access to attention, access to tangible items or activities, escape or avoidance of demands or aversive stimuli, and automatic reinforcement (sensory). The entire intervention strategy should be logically connected to this function.
Antecedent Strategies
Antecedent strategies are proactive modifications to the environment that reduce the likelihood of the problem behavior occurring. These are sometimes called preventive strategies. Examples include:
- Modifying task demands: Breaking tasks into smaller steps, providing choice among tasks, adjusting difficulty level
- Environmental arrangement: Changing seating, reducing distractions, structuring transitions
- Establishing operations manipulation: Providing noncontingent access to the reinforcer maintaining problem behavior (NCR) to reduce motivation
- Visual supports: Schedules, timers, first-then boards, social stories
- Priming and precorrection: Reviewing expectations before challenging activities
Antecedent strategies are often the easiest component for caregivers and teachers to implement because they do not require split-second timing or complex decision-making during the behavior episode.
Replacement Behavior and Teaching Procedures
Every BIP should include a functionally equivalent replacement behavior (FERB). This is an appropriate behavior that serves the same function as the problem behavior. If the problem behavior is maintained by escape, the replacement behavior might be requesting a break. If maintained by attention, the replacement behavior might be raising a hand or tapping the teacher's shoulder.
The replacement behavior should be at least as efficient as the problem behavior. Efficiency is determined by effort (the replacement behavior should not require more effort than the problem behavior), immediacy (the replacement behavior should produce reinforcement at least as quickly), and schedule (the replacement behavior should produce reinforcement at least as often).
Include specific teaching procedures for the replacement behavior. This may involve modeling, role-playing, behavioral skills training, or structured teaching trials. Do not assume the learner already knows how to perform the replacement behavior.
Consequence Strategies
Consequence strategies specify what happens after the target behavior and the replacement behavior. Effective BIPs typically include reinforcement for the replacement behavior (and for the absence of the problem behavior) and a planned response to the problem behavior.
The response to problem behavior should be function-based. For escape-maintained behavior, avoid allowing the learner to escape contingent on the problem behavior. For attention-maintained behavior, minimize attention delivered during episodes. For tangible-maintained behavior, do not provide the item or activity following the behavior.
Include extinction procedures when appropriate and safe. Be aware that extinction may produce an initial increase in the behavior (extinction burst) and plan for this. Document safety procedures for managing crisis situations.
Data Collection Procedures
Specify exactly how data will be collected, by whom, and how often. The measurement system should match the dimension of the behavior being targeted. Include data sheets or instructions for accessing digital data collection tools.
Implementation Guidelines
Write the plan in clear, jargon-free language that all implementers can understand. Include step-by-step instructions for each strategy. Specify who is responsible for each component. Include a training plan for all individuals who will implement the BIP.
Criteria for Plan Modification and Fading
Define decision rules for modifying the plan based on data. For example: "If the rate of aggression does not decrease by 25% within four weeks of full implementation, the plan will be reviewed and modified." Also include criteria for fading the plan: "When aggression occurs fewer than two times per week for three consecutive weeks, begin fading the check-in/check-out system."
Common Mistakes to Avoid
Many BIPs fail not because the science is wrong but because the plan is impractical. Avoid writing plans that require resources that are not available, that include too many simultaneous strategies, that use technical language implementers do not understand, or that lack clear decision rules. The best BIP is one that the team will actually implement with fidelity.
Always collect treatment integrity data alongside behavioral data. A plan that is not being implemented correctly cannot be evaluated on its merits. If the behavior is not improving, the first question should be whether the plan is being implemented as written.