BIP Special Education

A Behavior Intervention Plan or BIP Special Education is developed to address specific problem behaviors exhibited by a student with special needs. A BIP aims to increase the student’s positive behaviors and decrease the frequency and severity of negative behaviors.

A definition of a behavior intervention plan typically includes the following:

• a detailed description of the problematic behavior,
• the strategies the school will use to address the behavior, and
• the goals that the student and the teacher hope to achieve.

A team of professionals usually develops a BIP, including the student’s teacher, school psychologist, and other specialists who work with the student. The plan is tailored to the individual student and may include a range of strategies, such as positive reinforcement, visual supports, and social skills training.

To evaluate the effectiveness of a BIP, one collects data on the frequency and severity of the targeted behavior over time. This process often involves conducting a Functional Behavior Assessment (FBA). The BIP may be revised to address student behavior or needs changes as assessed by experts in the field, like those from the American Psychological Association.

BIPS For Students

A BIP, or Behavior Intervention Plan, is a plan that is developed to address specific challenging behaviors that a student with special education needs exhibits. It is a tool to support the student in making positive behavior changes and increasing their success in school and other settings according to best practices defined by resources such as the Council for Exceptional Children.

Several components in a BIP typically include:

1. A description of the target behavior: This consists of a clear and concise definition of the specific behavior the BIP intends to address.
2. The purpose of BIP: Includes the reasons for developing the BIP and the goals the student and their team hope to achieve through the plan implementation.
3. A description of the intervention strategies: This includes the specific methods and supports the school will use to address the target behavior, such as positive reinforcement, visual supports, or social skills training.
4. A plan for monitoring and evaluating progress: This includes the methods one will use to track the student’s progress and determine the effectiveness of the BIP.
5. A plan for modifying and adjusting the BIP: This includes adjusting the BIP as needed based on the student’s progress and any changes in their needs or circumstances.
6. A plan for involving key stakeholders includes involving the student, their parents or caregivers, and other relevant professionals in implementing and reviewing the BIP.

Can you have a BIP without an IEP?

A BIP, or behavior intervention plan, is a particular kind of plan to deal with problematic behaviors displayed by a student with special needs. Usually, it is created as a component of an IEP, or Individualized Education Program, a legally binding document specifying the specialized instruction and associated services that a student with a disability is entitled to receive a free appropriate public education (FAPE).

A BIP (Behavior Intervention Plan) is possible without an IEP (Individualized Education Program), but it often leads to the question: Can You Have a BIP Without an FBA?

Students with disabilities who are eligible for special education services under the Individuals with Disabilities Education Act develop an Individualized Education Program (IEP) (IDEA). It specifies the educational objectives and accommodations necessary for the student to progress in school.

A Behavior Intervention Plan (BIP) is a specific type used to address problem behaviors that may interfere with a student’s ability to learn or participate in school activities. It is typically developed as part of an Individualized Education Program (IEP) but can also be created for a student without an IEP. 

A BIP can be designed for any student with behavior difficulties, regardless of their disability status. It is to help the student develop more appropriate behaviors and achieve academic success.

A BIP can be created for any student with behavior issues, whereas an IEP is only for students with disabilities who qualify for special education services. It is possible to have a BIP without an IEP, but an IEP must include a BIP to address the student’s behavioral difficulties.

An IEP, or Individualized Education Program, is a legally binding document that outlines the specialized instruction and related services that a student with a disability is entitled to receive to receive a free appropriate public education (FAPE). It is developed by a team of professionals and the student’s parents or caregivers and tailored to meet the student’s unique needs.

The IEP typically includes the following information:

1. The student’s current academic achievement and functional performance: This includes information about the student’s strengths and areas of need in academic and non-academic areas, such as communication, social skills, and self-care.
2. The student’s annual goals include specific, measurable, and achievable goals that the student will work towards over the school year.
3. The specialized instruction and related services that the student will receive: This includes the types of support and accommodations that the student will need to access their education, such as assistive technology, accommodations in testing, or speech therapy.
4. A description of how they will measure the student’s progress: This includes the methods used to track their progress towards meeting their goals and how often they will report progress to the student’s parents or caregivers.
5. A plan for transitioning to post-secondary settings: For students at least 16 years old, the IEP must include a method for preparing the student for success in post-secondary settings, such as college or the workforce.

The IEP is reviewed and updated annually to ensure that it continues to meet the student’s needs and support their progress.

“Free appropriate public education” is known as FAPE. The Individuals with Disabilities Education Act is a legal term that describes the students’ educational rights (IDEA). The federal law known as IDEA guarantees that students with disabilities can receive a public education suitable for their needs and upholds the same standards as students without disabilities. 

To provide a FAPE to a student with a disability, a school district must:

1. Identify the student’s disability and determine their unique needs.
2. Develop an Individualized Education Program (IEP) for the student that outlines the specialized instruction and services the student will receive.
3. Provide the student access to the general education curriculum and the same opportunities to participate in extracurricular and non-academic activities as their non-disabled peers.
4. Provide the student with appropriate accommodations and supports to access the curriculum and participate in school activities.
5. Ensure that the student’s education is provided in the least restrictive environment (LRE), meaning that the student is placed in the most similar setting to a regular education setting and allows for the most significant amount of interaction with non-disabled peers.

FAPE aims to ensure that students with disabilities have the same opportunities to receive an education as their non-disabled peers and to prepare them for success in post-secondary settings, such as college or the workforce.

A student may have a BIP without an IEP if their eligibility for special education services has yet to be determined. In this situation, the BIP may be created and implemented as a component of a general education support plan or a positive behavior support plan for the entire school.

So, how can a teacher ensure a behavior intervention plan will be effective?

The school would likely create an IEP for the student, and they would include a BIP in that plan if the student exhibits challenging behaviors that negatively impact their ability to access their education or the education of others. 

Suppose the school determines them to be eligible for special education services. To address the student’s behavioral needs and advance in their education, the IEP would specify the specialized instruction and related services they require.

Functional Behavioral Assessment

Identifying the specific behaviors that bother a person and figuring out the functions or purposes those behaviors serve is known as a functional behavioral assessment (FBA). 

FBAs are frequently employed in the field of education to assist in determining the causes of students’ challenging in-class behaviors. An FBA aims to pinpoint the contributing factors to the problematic behavior so that the school can create a suitable intervention to deal with it.

A typical FBA involves gathering and analyzing information about the person’s behavior, including the situation in which the behavior occurs, the triggers or antecedents that cause the behavior, and the results of the behavior. 

The function or purpose of the behavior for the individual is then hypothesized using this information. Based on this supposition, one can create an intervention to deal with the behavior and teach the person more effective ways to meet their needs.

Functional Behavior Assessment

FBAs are typically carried out by experts, including psychologists, educators, and behavior analysts. A behavior intervention plan (BIP) that outlines specific strategies for addressing the identified behaviors can be created using the findings of an FBA.

Effective Behavior Intervention Plan

Several factors can impact the success of a behavior intervention plan (BIP). 

Among the essential elements to consider when creating a BIP are the following:

• Target clearly defined behaviors: The BIP should outline the specific behaviors intended to change and include quantifiable targets.
• Identifying the function of the behavior: A BIP should consider the purpose or function that the targeted behavior serves for the person.
• It can aid in developing more suitable and efficient behavior modification techniques.
• One should include strategies likely to address the targeted behaviors in the BIP successfully. The individual’s strengths, needs, and preferences should be considered when developing these strategies as the environment in which the behavior occurs.
• Data gathering and analysis: The BIP should have a strategy for gathering information on the targeted behaviors so that one can assess and track the interventions’ efficacy and progress.
• Collaboration and support: The individual, their caregivers, other pertinent people and organizations should collaborate and support the BIP. It can ensure that the interventions are carried out consistently and successfully.
• Flexibility: The BIP needs to be adaptable and responsive to the person’s shifting requirements and circumstances. Depending on how the person develops, or their environment or circumstances change, the plan might require changes.

It is possible to address challenging behaviors and assist people in finding more effective ways to meet their needs by considering these factors and creating a well-planned and tailored BIP.

Behavior Intervention Plan BIP Special Education Examples

Here are some examples of goals and strategies that a BIP plan might include for a student with special education needs:

1. Goal: To reduce the frequency of outbursts in the classroom.

• Strategy: The student will be taught calming techniques, such as deep breathing or counting to 10, to use when upset. The teacher will also use a visual schedule to help students understand the daily routine and transitions.

1. Goal: To increase the student’s participation in group activities.

• Strategy: The teacher will use visual supports, such as pictures or gestures, to help the student understand and follow instructions. The teacher will also provide the students with different activities to choose from to help them feel more in control of their learning.

1. Goal: To improve the student’s social skills.

• Strategy: The teacher will use social stories and role-playing activities to teach students appropriate social behaviors. The student will also participate in a social skills group with their peers.

It’s important to note that the goals and strategies in a BIP should be specific, measurable, and achievable. The BIP should also include a plan to monitor the student’s progress and adjust the plan as needed.

About Us:

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.