Behavior Intervention Plan (BIP): What It Is and How It Works

TL;DR: A Behavior Intervention Plan (BIP) is a written document that outlines specific strategies for addressing challenging behavior, based on the results of a Functional Behavior Assessment (FBA). The BIP identifies what triggers the behavior, what function it serves, how to prevent it, what to do when it occurs, and what replacement behaviors to teach instead. BIPs are used both in ABA therapy and in schools (as part of an IEP). A good BIP focuses on teaching skills — not just suppressing behavior — and is data-driven, meaning it’s adjusted based on whether it’s actually working. This guide explains every component of a BIP, how to read one, and what to do if your child’s BIP isn’t working.

Your child’s ABA therapy team or school has completed a Functional Behavior Assessment and now they’re developing a Behavior Intervention Plan. You’re handed a multi-page document full of behavioral terminology, data sheets, and intervention strategies.

It’s overwhelming. You know this document matters — it guides how every person in your child’s life should respond to challenging behavior — but you’re not sure how to read it, evaluate it, or know if it’s any good.

This guide breaks down every piece of the BIP so you can be an informed, empowered partner in your child’s behavioral support.

What Is a BIP?

A Behavior Intervention Plan is a written, individualized plan that:

Defines the challenging behavior specifically and measurably
Identifies WHY the behavior is happening (the function, based on the FBA)
Outlines prevention strategies (antecedent modifications)
Specifies a replacement behavior to teach (that serves the same function)
Describes how to respond when the challenging behavior occurs
Describes how to respond when the replacement behavior occurs
Includes data collection procedures
Sets criteria for success and plan modification

BIP vs. FBA: What’s the Difference?

Document	Purpose	Analogy
FBA (Functional Behavior Assessment)	Identifies WHY the behavior occurs	The diagnosis
BIP (Behavior Intervention Plan)	Outlines HOW to address the behavior	The treatment plan

The FBA always comes first — you can’t create an effective BIP without understanding the function of the behavior. Read our guide on Functional Behavior Assessment.

Components of a BIP

1. Target Behavior Definition

The challenging behavior must be defined in observable, measurable terms:

Poor definition: “Johnny is aggressive.” Good definition: “Johnny hits others with an open or closed hand, making contact with their body, with sufficient force to cause pain or leave a mark.”

Poor definition: “Sarah has meltdowns.” Good definition: “Sarah falls to the floor, cries loudly (above conversational volume), and kicks her legs for durations of 2 minutes or longer.”

Why this matters: Everyone who implements the BIP needs to identify the same behavior the same way. If “aggressive” means different things to different people, the data is meaningless.

2. Baseline Data

Current frequency, duration, or intensity of the behavior:

How often it occurs (frequency per day/week)
How long it lasts (average duration)
How intense it is (severity scale)
When and where it’s most likely to occur
Current trend (increasing, decreasing, or stable)

This baseline is what you measure against to determine if the BIP is working.

3. Functional Behavior Assessment Summary

The BIP should clearly state:

What the FBA found: The identified function(s) of the behavior
The 4 functions of behavior:
- Access to attention
- Access to tangibles/activities
- Escape from demands/situations
- Sensory/automatic reinforcement

Example: “Based on the FBA, hitting is primarily maintained by escape from non-preferred tasks. When Johnny is presented with a difficult academic demand, he hits the person nearest to him. The hit typically results in the demand being removed (he is sent to the calm-down corner or the task is abandoned), which negatively reinforces the hitting behavior.”

4. Antecedent Strategies (Prevention)

These are changes to the environment or approach that reduce the likelihood of the challenging behavior occurring:

Strategy Type	Example
Modify demands	Break tasks into smaller steps; provide choices; intersperse easy and hard tasks
Environmental changes	Reduce noise, adjust seating, provide sensory accommodations
Visual supports	Visual schedule, first-then board, timer for activities
Transition support	Advance warnings, transition objects, countdown timers
Communication supports	Ensure communication system is accessible (AAC device charged and available)
Setting event modifications	Address sleep, hunger, illness; adjust expectations on bad days
Precorrection	Remind of expectations before entering challenging situations
Choice-making	Offer choices within demands (which task first, which color pen)

Prevention is the most important part of the BIP. If you can prevent the behavior from occurring, you don’t need the response strategies.

5. Replacement Behavior

The replacement behavior must:

Serve the same function as the challenging behavior
Be easier than the challenging behavior (initially)
Be more effective than the challenging behavior (the child gets what they need faster and more reliably)
Be appropriate for the child’s communication level

Challenging Behavior	Function	Replacement Behavior
Hitting to escape a task	Escape	Handing a “break” card or saying/signing “break”
Screaming for a toy	Access to tangible	Pointing at the toy or pressing “I want” on AAC device
Head-banging for attention	Attention	Tapping shoulder or pressing “play with me” button
Self-injury during loud noise	Sensory escape	Putting on headphones or requesting “quiet”

This is Functional Communication Training — one of the most effective ABA strategies for reducing challenging behavior.

6. Consequence Strategies

When the replacement behavior occurs:

Honor it immediately and every time (especially initially)
Provide specific verbal praise
The child gets what they need (break, item, attention)
Additional reinforcement as appropriate

When the challenging behavior occurs:

Do NOT provide the maintaining consequence (extinction)
- If the function is escape: don’t remove the demand (or return to it quickly)
- If the function is attention: minimize attention during the behavior
- If the function is tangible: don’t provide the item
Prompt the replacement behavior
Keep the child safe
Document the incident

Important cautions about extinction:

Extinction can initially increase the behavior (extinction burst) before it decreases
Extinction must be consistent — intermittent reinforcement of the challenging behavior makes it stronger
Extinction should always be paired with teaching a replacement — never just suppression
Some behaviors (self-injury) may require safety procedures that override pure extinction

7. Crisis/Safety Procedures

If the behavior escalates to a dangerous level:

Step-by-step de-escalation protocol
When to implement emergency procedures
Who to contact
How to maintain safety for the child and others
Post-crisis procedures (debriefing, data collection)

8. Data Collection

The BIP should specify:

What data to collect (frequency, duration, intensity, ABC data)
How often (every occurrence, daily summary, interval recording)
Who collects it (therapist, teacher, parent)
How it’s analyzed (graphed, reviewed at what frequency)

Data is how you know if the BIP is working. Without data, you’re guessing.

9. Review Schedule

When will the BIP be reviewed and by whom?
What criteria determine that the plan is working?
What criteria trigger a modification?
Who makes modification decisions?

Find ABA providers near you who develop comprehensive, data-driven BIPs.

BIPs in School vs. ABA Therapy

School-Based BIP

Feature	School BIP
Who creates it	School psychologist, behavior specialist, or special education team
Legal requirement	Required when behavior impedes learning (part of IEP)
FBA requirement	FBA must precede the BIP under IDEA
Implementation	Teachers, aides, and school staff
Parental consent	Required for FBA; parent is part of the IEP team
Review	At least annually (at IEP meeting) or when behavior changes significantly

ABA Therapy BIP

Feature	ABA BIP
Who creates it	BCBA
Legal requirement	Standard of practice, not legally mandated in the same way
FBA requirement	Always precedes the BIP (ethical requirement)
Implementation	RBTs, parents, and anyone working with the child
Parental consent	Required; parent is integral to the plan
Review	Typically monthly or when data warrants changes

Ideally, the school BIP and ABA BIP are coordinated or identical, so your child receives consistent responses across settings.

How to Know If a BIP Is Good

Green Flags

Clearly defines the behavior (you could identify it from the description)
Includes FBA results with clear function identification
Heavy emphasis on prevention (antecedent strategies)
Teaches a replacement behavior that serves the same function
Uses positive reinforcement as the primary approach
Includes specific data collection procedures
Has a review schedule with decision criteria
Is written in language you can understand
Was developed with your input
Includes a crisis/safety plan when needed

Red Flags

Doesn’t include or reference an FBA (strategies without function = guessing)
Focuses only on what to do WHEN the behavior occurs, not prevention
Doesn’t include a replacement behavior (just suppression)
Uses punishment as the primary strategy
Uses restraint or seclusion as routine responses
Is vague or uses jargon without explanation
Doesn’t include data collection
Was developed without your input
Hasn’t been reviewed or updated in over 6 months
Doesn’t match across settings (school says one thing, ABA says another)

Your Rights as a Parent

In ABA Therapy

You have the right to see and understand the BIP
You have the right to agree or disagree with any strategy
You have the right to ask questions and get clear answers
You have the right to see data showing whether the BIP is working
You have the right to request modifications
You should be involved in developing the plan

In School

You are a member of the IEP team that approves the BIP
The school must obtain consent before conducting an FBA
You can request an FBA at any time if behavior is impeding learning
You can request a BIP review if the current plan isn’t working
You can bring an advocate or attorney to IEP meetings
If you disagree with the BIP, you can request an Independent Educational Evaluation

Take our matching quiz to find ABA providers who develop effective, family-centered behavior plans.

Frequently Asked Questions

How long does it take for a BIP to work?

You should see some behavior change within 2-4 weeks of consistent implementation. Significant reduction (50%+) typically takes 1-3 months. If there’s no improvement after 4-6 weeks of consistent implementation, the plan needs modification — either the function was incorrectly identified, the replacement behavior isn’t effective enough, or the plan isn’t being implemented consistently. Data tells the story.

Can I refuse a BIP for my child?

In ABA therapy, yes — you’re a full partner in treatment decisions. In school, it’s more complex: if your child’s behavior is impeding their learning or others’ learning, the school has an obligation to address it. However, you can disagree with specific strategies in the BIP and request alternatives. If you have concerns, discuss them with the BCBA or request mediation through the school district.

What if the school and ABA therapy have different BIPs?

This is problematic — inconsistency undermines both plans. Request a meeting between the school team and the BCBA to align strategies. The plans don’t have to be identical (different settings may warrant different approaches), but the core response to the challenging behavior and the replacement behavior should be consistent. Many BCBAs will attend IEP meetings to help coordinate.

My child’s BIP uses “planned ignoring.” Is that OK?

Planned ignoring (extinction of attention-maintained behavior) is an evidence-based strategy when the behavior is maintained by attention. It means withdrawing attention during the challenging behavior while providing attention for the replacement behavior. It’s NOT ignoring a child who is in distress — it’s strategically withholding the specific reinforcement (attention) that maintains a behavior like yelling for attention. It should always be paired with heavy reinforcement of the replacement behavior and should never be used for behaviors maintained by other functions (escape, sensory, tangible access).

Does my child need a BIP?

Not every child in ABA therapy or special education needs a BIP. A BIP is appropriate when: challenging behavior is frequent or intense enough to impede learning, is dangerous to the child or others, requires a systematic approach across multiple implementers, or hasn’t responded to simpler behavioral strategies. Your BCBA or school team can help determine whether a formal BIP is needed.

Browse ABA clinics near you that develop individualized, data-driven behavior intervention plans.