Behavior Intervention Plans Ensure Student Achievement
A Behavior Intervention Plan (BIP) is a personalized and structured strategy developed to address and modify challenging behaviors in children. It is a proactive approach used in special education to promote positive behavior and provide support for children who may exhibit behaviors that interfere with their learning or social interactions.
Supports Improved Student Behaviors
A Behavior Intervention Plan (BIP) is a carefully designed plan that outlines specific strategies and interventions to address and improve a child’s behavior. It is developed based on the findings of a Functional Behavior Assessment (FBA) and aims to create a positive and supportive environment that helps the child succeed academically and socially. The BIP is tailored to the unique needs of the child and focuses on promoting positive behaviors while addressing the underlying causes of challenging behavior.
Provides Targeted Student Strategies
Key points to understand about BIPs:
- Individualized: Each Behavior Intervention Plan is individualized to the specific child and their unique behavior challenges. It takes into account the results of the Functional Behavior Assessment (FBA), which identifies the triggers and functions of the behavior.
- Targeted Strategies: The BIP includes specific, targeted strategies and interventions to address the identified triggers and functions of the challenging behavior. These strategies are designed to be positive, proactive, and supportive, focusing on teaching the child alternative, more appropriate behaviors.
- Positive Reinforcement: BIPs often incorporate positive reinforcement strategies to encourage and reinforce desired behaviors. Rewards and positive consequences are used to motivate the child to engage in appropriate actions.
- Clear Implementation Plan: The BIP outlines a clear plan for how the strategies and interventions will be implemented. It includes information on who will be involved, what specific actions will be taken, and when and where the interventions will occur.
- Collaboration with Parents and School Staff: Parents are essential partners in the development and implementation of a BIP. Their insights and collaboration are crucial for the plan’s success. Teachers, special education staff, and other relevant school personnel also play key roles in implementing the plan.
- Ongoing Monitoring and Adjustments: A BIP is a dynamic document that requires ongoing monitoring and evaluation. If certain strategies are not proving effective or if the child’s needs change, the BIP can be adjusted to better meet those needs.
- Legal Considerations: In some cases, a BIP may be a legally mandated document, especially for students receiving special education services. It is part of the overall Individualized Education Program (IEP) or Section 504 Plan, which outlines the educational services and accommodations for students with disabilities.
Ensures Student Successes
In summary, a Behavior Intervention Plan is a comprehensive and individualized approach to supporting a child with challenging behaviors. It aims to create a positive and inclusive learning environment that fosters the child’s success while addressing the underlying causes of the behavior. Regular communication and collaboration between parents and school staff are crucial for the effective implementation of the plan.
Alison Whiteley has been a special education teacher for over 15 years, spending most of her time working with elementary students and families. After graduating from the University of Colorado with a Bachelor of Arts in Special Education and Psychology, she continued her education with a Masters in Reading from Walden University. In addition, she has achieved endorsements supporting Early Childhood Special Education and Diverse Learners which she uses to help identify needs across all learners.
Ms. Whiteley is trained in Wilson Reading System and Yoshimoto Orton-Gillingham. She believes all students can learn to read and be successful. She has served as a Special Education Coach and Mentor to fellow specialists and teachers, facilitated the creation of her elementary school’s Response to Intervention/Multi-Tiered Systems of Support (RTI/MTSS) process and helped parents through the Special Education process as IEP Coach for parents. In 2013 she completed the National Boards of Professional Teaching in Exceptional Needs with recertification in 2022. Her areas of expertise involve working with students with learning disabilities, supporting stakeholders moving through the special education process, and helping parents and teachers understand what they can do to support struggling learners in the public school settings.
She is a founding member of the Colorado Reading League and a member of the International Dyslexia Association in Colorado. Alison has two greyhounds and two nephews who keep her busy outside of school. She is the CEO of Toad-ally Exceptional Learners at http://www.toad-allyexceptionallearners.com. Alison is a valuable source of information to support teachers and parents, although she is not a lawyer and does not give legal advice. Her services support families through the IEP process and how they can be an equal member of the team through positive interactions. She focuses on collaboration and using tools to take IEPs to the new level of helping students achieve.