POSITIVE BEHAVIOR SUPPORTS INTERVENTION

Part II: Intervention Planning: Behavior Intervention Plan

Overview
Candidates will develop a Behavior Intervention Plan (BIP) using positive behavioral
supports and intervention based on the Functional Behavior Assessment completed in
Module 1.

Instructions:
Candidates will use the template provided that addresses APA formatting (includes a
title page, headers, page numbers, and references). This plan must be based on the
function of the behavior derived from the Functional Behavior Assessment. The paper
should be written as a report and not in first person.

A. Write the Behavioral Objective: Using the student’s current level of
functioning, write an objective that includes the learner, the expected positive
behavior, condition, and criteria in ONE sentence.

B. Write the Behavioral Operational Definition: Definition of the behavior of
concern (BOC).

C. Intervention Plan. Candidates will provide an overview of the intervention
plan that includes the following

a. Description of all individuals involved and their roles in the plan. b. A
description of the intervention that is supported by evidence based
research for selection.

D. Proactive Preventative Strategies.
Describe what strategies will be implemented to avoid triggering the BOC. This is
not the intervention.

E. Replacement Skills
a. Identify the behavior that will replace the target behavior.
b. Describe how it will be taught.
c. Describe when and how long it will be taught.

F. Consequence strategies
a. Criteria for token economy system
b. Descrbe a brief crisis intervention plan.

G. Generalization.
a. List setting(s) for implementation (i.e. classroom, hallway, cafeteria)
b. Identify timeline of implementation (1 week)
c. Identify strategies that will be used to maintain positive behavior

skills.

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H. Monitoring.

List how often the team will meet to monitor or revise the Behavior Intervention Plan.
Data will be collected for a minimum of 10 days ( 5 days for baseline and 5 days for
intervention) using a provided frequency chart.

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Behavior Intervention Plan Rubric – 100 points possible

Task Exemplary

10 points

Acceptable

8 points

Unacceptable

6 points

Writing Behavioral
Objectives

The candidate
identifies a
behavioral
objective by
including: the
learner, behavior,
condition and
criteria within the
objective.

The candidate
identifies skill in
developing
behavioral
objectives by
including: 3 of the
4 components.
Learner,
behavior,
condition and
criteria.

The candidate
demonstrates fails
to write a
behavioral
objectives for the
behavior. The
objective is vague
and/or includes
less than three
components.

Operational Definition Candidate
identifies
operational
definition of the
target
behavior that is
clear and explicitly
defined and
generalized
(repeated,
paraphrased by
others) that
include both
examples and
non-examples of
the behavior
observed.

Candidate
identifies an
operational
definition of the
targeted
behavior that
are both
measurable and
observable to
ensure proper
data
collection.
Examples and
non-examples of
the behavior are
not provided.

Candidate does
not identify the
operational
definition of the
target behavior in
observable and
measurable terms
or provide
examples of the
behavior to
ensure proper
data collection.

Intervention Plan
–Overview

Candidate
selects and uses
research
supported
methods for
academic and
nonacademic
instruction of
individuals with
exceptionalities
that provides a
detailed
description of the
intervention that
is supported by
evidence based

Candidate
selects and uses
research
supported
methods for
academic and
nonacademic
instruction of
individuals with
exceptionalities
that provides the
name and a
general
description of
intervention
selected that is
supported by

Candidate does
not select or use
research
supported
methods for
academic and
nonacademic
instruction of
individuals with
exceptionalities
that is supported
by
evidence based
research.

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research and
states a
correlation
between the
intervention and
its impact on the
target behavior.

evidence based
research.

Proactive Preventative
Strategies

The candidate
develops
strategies and
supports to
prevent the
behaviors
described in the
Behavior
Intervention Plan
and includes both:
strategies which
are general,
prevention
supports such as
providing choices,
reinforcing
alternative
acceptable
behavior, self-
monitoring
checklist, and
strategies that
are based on
the
function (e.g., if
escape work, then
reduce work
stress); if for
social attention
from peers, then
design
opportunities for
peer interaction
that are based on
the function of the
behavior.

The candidate
develops
strategies and
supports to
prevent the
behaviors that
are described
in the
Behavior
Intervention Plan
but only include
general, prevention
supports that are
not based on the
function of the
behavior.

The candidate
does not develop
strategies to
prevent the
behavior that is
described in the
Behavior
Intervention Plan
and/or does not
describe how to
respond when the
behavior occurs
(i.e., how to
prevent the
behavior from
becoming worse
when it has
already
occurred).

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Replacement Skills The candidate
identify
‘replacement’
behaviors that
serve the same
function as the
problem
behavior (i.e.
allows the
student to
communicate
the same need
in a
more acceptable
way) and
provides details
regarding
what strategies
will be used to
teach the
replacement
behaviors, when
it will be taught,
frequency, and
duration

The candidate
identify
replacement
behavior that is
defined but not
aligned to the
function of the
behavior and
strategies to
teach
replacement
behaviors.

The candidate
does not identify
replacement
behaviors.

Consequence Strategies The candidate

develops strategies

that describe how

to respond when/if

the student

demonstrates the

replacement

behaviors and

identify what

reinforcers will be

used, the schedule

of reinforcers.

The candidate

develops

strategies that

describe how to

respond when and

if the student

demonstrates the

replacement

behaviors but fail to

clearly

identify what

reinforcers will be

used, the schedule

of reinforcers.

The candidate does

not develop

strategies that

describe how to

respond when/if

the student

demonstrates the

replacement

behaviors are not

identified.

Generalization The candidate

describes how

interventions will

be implemented

across time,

people and

settings; and

identifies the time

line, and

where the

interventions will be

The candidate

describes how

interventions will

be implemented

across time,

people and

settings. Identifies

the time line, and

where

The candidate

does not

describe how

interventions will

be implemented

across time,

people and

settings.

Behavior Intervention Plan Page 5

implemented, and

strategies that will

be used to

maintain

positive behavior

skills.

the interventions

will be

implemented.

Monitoring The candidate

develops a

comprehensive

plan for

monitoring and

evaluating the

fidelity of

implementation

data (who, what,

when, how, and

review dates) as

well as a plan to

assess the social

validity of the

implementation,

positive impact on

the target behavior,

and impact of the

The candidate

develops a plan

for monitoring

and

evaluating the

fidelity of

implementation

data (who, what,

when, how, and

review dates).

The candidate does

not develop a plan

for monitoring or

evaluating student

progress.

plan on the

student’s

academic and

social behaviors.

Format Guidelines Candidate

demonstrates

professional

writing that

adheres to APA

format and is free

of errors in

spelling,

grammar, and

punctuation

Candidate

demonstrates

professional

writing that

adheres to APA

format; however,

there are 5 or less

errors noted in

format, spelling,

grammar, and

punctuation.

Candidate

demonstrates

inadequate

professional

writing skills that

does not

adhere to APA

format AND more

than 5

errors noted in

format, spelling,

grammar, and

punctuation.

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