Research Paper: Bip a Behavioral Intervention Plan

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[. . .] In order to facilitate communication working with this student with key code words or short phrases such as "mad" or "lonely" along with the use of visual stimuli can help the subject communicate. The use of breaks, short directions that involve visual, auditory, and tactical input will be effective. Reinforcement should be used frequently. Frequently switching tasks and breaking down tasks will be extremely important (Vismara & Rogers, 2010).


Three target behaviors for intervention in school were identified for a young autistic male following a functional assessment of his behavior. The assessment period was very short and the intervention plan should be flexible. Primary interventions include reinforcement for modeled behaviors, time outs for aggression, and breaking down tasks with breaks. It should be noted that working with this subject very slowly and rewarding ANY progress is very important. Functional assessment of the behaviors should also be an ongoing process.


Student: Date:

School: DOB: Gender:

This Behavioral Intervention Plan (BIP) was created due to persistent and/or severe behavior being displayed that interferes with the student's learning or the learning of others. Interventions are needed to prevent the targeted inappropriate behavior. This plan identifies potential maintaining variable(s) of the behavior. Replacement behaviors are also identified as well as intervention, both proactive and reactive. The plan includes provisions for monitoring progress and crisis management. This document is not valid unless signed by the team.

Target Behaviors:

1. Hitting Others

2. Yelling

3. Off Task

Replacement Behavior:

1. Talk to teachers; express feelings using picture book or short phrases; leave situation.

2. Talk to teachers; express feelings, again using a combination of short phrases and visual stimuli.

3. Break down tasks; take breaks; ask questions.

Skill Deficit or Performance Deficit?

1. Most likely reflects a skill deficit

2. Most likely reflects a skill deficit

3. May reflect performance and skill deficit

Hypothesis (Functions of the Behaviors)

1. The antecedents for this behavior appear to be obviously when interacting with others although one case is recorded when subject is alone (huh?); however, the real antecedent is most likely fatigue as most cases occurred in the afternoon which makes one suspicious that he is tired and has less tolerance at this time. The consequences of hitting appear to provide the subject with attention.

2. Two instances occurred in the morning and when he is alone; consequences appear to provide attention.

3. Two instances in the morning, all after a request, the behavior consequences appear to be attention; however, the hypothesis here is that the subject is confused or does not understand task.

Proactive Strategies (environmental, curriculum, positive supports):

1. Prompt subject in morning and after lunch to express feelings to teacher; provide subject with a break after lunch (nap time?); observe subject more closely in school; on the bus area provide escort. Model behavior when practical.

2. Prompt subject each morning to notify teacher when lonely frustrated; provide subject with fewer opportunities to be alone; talk to subject early in the day about how subject feels. Model behavior when practical.

3. Provide requests in short sequential steps, one at a time, ask for feedback (Do you understand?), assist subject as necessary, verbal reinforcement following completion of each step. Model behavior when practical.


1. Verbal reinforcement (praise) when subject expresses feeling, when subject does not hit others; develop token system

2. Verbal reinforcement (praise) when subject expresses feelings; when subject does not yell.

3. Verbal reinforcement for staying on task.

Reactive Strategies:

1. Time out (5-10 minutes) for each transgression; withdrawal of a privilege for the day.

2. Ignore; Time out (5-10 minutes) for each transgression (use sparingly here and only in extreme cases).

3. Repeat request; model; assist with task (sparingly).

Crisis Plan:

Remove from environment, one on one monitoring with trusted teacher, calm subject.

Monitoring Effectiveness:

Continue with functional assessment, especially during vulnerable time periods.

Team Signatures:


Hattier, M.A., Matson, J.L., Sipes, M., & Turygin, N. (2011). Communication deficits in infants and toddlers with developmental disabilities. Research in Developmental Disabilities, 32 (6), 2108 -- 2113.

Houston-Wilson, C., & Lieberman, L.J. (2003). Strategies for teaching students with autism in physical education. The… [END OF PREVIEW]

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APA Format

Bip a Behavioral Intervention Plan.  (2012, April 6).  Retrieved August 23, 2019, from

MLA Format

"Bip a Behavioral Intervention Plan."  6 April 2012.  Web.  23 August 2019. <>.

Chicago Format

"Bip a Behavioral Intervention Plan."  April 6, 2012.  Accessed August 23, 2019.