All behaviors happen for a reason. Learn how to write an ABA behavior intervention plan and help your patients replace problem behavior with positive alternatives. Download free templates, read detailed examples, and find expert tips on all things BIP.
ABA therapists write a behavior intervention plan (BIP) to help children replace problem behaviors with positive ones. They use a functional behavior assessment (FBA) to create a custom plan for each child.
Problem behaviors include any harmful, disruptive actions that interfere with a child's ability to learn or interact with others. Some examples include physical aggression (like hitting or biting) and inappropriate communication (like shouting or throwing tantrums).
ABA therapists and board-certified behavior analysts (BCBAs) use ABA behavior intervention plans (BIPs) to eliminate these behaviors. Creating an applied behavioral analysis (ABA) behavior intervention plan (BIP) is a lengthy process requiring targeted data collection and analysis. The ABA BIP uses intervention strategies to replace a problem behavior with an appropriate alternative that satisfies the same motivation or function.
Writing a BIP is a two-step process. First, technicians conduct a functional behavior assessment (FBA) to understand the function, or purpose, of the problem behavior. The FBA identifies what is maintaining or causing challenging behavior, and then the BIP outlines strategies to improve or replace that behavior. BCBAs usually integrate their BIP plans into their clinic’s practice management software to digitize and streamline the process.
Dr. Robert O’Neill, professor of special education at the University of Utah, says the BIP should arise from the function of the patient’s problem behavior. For example, does the behavior serve to get attention? Or help the patient avoid certain activities?
“It's also important to think about a broad range of behavior alternatives,” O’Neill says. “In general, you should consider the relative efficiency and effectiveness of the alternative and problem behaviors. Then, if possible, select an alternative behavior that provides quicker, more efficient results for the child than the problem behavior.”
Katherine Jester, MS, BCBA, LBA, describes an example.
“Let’s say your FBA finds that a child engages in self-injurious behavior to get access to their tablet. With this information, you can try to identify behaviors that serve the same function and result in the same conclusion. For example, you can teach the child how to ask for their tablet back in an appropriate way.”
A BIP describes strategies to prevent recurrences of problem behavior, teach the child alternative behaviors, and reinforce the better behaviors. The plan also includes measurable behavior goals to track progress and a data collection protocol to ensure the child maintains positive behavior.
Using a custom approach based on the child's specific needs and behaviors, ABA therapists can help children with behavioral challenges achieve a BIP goal and improve their quality of life.
ABA therapists use an ABA intervention plan to help clients achieve various goals. In contrast, therapists use a behavior intervention plan (BIP) to address a specific problem behavior.
Jester says one key difference is how the therapist uses the problem behavior’s function for a BIP.
“A behavior intervention plan targets a specific maladaptive behavior, like screaming, hitting, or throwing a tantrum. BIPs also include teaching strategies to replace behaviors, but, critically, the replacement behavior will be tied to the function of the maladaptive behavior,” Jester says. “In contrast, an ‘Intervention Plan’ could refer to skill acquisition, e.g., identifying colors, bathroom skills training, engaging in positive peer interactions.”
Overall, a BIP focuses on specific problem behaviors, whereas you can write an ABA intervention plan to address other autism issues.
An ABA behavior intervention plan (BIP) improves the patient’s behavior by teaching new behaviors that serve the same purpose as the problem one. A BIP also includes ways to reward good behaviors and reduce problem behaviors.
A BIP arises from the results of the FBA, which defines the function of the problem behavior. For example, a child may throw a tantrum to seek attention. By understanding why a child behaves a certain way, a BCBA can design an intervention plan that addresses the underlying cause.
“The FBA process should identify, as specifically as possible, the function of the behavior,” O’Neill says. “Then, a BCBA can determine what to change before the behavior occurs, and what alternative behaviors to teach the child that achieve the same function as the problem behavior.”
For example, if a child throws temper tantrums when left alone for more than a few minutes, a BCBA can initially work on reducing the times when the child is alone. Then, the BCBA can work on giving the child a different behavior to perform when they want to throw a tantrum.
Often, this process involves teaching the child a new skill. For example, as part of the intervention plan, technicians may teach the child how to use appropriate language to request attention instead of throwing a tantrum.
Most ABA technicians use positive reinforcement to encourage good behavior. So, whenever a child appropriately requests attention, the technician might give praise or an item the child likes.
Finally, BIPs use data collection and analysis. Thus, a technician can measure progress and make adjustments. This assessment supports long-term behavior changes.
ABA therapists use a behavior intervention plan whenever a child displays a behavior problem. BCBAs use BIPs to reduce harmful or aggressive behavior and improve the child’s daily life.
“Not every behavior problem requires a BIP,” O’Neill says. “Behavioral experts should always be thinking functionally about the problem behavior. We ask: What are the reasons this behavior might be occurring?”
He continues: “Based on these questions, you can sometimes make big changes with simple interventions (such as changing the types of tasks or activities for a learner). However, when children have long histories of challenging behaviors, they may require a more intensive assessment process and a more comprehensive BIP to address the issue. In general, deciding to create a BIP should be based on data and information on whether other initial strategies have been successful or not.”
O’Neill describes how teachers and service providers use a three-tier model to support behavior interventions. “Tier 1 includes basic support that every child participates in,” he says. “Then, Tier 2 includes additional interventions for kids who aren’t successful with basic support. When these interventions are not as successful as desired, a teacher or behavioral specialist may then choose to conduct an FBA and develop and implement a BIP.”
Behavior experts write the ABA behavior intervention plan. The expert might be a board-certified behavior analyst (BCBA) or an assistant behavior analyst. They get specific BIP training.
When writing a BIP plan, a BCBA works with stakeholders like the child, family members, and other professionals who work with the child.
O’Neill recommends that BCBAs involve everyone who may interact with the child when problem behavior typically occurs. “When you’re thinking about how to teach and promote desired behaviors, you will want to identify all the different people who interact with the child across various settings. Then, you can work with these individuals to implement a plan everyone can use in all the relevant situations. When everyone works together, you are more likely to achieve more widespread and long-term behavior change.”
Therapists must prepare for an ABA behavior intervention plan before they write it. Start with a functional behavior assessment (FBA) to determine why the child engages in problem behaviors. Then, identify good behaviors to replace them and methods to instill them.
In ABA terms, the children’s reason for the problem behavior is a “function.” O’Neill and Jester split those functions into four categories:
In ABA, some people use “FBA” interchangeably with an “FA,” or functional analysis. ABA professionals use both processes to identify the function of problem behaviors. However, the processes differ. An FBA assesses a behavior’s function. In an FBA, an ABA professional observes the behavior and speaks with caregivers or individuals to determine the reason behind the behavior.
On the other hand, an FA involves experimental analysis. Here, experts test their hypotheses about the function of a problem behavior. Specifically, they manipulate antecedents, or triggering events before the behavior, and consequences in a controlled environment. Most ABA experts use FBAs because FAs require a very controlled environment.
“In an FBA, we collect data on the ‘ABCs’ to determine the factors influencing the likelihood of the behavior,” O’Neill says. “The A stands for antecedent: What happens right before the behavior occurs (like taking away the child’s tablet.) ‘B’ describes the behavior of concern (like screaming and throwing a tantrum for several minutes). Finally, ‘C’ describes the consequence, or result, of the behavior (the child gets the tablet back).”
Every ABA behavior intervention plan should describe the problem behavior and its function. Then, the plan details the strategies for improving the problem behavior. Also, it explains how to collect data to track the child’s progress and monitor the plan’s effectiveness. Here’s a detailed summary of the key components of every ABA behavior intervention plan.
To write an ABA behavior intervention plan, first review the results from the functional behavior assessment. Then, develop a strategy that will help the child adopt positive behavior. Include how you will collect data to monitor progress.
To write an ABA plan, you need to bridge the results from the functional behavior analysis with a strategy rooted in the fundamentals of behavioral therapy.
Here’s a step-by-step guide where we use the example of a child who throws his books and pencil whenever he’s tasked with school assignments.
After describing the behavior, its potential functions, and the rationale behind the BIP, you will begin to identify intervention strategies to help a student learn alternative behavior.
If there's a significant gap between the desired and current behavior, you might identify a temporary alternative behavior to minimize disruption promptly. Short-term tactics can also help to shift the child’s behavior pattern away from relying on problem behavior to fulfill their needs.
Develop a safety plan if the student’s behavior could harm themselves or others. Describe each action to keep everyone safe. This may require changing the environment or the people interacting with John.
For example, if John throws his book, he could easily hit a student. Therefore, you must implement immediate antecedent strategies that ensure he doesn’t engage in this behavior. This may involve having John work alone or removing challenging work until you can teach John how to ask for a break appropriately.
Our behavioral intervention plan template provides a framework for writing an effective BIP. It includes all the necessary sections, such as the behavior description, strategies, data methods, etc.
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Download your free ABA BIP template and start creating effective behavior intervention plans.
We’ve also built an ABA data collection templates for you to use with our ABA BIP template.
To implement the BIP plan, assess what resources and staff training you will need. Then, develop a data monitoring and evaluation plan. Finally, consider how you will ensure the child maintains the positive behavior.
To implement the plan, first consider whether you have enough resources and staff to conduct the plan. Take these steps:
Monitor and evaluate the BIP to make sure your plan is working well. Your monitoring plan should document progress toward the goal and include a plan to collect data on the behavior.
Monitoring and evaluating an ABA BIP involves checking how well the intervention works, making changes if needed, and keeping track of progress. Collecting and analyzing data is critical to ensure the intervention effectively addresses the target behavior.
Consider your logistics and constraints before selecting a data collection strategy. For example, a technician working one-on-one with a child will have more time to collect detailed data than a teacher working with 30 children.
“The type of data collection you choose should be guided by the relevant characteristics of the behavior," O'Neill notes. "For some briefer behaviors (like throwing an object in class), you will care most about frequency or how often the behavior occurs. For other behaviors, you might be more interested in duration or how long the behavior lasts. For example, in the case of a temper tantrum, we would want to know if both the frequency and duration of the tantrums decreased."
You will likely use your FBA results to determine when and how to collect data.
Most BCBAs use frequency data collection or interval recording, depending on their relative time commitment and availability. In interval recording, the data collector records every time the behavior occurs in a given time interval. In frequency counts, the data collector will record every time the behavior happens. Generally, technicians use interval recording to replace frequency counts when they don’t have the time to take a lot of data.
To round out your data collection plan, consider these questions and topics:
Generalization means that a student can perform the behavior in different contexts.
Your BIP should also include a maintenance plan that ensures continued support after the child achieves their goals.
“When creating your BIP, consider all the different places and people that might come into play,” O’Neill advises. “Then, ask how you will teach the child to exhibit the desired positive behaviors across different contexts.”
He continues: “For example, if you teach a child to ask for help in a school setting, you also want the child to engage in this behavior when opportunities arise to ask for help at home or in another setting. The best way to facilitate generalization is to collaborate with everyone who might interact with the child in settings where the problem behavior is more likely. The goal is to teach the child with whom, when, and where to exhibit the desired behaviors.”
Provide strategies to help your child generalize the behavior across different settings and self-monitoring strategies that the child can use. Most BCBAs eventually decrease antecedent strategies and prompting when a child approaches the goal. These strategies help ensure the child can perform the behavior on their own.
Download free examples of filled-out ABA behavior intervention plans. These examples can help guide your writing and ensure you craft the most effective plan.
Follow expert tips to create effective ABA behavior intervention plans. For example, start with a solid functional behavior assessment. The plan will flow from it. You’ll also want to involve other stakeholders to help implement effective strategies. And you’ll want good data collection and follow-up.
Here are more detailed tips on creating an effective ABA BIP:
Electronic ABA data collection makes collecting data on problem behavior easy, so you can concentrate on helping the child. You can quickly record and analyze data, saving you time and allowing you to focus on supporting your patient.
“When a problem behavior occurs, you want your team to have instant access to the resources that will help them stay safe and provide valuable learning to the child,” Jester notes. “When it comes to data collection, you don’t want your technicians to struggle to locate paper copies right when they should take data. Moreover, these copies might be outdated, damaged, or even lost.”
Electronic ABA data collection can be valuable for creating, implementing, and monitoring BIPs. With electronic BIPs, ABA therapists can easily identify patterns and trends in the child’s behavior that may not be immediately obvious through traditional pen-and-paper data collection.
Also, therapists and RBTs (registered behavior technicians) can quickly record data as the problem behavior occurs. That enables more robust data and more informed decisions about which interventions are effective. Overall, this approach leads to more efficient and targeted BIP interventions – and more successful outcomes for everyone involved.
Artemis ABA’s comprehensive software simplifies creating an effective behavior intervention plan. With Artemis, you can collect and analyze data more easily, set goals, and track your patient’s progress toward success.
Artemis ABA is a versatile software tool designed to support the efficient and effective management of data related to ABA therapy. Our comprehensive practice management solution will meet the unique needs of your practice with a wide range of features and capabilities.
With Artemis ABA, you can easily record and manage important data, such as behavioral intervention data, session notes, and signatures, all in one centralized location using our secure, cloud-based software.
“Artemis offers a highly integrated solution that allows your staff to access various resources, like videos, during instruction easily,” Jester says. “Also, Artemis makes real-time updates to the BIP whenever a staff member makes any updates, giving the treatment team immediate access to the latest programming changes.”
Unlike other ABA software that may lack integration and reliability, the Artemis system offers a dependable and fully connected data system for your sessions. This feature allows for a complete client record and a detailed overview of your business operations, giving you the insight to make informed decisions and optimize your ABA practice.
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