Crafting a Well-Written Behavior Intervention Plan

crafting a well-written behavior intervention plan

Behavior Intervention Plans

A behavior intervention plan (BIP) provides direction to others when facing challenging behavior. BIPs must be concise and comprehensive, written in language that the interventionist understands. New behavior analysts find it difficult to write effective BIPs efficiently yet they are the foundation for successful programming.

crafting a well-written behavior intervention plan

Learning Modules

Learning objectives

This course takes you step-by-step through the process and provides a wealth of resources the help you become an efficient writer. This course is a must for new BCBAs or students preparing for their first position in the role. Take the guesswork out of writing your plan.

Learn to go from data –> function –> intervention. Start now!

Description of Event

This course covers:

of a BIP
Common Antecedent, Skill Development and Consequence Interventions
Writing a Statement of Hypothesized Function
BIP Structure and Formatting
Increasing Efficiency in Your Writing

This course does not provide CEUs, but does offer valuable information to guide professionals in creating a well-written BIP.

Tarbox, J., Najdowski, A. C., Bergstrom, R., Wilke, A., Bishop, M., Kenzer, A., & Dixon, D. (2013). Randomized evaluation of a web-based tool for designing function-based behavioral intervention plans. Research in Autism Spectrum Disorders, 7(12), 1509-1517.

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Add on the AID Document Creation Tools feature to create BIPs, FBAs, and treatment plans online!

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Instructor

Amelia is a BCBA working with children and young adults with autism. She has been working in the field since 2009 and has worked in a variety of settings including homes, schools, the community and clinics. She previously taught young children in a variety of settings including Head Start. She has a passion for helping children and families reach their full potential.

wdt_ID	Skill Type	Assessment	Domain	Level	Milestone	Goal	Medical Necessity Criteria	Targets	Measurement	Recommendations	Teaching Ideas
1	Communication	VB-MAPP	Mand	1	1M	LEARNER will mand for 2 preferred items using a visual, sign or verbal approximation.with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
2	Communication	VB-MAPP	Mand	1	2M	LEARNER will emit 4 different mands for preferred items using a visual, sign or verbal approximation with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
3	Communication	VB-MAPP	Mand	1	3M	LEARNER will generalize 6 mands using a visual, sign or verbal approximation across 2 people, 2 settings, and 2 different examples of a reinforcer with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
4	Communication	VB-MAPP	Mand	1	4M	LEARNER will spontaneously emit 5 mands in 60 minutes using a visual, sign or verbal approximation across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
5	Communication	VB-MAPP	Mand	1	5M	LEARNER will emit 10 different mands using a visual, sign or verbal approximation across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
6	Communication	VB-MAPP	Tact	1	1M	LEARNER will tact 2 reinforcing items with echoic or imitative prompts across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Mommy Daddy Brother Sister Dog	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
7	Communication	VB-MAPP	Tact	1	2M	LEARNER will tact any 4 items without echoic or imitative prompts across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Mommy Daddy Brother Sister Dog	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
8	Communication	VB-MAPP	Tact	1	3M	LEARNER will tacts 6 non-reinforcing items across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Cup Shoe Hat Spoon Chair Bed	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
9	Communication	VB-MAPP	Tact	1	4M	LEARNER will spontaneously tact 2 different items in 60 minutes across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.		Rate	When creating goals for spontaneous behavior, avoid the use of specific targets. Instead, consider using rate data	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
10	Communication	VB-MAPP	Tact	1	5M	LEARNER will tact 10 items across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Ball Car Cat Bowl Cow Book Mickey Shirt Train Baby	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.

crafting a well-written behavior intervention plan

Behavior Intervention Plans

crafting a well-written behavior intervention plan

What you Need to Get Started

Learner-Specific Information

Goal

Target Behaviors

Hypothesis of Function

Antecedent Interventions

Skill Development Interventions

Consequence Interventions

Response to Target Behavior

Additional Strategies and Information

BIP Structure and Formatting

Increasing Efficiency in Your Writing

Learning objectives

Description of Event

Need more support?

Instructor

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