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The Individuals with Disabilities Education Act [IDEA 2004] requires that IEP teams consider “positive behavioral interventions and supports” to address behaviors that impede learning [20 U.S.C. § 1414(d)(3)(B)(i)]. IEP teams frequently comply with this requirement by developing behavior intervention plans (BIPs) to address student behavior. However, IDEA does not provide guidance concerning the procedural or substantive components of such a plan. As a result, BIPs vary significantly across states, contributing to discrepant practices in schools. Through analysis of case law, five themes emerge to guide the development and implementation of BIPs.

Theme 1: BIPs must be developed when behavior interferes with learning.

Such planning is not restricted to disciplinary contexts involving long-term suspensions or expulsions. Rather, schools should initiate behavioral assessment and planning when the student’s behaviors are sustaining or increasing, and when those behaviors interfere with progress towards goals. This is known as the behavior interference threshold, and it signals to the IEP team that a BIP must be developed. Evidence that the behavior meets the interference threshold may be established through observational data, teacher or student interview data, work sample analysis data, and progress monitoring data. At the threshold, a BIP must be developed to address behaviors interfering with student learning. Including behavioral supports as supplementary aids and services within IEPs or relying on school-wide positive behavioral interventions and supports (PBIS) may not be sufficient to address a student’s behavioral needs and should not be considered equivalent to a BIP.

Theme 2: BIPs must be based on assessment data.

A functional behavioral analysis (FBA) is the typical protocol employed to determine the purpose or function of the problem behavior so that alternative behaviors may be taught and encouraged. While an FBA function-based format may provide relevant data to inform the development of a BIP, other assessment tools may also be helpful. Reliance on an FBA-only approach may be insufficient to develop comprehensive, appropriate educational programs for students with specific skill deficits or mental health needs, warranting the consideration of additional assessment tools and strategies. Importantly, the conduct of the FBA and other assessment options must align with evaluation requirements of the IDEA, which include obtaining parental consent and providing relevant information regarding a child’s needs.

Theme 3 and 4: The BIP must be individualized, and it must include positive behavioral supports.

The supports must be based on “peer-reviewed research to the extent practicable” [20 U.S.C. § 1414(d)(1)(A)(IV)] or evidence-based practices to enhance effectiveness. Individualizing the BIP might involve behavioral or intervention prioritization. Given the multiple behaviors which often interfere with student progress, the individualization of the BIP should reflect behavioral priorities for a student. Reducing the number of target behaviors or the number and type of intervention components (i.e., intervention complexity) may enhance the BIP effectiveness and fidelity. Such prioritization should be discussed and determined by the IEP team.

Theme 5: BIPs must be implemented as planned and monitored.

Interventions only work if they are properly implemented. To improve fidelity, consider the following:

1. Limit the number of target behaviors and the number of interventions.
2. Monitor provision of the BIP supports through classroom observation and teacher interview. These fidelity checks with performance feedback will ensure consistent and effective implementation of BIPs.
3. Clearly describe the target behaviors and the supports.

Importantly, the effects of the BIP must be monitored through ongoing data collection and analysis. If data indicate that (a) interfering behaviors are sustaining or escalating or (b) the student’s progress towards goals is unsatisfactory, the IEP team should reconvene and revise the BIP. If indicated, the IEP team should meet before the scheduled annual review to discuss concerns and revise the BIP.