Behavior Intervention Plan Builder
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What is a behavior intervention plan?
A behavior intervention plan (BIP) is a written plan for reducing a behavior of concern and teaching a replacement behavior that serves the same purpose. It builds on a functional behavior assessment and usually covers an operational definition, the hypothesized function, prevention strategies, reinforcement, staff responses, data collection and a review date.
Build the plan
Fill in each section, then copy or print the plan. Everything stays in your browser: nothing is sent or saved, and it clears when you reload or leave. Use initials or a code, not names, dates of birth or ID numbers.
Plan preview
Once the plan is in place, draft session notes that reference this plan with the free ABA session note generator (one free note a day).
The plan appears here as you fill in the form.
Start with a functional behavior assessment (FBA)
A BIP is only as good as the assessment behind it. A functional behavior assessment gathers information, such as interviews, direct observation and descriptive data from an ABC data sheet, to form a hypothesis about why the behavior happens. The plan's strategies then follow from that hypothesis: a plan for attention-maintained behavior looks different from one for escape-maintained behavior, even when the behavior looks the same.
In clinical ABA the assessment is carried out by the qualified professional; the site's guide to CPT 97151 (behavior identification assessment) describes that code. This builder does not assess behavior: it arranges the plan the team has already worked out.
Behavior intervention plan example
Two fictional, de-identified examples showing how the sections fit together. They are illustrations, not recommendations for any real person. Load the first into the builder with "Load an example plan".
Example 1: elopement maintained by escape (school)
- Plan information
- Client: J.R. Date written: 2026-10-27 Review date: 2026-12-15 Team: BCBA, classroom teacher, RBT, parent
- Target behavior
- Elopement from the work area
- Operational definition
- Leaving the assigned work area by more than 3 feet without permission, measured from when both feet cross the boundary until return. Does not include leaving with a pass or when directed by staff.
- Baseline
- Average of 6 occurrences per school day over 2 weeks (frequency data).
- Hypothesized function
- Hypothesized function: Escape or avoidance of a demand or situation. When J.R. is given a written task of more than one step, J.R. leaves the work area, and the task is then delayed or reduced.
- Goal
- Within 8 weeks, J.R. will use the break card instead of leaving the work area, with elopement at 1 or fewer per day for 10 consecutive school days.
- Antecedent and prevention strategies
- - Break written tasks into one-step parts - Offer a choice of task order - Give a 2-minute warning before work periods
- Replacement behavior
- Ask for a break by handing a break card to staff
- Teaching strategies
- - Model and role-play using the break card at the start of each work period - Prompt the break card with a gesture when early signs appear, then fade prompts
- Reinforcement
- - Honor every break card request with a 2-minute break, then return to the task - Praise and a token for each completed task part
- Response and consequence strategies
- - If elopement occurs, follow at a safe distance with minimal talk, then prompt the break card and return to the work area - Do not remove the task because of elopement
- Crisis or safety plan
- Follow the school safety plan for leaving the building, on file with the school team.
- Data collection
- - Frequency of elopement per day - Number of break card requests per day
Example 2: calling out maintained by attention (clinic group)
- Plan information
- Client: M.K. Date written: 2026-10-20 Review date: 2026-12-01 Team: BCBA, RBT, caregiver
- Target behavior
- Calling out during group activities
- Operational definition
- Speaking loudly to staff or peers without being called on during a group activity, counted as one occurrence per statement. Does not include answering when called on or asking for help with the help signal.
- Baseline
- Average of 14 occurrences per 30-minute group over 5 sessions (frequency data).
- Hypothesized function
- Hypothesized function: Access to attention. When staff attention is directed to other learners during group activities, M.K. calls out, and staff respond with redirection or conversation.
- Goal
- Within 8 weeks, M.K. will raise a hand to get attention, with calling out at 3 or fewer per 30-minute group across 4 consecutive sessions.
- Antecedent and prevention strategies
- - Brief check-ins from staff every 3 to 5 minutes during group - Seat M.K. near the group leader - Review the hand-raise rule with a visual cue before group starts
- Replacement behavior
- Raise a hand and wait to be called on
- Teaching strategies
- - Practice hand-raising in short role-plays before group - Prompt the hand raise with a visual cue, then fade the cue over sessions
- Reinforcement
- - Call on M.K. quickly after a hand raise and give specific praise - Tokens for hand raises, exchanged for a preferred activity after group
- Response and consequence strategies
- - Minimize attention to calling out when it is safe to do so - Give a brief, neutral visual prompt to raise a hand
- Crisis or safety plan
- Not applicable for this behavior; the general clinic safety procedures apply.
- Data collection
- - Frequency of calling out per group - Frequency of hand raises per group
School BIPs and clinical ABA plans
In US schools, the IDEA regulations require the IEP team to consider positive behavioral interventions and supports when a child's behavior impedes their learning or that of others (34 CFR 300.324). The discipline provisions also refer to functional behavioral assessments and behavioral intervention plans, for example after a manifestation determination (34 CFR 300.530). Districts and states add their own forms and timelines.
In clinical ABA, a BCBA designs the plan and RBTs carry it out under supervision. The BACB Ethics Code sets expectations for selecting, designing and implementing behavior-change interventions (section 2.14). In both settings, a plan drafted with this builder is for review and approval by the responsible BCBA or IEP team.
Session notes then record which plan strategies were used and what the data showed; see how to write an ABA session note that tracks plan strategies. The site's guide to CPT 97155, treatment with protocol modification describes the code for face-to-face protocol adjustments by a BCBA or other qualified professional.
Frequently Asked Questions
What should a behavior intervention plan include?
Most BIPs include an operational definition of the target behavior, baseline data, the hypothesized function, antecedent or prevention strategies, a replacement behavior with teaching and reinforcement procedures, response strategies for when the behavior occurs, a crisis or safety plan reference, the data collection method, a measurable goal and a review date. Your agency, school district or payer may require other sections.
What is the difference between an FBA and a BIP?
A functional behavior assessment (FBA) gathers information to form a hypothesis about why a behavior happens. A behavior intervention plan uses that hypothesis to choose strategies. The BIP should match the function the FBA found: for example, a plan for a behavior maintained by escape teaches an appropriate way to ask for a break.
Who writes a behavior intervention plan?
It depends on the setting. In ABA services a BCBA usually writes the plan and RBTs implement it under supervision. In schools, the IEP team is involved, and the IDEA regulations refer to behavioral intervention plans in the discipline provisions (34 CFR 300.530). Either way, a plan drafted here is for review by the responsible BCBA or IEP team.
What is a replacement behavior?
A replacement behavior is an appropriate behavior that serves the same function as the behavior of concern, so the person can get the same outcome in a more acceptable way. It should be easy enough to do and should be reinforced at least as reliably as the target behavior was.
How often should a BIP be reviewed?
Set a review date when the plan is written and review it with the data. Plans are commonly reviewed when progress stalls, when the behavior changes or escalates, or at the interval your agency, payer or school team requires. This builder records the date you choose; it does not set one.
Is this BIP saved or sent anywhere?
No. The builder runs only in your browser and keeps what you type in memory on this page. Nothing is sent to WellNotes or stored, and it is gone when you reload or leave. Copy or print the plan before leaving, and use initials, not names or other identifiers.
For behavior analysts
Sources
- eCFR: 34 CFR 300.530, discipline procedures (functional behavioral assessment and behavioral intervention plan)
- eCFR: 34 CFR 300.324, development of the IEP (positive behavioral interventions and supports)
- BACB: Ethics Code for Behavior Analysts (section 2.14, selecting, designing and implementing behavior-change interventions)
- Cooper, Heron and Heward, Applied Behavior Analysis (3rd ed., 2020)
For documentation support, not clinical advice. The builder arranges the plan you write into a document; it does not assess behavior, choose interventions or check a plan against your state, district, payer or certification rules. Example strategies are general starting points; the qualified professional responsible for the plan decides what it contains. Entries stay in your browser and are not sent or stored.