Special Education

Behavior Intervention Plan Example for the Classroom (with a Template)

By Pluma Team · October 21, 2026

TL;DR

A complete behavior intervention plan lists the target behavior, its function from the FBA, prevention strategies, a replacement behavior and how it's taught, reinforcement, how adults respond, a crisis plan if needed, and how data is reviewed. Below is a filled-in example for a fictional 2nd grader and a template you can copy. The team writes and approves the real plan.

In this article you will find

Before you start: the FBA
Behavior intervention plan example
Blank BIP template outline
Making the plan work day to day
Privacy and responsibility

A complete behavior intervention plan (BIP) names the behavior, its function, how to prevent it, the replacement behavior and how it’s taught, how adults reinforce and respond, and how data will be reviewed. Seeing a filled-in plan makes the parts much easier to understand than a blank form does. Below is a complete example for a fictional 2nd grade student, followed by a template outline you can copy into your district’s form. The real plan is always written and approved by the team, including the family.

Before you start: the FBA

A BIP is built on a functional behavior assessment. Without one, the plan guesses at why the behavior happens, and the strategies may make it worse. If you haven’t read it yet, our guide to FBA vs BIP explains the difference and the four common functions of behavior.

Behavior intervention plan example

This example is fictional. It does not describe a real student.

Student: “Student A,” 2nd grade, general education classroom with resource support Date of plan: October Team: classroom teacher, special education teacher, school psychologist, parent, paraprofessional

1. Target behavior (operational definition)

Elopement: leaving the assigned area (classroom or group) without permission, defined as moving more than 10 feet from the assigned area or leaving the room. Does not include asking to leave or going to the calm-down corner when prompted.

2. Baseline data

Over 10 school days of observation: an average of 3 elopements per day, mostly during literacy block (9:00–10:30) and during transitions to specials. Average duration: 8 minutes.

3. Function (hypothesis from the FBA)

When asked to read aloud or write in front of the group, or when transitions are noisy and crowded, Student A leaves the area to escape the demand or the overwhelming environment. Interviews indicate Student A finds reading aloud embarrassing and loud hallways uncomfortable.

4. Prevention strategies

Strategy	Who	When
No cold-calling for reading aloud; offer partner reading or a preview of the passage	Classroom teacher	Literacy block
Break written tasks into 3 short sections on separate cards	Classroom teacher, para	Writing
Visual schedule on desk, reviewed each morning	Para	Arrival
2-minute warning before transitions, with a visual timer	Classroom teacher	All transitions
Line up at the front or back of the line with an assigned partner	Classroom teacher	Transitions to specials
Noise-reducing headphones available	All staff	Hallways, assemblies

5. Replacement behavior

Student A will request a break by handing an adult a break card or saying “I need a break,” then go to the calm-down corner for up to 3 minutes and return to the activity.

6. Teaching the replacement behavior

Week 1: special education teacher teaches the break routine during a calm time, with modeling and 3 practice role-plays a day.
Week 2–3: classroom teacher prompts break card use when early warning signs appear (looking at the door, covering ears, pushing paper away).
Ongoing: practice the routine weekly so it stays fluent.

7. Reinforcement

Specific praise each time the break card is used (“You used your break card. That was a great choice.”).
A point on a check-in/check-out card for each period with no elopement and for each break card use. Six points earns a choice of a preferred activity (drawing, helping in the library) at the end of the day.
Weekly positive note home.

8. Response strategies (when the behavior happens)

Stay calm and use few words. Do not chase unless there’s a safety risk.
One adult (para or teacher) follows at a safe distance and keeps the student in view, as outlined in the school safety plan.
When Student A is calm, prompt: “Break card next time.” Return to the activity, starting with a smaller part of the task.
Avoid lectures and removing the task completely. The work is offered again in a smaller piece.
Record the incident on the data sheet.

9. Crisis or safety plan

If Student A leaves the building or is in immediate danger, staff follow the school’s elopement safety procedure, notify the office, and contact the family. The team reviews any such incident within 2 school days.

10. Data collection and review

Frequency of elopements per day (tally sheet kept by para).
Number of break card uses per day.
Duration of each elopement.
Team reviews data in 4 weeks. Goal: reduce elopement to fewer than 1 per day and increase break card use to at least 2 per day by the 6-week review.

“When feeling overwhelmed during academic tasks or transitions, Student A will request a break using a break card or words instead of leaving the area in 4 of 5 opportunities across 4 consecutive weeks.” For more examples, see behavior IEP goals.

Blank BIP template outline

Copy these headings into your district’s form or a document:

Student information and team members
Target behavior (operational definition)
Baseline data (frequency, duration, setting, time)
Hypothesized function (from the FBA): When [antecedent], the student [behavior] in order to [function].
Prevention strategies (what, who, when)
Replacement behavior
Teaching plan for the replacement behavior
Reinforcement plan
Response strategies
Crisis/safety plan (if needed)
Data collection method and person responsible
Review date and criteria for success
Family input and signatures, per district procedures

Making the plan work day to day

The best plan fails if only one adult knows it. A few habits help:

Make a one-page summary for specials teachers, lunch staff and substitutes: the behavior, early warning signs, the replacement behavior, and how to respond.
Train the para. Paraprofessionals are often the ones who carry out the plan. Our guide to paraprofessional duties covers how to brief them.
Keep data simple. A tally sheet on a clipboard is enough.
Expect an extinction burst. Behavior sometimes gets worse briefly when it stops “working.” Stay consistent and keep collecting data.
Review on schedule. If there’s no progress after 4–6 weeks of consistent use, revisit the hypothesis.

Privacy and responsibility

Behavior plans contain sensitive information. Store them in your school’s secure system, share them only with staff who work with the student, and never enter identifying details into an AI tool. Plans and their legal requirements vary by district and state, and this example isn’t legal or clinical advice.

For the full picture of the IEP cycle and behavior support in schools, visit our special education teacher resources.

FAQ

What should be included in a behavior intervention plan?

A BIP usually includes the operational definition of the behavior, the hypothesized function from the FBA, baseline data, prevention strategies, a replacement behavior and teaching plan, reinforcement, response strategies, a crisis plan if needed, the people responsible, and how and when data will be reviewed.

How long should a behavior intervention plan be?

Long enough to be specific, short enough that every adult working with the student can actually use it. Many effective BIPs fit on two to four pages, with a one-page summary for substitutes and specials teachers.

How often should a BIP be reviewed?

Teams often review data every 4 to 6 weeks at first. If the behavior isn't improving after consistent implementation, the team revisits the hypothesis and strategies. The BIP should also be reviewed at the annual IEP meeting.