Positive Behavior Support Plans / BIPs
Once a hypothesis about the function of the student’s inappropriate behavior is established, a positive behavior support plan (BSP) or BIP can be developed. All BSPs/BIPs should incorporate the following basic steps:
1. Teach an appropriate replacement behavior that can lead to the same or similar function.
2. Alter the teaching environment to include prompts to use the replacement social behavior and allow the replacement behavior to achieve the same function (i.e., outcome) as the inappropriate student behavior.
3. Alter the teaching environment to withhold the previous maintaining consequence, such as removing teacher attention following the inappropriate behavior or not allowing the student to avoid work.
Teaching a replacement skill should follow effective social skill instruction, consisting of the following: (a) telling what the appropriate behavior is and when to use it (e.g., “When you get angry, the first thing to do is stop”), (b) showing what the skill looks like (e.g., examples and nonexamples of stopping), and (c) having the student practice through role-plays. If direct observation indicates that the student already demonstrates the appropriate behavior in some contexts, the teaching process may be less intensive.
