BIP template with examples

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A behavior intervention plan template has eight core sections: the target behavior, baseline data, the hypothesis, prevention strategies, the replacement behavior and how it is taught, reinforcement, how adults respond, and how data is reviewed. Add a crisis plan only when safety is at risk. Below, each section has a fill-in prompt, a weak entry and two strong entries.

A template keeps a team from skipping the parts that make a plan work. The most common gaps are a missing hypothesis, a replacement behavior no one teaches, and no plan for reviewing data. The template below has a slot for each.

Under each section are two strong example entries from two fictional students, plus the weak version teams often write. That gives 16 annotated entries in all. For complete plans organized by function, see the BIP examples. For where the plan fits in the process, see the FBA and BIP guide.

The fill-in template

Copy these headings into your district form, or use them as a checklist against it.

Section	What to write
1. Target behavior	One behavior or one group with the same function, defined so two adults would count it the same
2. Baseline	How often or how long, measured over at least 5 days, with the median and range
3. Hypothesis	When (setting event and trigger), the student (behavior), to get or avoid (function)
4. Prevention	Changes to the setting, task or schedule that make the behavior less likely
5. Replacement behavior and teaching	The safer behavior that meets the same need, and when and how staff teach it
6. Reinforcement	What the student earns for the replacement behavior, and how often
7. Response to the behavior	Exactly what adults say and do when the problem behavior happens
8. Data and review	Who takes data, on what sheet, and when the team looks at it
Optional: crisis plan	Steps for unsafe behavior, written separately

The two students in the examples are fictional. Student A is a 5th grader who leaves the room during writing (escape). Student B is a 1st grader who hits peers at the block center (getting an item).

Section 1: Target behavior

Weak: "Student A is defiant and leaves class."

Strong (A): "Leaves the classroom without permission, defined as crossing the doorway without a pass or adult okay. An episode ends when the student is back in the room."

Strong (B): "Hits a peer with an open or closed hand, or pushes a peer with enough force to move them. Not included: tagging during a planned game."

What makes it strong: Both name an action an observer can see and set a boundary. The operational definition examples page has 16 more.

Section 2: Baseline data

Weak: "Leaves class frequently."

Strong (A): "Over 8 school days, left the room a median of 2 times per day (range 0 to 4). Episodes lasted a median of 14 minutes. Eleven of 15 episodes were during the writing block."

Strong (B): "Over 5 days, hit peers a median of 4 times per center time (range 2 to 7). No hits were recorded at lunch or recess."

What makes it strong: A number, a time frame and where the behavior does and does not happen. The baseline is what the plan is judged against.

Section 3: Hypothesis

Weak: "Student B wants control."

Strong (A): "When asked to write more than a few sentences on her own, Student A leaves the room, to escape the writing task. More likely on days she arrives late."

Strong (B): "When a peer has a toy Student B wants and no adult is close, he hits the peer, to get the toy."

What makes it strong: It names the trigger and the function. "Control" is not a function a plan can act on. The function of behavior entry lists the four common ones.

Section 4: Prevention strategies

Weak: "Provide a structured environment."

Strong (A): "Writing tasks are broken into parts of 2 to 3 sentences, with a check-in from the teacher after each part. A sentence starter is taped to her desk."

Strong (B): "Block center has a sand timer and a turn list with photos. An adult stands within 6 feet for the first 5 minutes of centers."

What makes it strong: Each strategy is specific enough that a substitute could do it tomorrow.

Section 5: Replacement behavior and teaching

Weak: "Student A will use coping skills."

Strong (A): "Student A will hand the teacher a break card and go to the reading corner for 4 minutes, then return. The special educator teaches and practices this in 3 role-plays a week for 2 weeks, then prompts it in class."

Strong (B): "Student B will say or sign 'my turn' and wait for the timer. The para models it at the start of each center time and prompts it when he reaches for a toy."

What makes it strong: The replacement gets the same result as the problem behavior, and the plan says who teaches it and how often. Goal wording for both is in the replacement behavior goal templates.

Section 6: Reinforcement

Weak: "Praise good behavior."

Strong (A): "Every time she uses the break card, the break is given right away. When she finishes a writing part, she earns a check; 4 checks earns 5 minutes of drawing at the end of the block."

Strong (B): "When he says 'my turn' and waits, he gets the toy as soon as the timer ends, plus specific praise ('You waited, here it is')."

What makes it strong: The reward for the new behavior is fast and certain, especially at first. A weekly prize for a 1st grader is too far away.

Section 7: Response to the problem behavior

Weak: "Follow school discipline policy."

Strong (A): "If she leaves, one adult watches from a distance and does not chase. When she returns, she starts at the part where she stopped. No lecture; the teacher says, 'Welcome back, you're on part 2.'"

Strong (B): "If he hits, the adult blocks, checks the peer, and returns the toy to the peer. He gets the toy only after asking and waiting. No extended talk in the moment."

What makes it strong: The problem behavior no longer pays off. For Student A, leaving does not erase the task. For Student B, hitting never gets the toy.

Section 8: Data and review

Weak: "Data will be collected."

Strong (A): "The teacher tallies leaving and break-card use daily on a frequency data sheet. The case manager graphs it each Friday. The team reviews at 4 weeks."

Strong (B): "The para records hits and 'my turn' requests during center time, 5 days a week. The BCBA reviews the graph every 2 weeks and adjusts the plan."

What makes it strong: It names the person, the sheet, the schedule and a review date. Plans without a review date drift.

Optional: crisis plan

Add a crisis plan only when behavior puts someone at risk of harm. Keep it separate from the teaching plan, and follow your state's rules on physical restraint and seclusion. The de-escalation and crisis plan entries explain the terms. Most plans never need this section.

Linking the plan to the IEP

The replacement behavior usually becomes an IEP goal, measured the same way as the baseline. For Student A: "During writing, when she wants a break, Student A will hand the teacher a break card and return within 5 minutes in 4 of 5 opportunities across 3 weeks." The behavior IEP goal examples show more. Paste your draft into the goal checker before the meeting.

When a student's behavior impedes learning, the IEP team must consider positive behavioral interventions and supports.^[1] The Center on PBIS publishes free planning tools that align with this template.^[2]

Frequently asked questions

Is there a required BIP form?

Federal law does not set a BIP form. Many states and districts have their own. Use the district form if one exists, and check it against the eight sections here so nothing is missing.

Who writes the behavior intervention plan?

The IEP team, often led by a school psychologist, BCBA or special educator. Teachers and paras who will carry it out should help write it, since they know what is realistic in the room. Parents should see and shape it too.

How long should a BIP be?

Long enough to cover the eight sections with specifics, and short enough that staff will read it. Two to four pages is common. A one-page summary for substitutes helps.

Use it in IEP Atlas

Sources

34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
Center on PBIS, Center on Positive Behavioral Interventions and Supports

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.