Behavior support plan vs behavior intervention plan
By the IEP Atlas editorial teamLast updated
Short answer
A behavior intervention plan (BIP) is an individual plan built from a functional behavior assessment, and IDEA names it in its discipline rules. A behavior support plan (BSP) is a broader label that districts use for many plans, from classroom supports to full BIPs. The deciding question: is the plan based on an individual FBA and tied to the IEP?
Teams often use these two names as if they mean the same thing, and sometimes they do. In some districts "behavior support plan" is simply the local name for a BIP. In others it means a lighter plan written without a full FBA. Before you compare plans across schools, find out which way your district uses the words.
This page lays out the usual differences, gives one question that sorts most cases, and walks through three scenarios. For the full assessment-to-plan process, see the FBA and BIP guide.
The one-sentence difference
A BIP is an individual plan based on a functional behavior assessment; a BSP is any written plan of behavior supports, which may or may not rest on an FBA.
The deciding question: Is this plan built from an individual FBA of this student's behavior, and is it part of the IEP or a discipline decision? If yes, treat it as a BIP, whatever the form is called. If no, it is a support plan, and that is fine for many students.
Side-by-side table
| Behavior support plan (BSP) | Behavior intervention plan (BIP) | |
|---|---|---|
| What it is | A written set of supports for one student or a small group | An individual plan built on the function of one student's behavior |
| Basis in law or practice | A local practice term; not defined in IDEA | Named in the IDEA discipline rules; states may add rules |
| Based on an FBA? | Not always; may use classroom data or a brief interview | Yes, on an individual FBA |
| Who it is for | Any student, with or without an IEP or 504 plan | Usually a student with an IEP whose behavior impedes learning |
| Who decides | Teacher, grade team or student support team | The IEP team, with the family |
| Where it is documented | Classroom file, support team notes or a 504 plan | Attached to or written into the IEP |
| Typical intensity | Tier 2 supports such as check-in, check-out | Tier 3, individual and intensive |
| Review | When the team meets | On a set schedule, and when the IEP is reviewed |
| Example | A daily point card and a 2-minute morning check-in | A plan that teaches a break request to replace leaving class, with baseline and goal |
The term "behavioral intervention plan" appears in the federal discipline regulations, which require an FBA and a plan in some cases when behavior leads to a change of placement.[1] IDEA also requires the IEP team to consider positive behavioral interventions and supports when behavior impedes learning, without naming the form.[2]
How the two fit together
Think of them as steps on a ladder. Most schools run schoolwide expectations for everyone. Some students get small-group or individual supports written in a BSP, such as check-in, check-out. When those supports and good classroom practice are not enough, the team does an FBA and writes a BIP. The Center on PBIS describes this top level as Tier 3: individualized, intensive support.[3]
A BSP that is not working is one of the clearest signs a student needs an FBA. Keep the BSP data; it becomes part of the FBA record.
Examples by situation
| Situation | Usually a BSP | Usually a BIP |
|---|---|---|
| Student without an IEP talks during lessons | Yes | No |
| Student with an IEP is suspended 10+ days and the behavior is a manifestation | No | Yes, with an FBA |
| Grade team sets up a point card for 3 students | Yes | No |
| Student hits peers weekly despite class supports | Start of the path | Yes, after an FBA |
| 504 plan lists breaks and a check-in | Yes | No |
| IEP team writes a goal to replace leaving class | No | Yes |
Three scenarios
Scenario 1: The point card
A 3rd grader without an IEP blurts out answers about 10 times per lesson. The teacher and counselor set up a point card for raising a hand and a morning check-in. Within 3 weeks, blurting drops to 3 per lesson.
Answer: a behavior support plan. No FBA was needed. Classroom data and a simple support worked. If the count had stayed high, the next step would be an FBA.
Scenario 2: The suspension
A 7th grader with an IEP has been removed from school for 12 days this year for fights. The team meets and finds the behavior is a manifestation of his disability. His file has a "behavior support plan" from last year: a seat change and a daily report.
Answer: he needs a BIP. The team must conduct an FBA, unless one was done already, and put a behavioral intervention plan in place, or review the existing one.[1] The old support plan, which was not built from an FBA, does not meet that need. State rules on timelines vary.
Scenario 3: Same plan, different name
A district's form is titled "Positive Behavior Support Plan." For a 1st grader with autism, the team completed an FBA, wrote a hypothesis, and built the plan around teaching a break request, with baseline data and a review date.
Answer: functionally a BIP. The name on the form does not matter. What matters is the FBA, the hypothesis and the individual teaching plan. The BIP template with examples lists the sections such a plan needs.
When a student needs both
Some students have a BIP for one behavior and lighter supports for others. A student might have a BIP for leaving the room during writing, and a support plan with a check-in for missing homework. Keep them in one place so staff see the full picture, and make sure the supports do not work against each other.
What to measure, either way
Whatever the plan is called, measure the target behavior before and after. Count discrete events with frequency recording, and track the replacement behavior on the same sheet. Goals for the replacement behavior come from the behavior IEP goals library. The BIP examples by function show what the plan itself looks like.
Rules vary by state. This page describes the federal framework; check your state regulations and district procedures for local terms and timelines. The Center for Parent Information and Resources has a plain-language summary of the discipline rules.[4]
Frequently asked questions
Is a behavior support plan legally binding?
It depends on where it lives. A support plan written into an IEP or 504 plan carries the weight of that plan. A classroom support plan outside those documents is a school practice. A BIP attached to the IEP is part of the IEP.
Does a student need an IEP to have a BIP?
Not always. Schools can write an FBA-based plan for any student. IDEA's discipline rules apply to students with IEPs, and some states extend behavior plan rules further. Students with 504 plans can also have behavior plans.
What is a PBSP?
A positive behavior support plan. Some states and districts use this name for their behavior plans. Check whether your form requires an FBA. If it does and it is part of the IEP, it works as a BIP.
Use it in IEP Atlas
- BIP in the IEP glossary
- PBIS in the IEP glossary
- Behavior IEP goals
- Frequency recording measurement guide
- Manifestation determination in the IEP glossary
Related guides
- FBA and BIP: a practical guide for IEP teams
- BIP template with examples
- BIP examples by function
- How to conduct an FBA, step by step
- Behavior crisis plan template
Sources
- 34 CFR §300.530: Authority of school personnel, U.S. Department of Education (IDEA website)
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
- Tier 3, Center on Positive Behavioral Interventions and Supports
- Placement and School Discipline, CPIR
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.