5 Common Mistakes Teachers Make When Writing Behavior Intervention Plans (And How to Fix Them)

Why Your BIP Might Not Be Working

You've spent hours observing, documenting, and writing a Behavior Intervention Plan for your student. But three weeks in, you're seeing minimal progress and feeling frustrated. Sound familiar? After reviewing hundreds of BIPs throughout my career, I've noticed the same mistakes pop up repeatedly—even among experienced teachers. The good news? These issues are fixable, and small adjustments can make a huge difference.

Mistake #1: Vague Target Behaviors

The Problem: Writing "Student will improve behavior" or "Student will be respectful" doesn't give anyone a clear picture of what success looks like.

The Fix: Use observable, measurable language. Instead of "respectful," write "Student will keep hands and feet to self during transitions" or "Student will use a calm voice (speaking at conversational volume) when disagreeing with peers."

Action Step: If you can't count it or video record it, rewrite it. Ask yourself: "Could a substitute teacher identify this behavior without my explanation?"

Mistake #2: Ignoring the Function of Behavior

The Problem: Implementing a reward system when the student is actually seeking escape, or providing attention when they need sensory input.

The Fix: Always link your interventions to the function identified in your Functional Behavior Assessment (FBA). If the behavior serves to escape difficult tasks, your intervention should include breaks, task modifications, or teaching the student to request help—not stickers for good behavior.

Real Example: A student was calling out in class. The teacher tried ignoring (extinction), but behavior increased. Why? The function wasn't attention—it was escape from writing tasks due to fine motor difficulties. Once the student received a scribe and breaks, calling out decreased by 80%.

Mistake #3: Replacement Behaviors That Are Too Complex

The Problem: Expecting a student who currently throws materials when frustrated to instead "use a calm voice to express their feelings using complete sentences."

The Fix: Choose replacement behaviors that are equally efficient and already in the student's skill set (or just one step beyond). If a student throws things to escape, teaching them to hand you a break card is much more realistic initially than a full emotional regulation conversation.

Progressive Approach:

• Week 1-2: Hand teacher a break card
• Week 3-4: Hand card and say "break"
• Week 5-6: Say "I need a break" without card
• Later: Add emotional identification

Mistake #4: Unrealistic Data Collection Systems

The Problem: Creating elaborate data sheets that require documenting 12 different behaviors every 15 minutes while teaching 25 other students.

The Fix: Keep it simple enough to actually use consistently. A tally counter in your pocket beats a complex spreadsheet you never complete.

Practical Options:

• Frequency: Make a tally mark each time the behavior occurs
• Duration: Note start and end times for major incidents only
• Interval: Set a timer for every 30 minutes and mark yes/no
• ABC Chart: Complete only for severe incidents

Mistake #5: No Clear Crisis Plan

The Problem: The BIP focuses only on prevention and teaching, with no guidance for when the behavior escalates to unsafe levels.

The Fix: Include a separate crisis section that outlines:

• Warning signs the behavior is escalating
• Immediate interventions (proximity, offering break, reducing demands)
• Safety procedures if student or others are at risk
• Who to call and when
• Follow-up steps after the crisis ends

Important Note: Everyone who works with the student needs access to this plan—classroom aides, special area teachers, administrators, and substitutes.

Making Your BIP Work

A strong BIP isn't about perfect documentation—it's about creating a practical tool that actually helps your student succeed. Start by reviewing your current BIPs through this lens:

1. Can anyone read my target behavior and know exactly what I mean?
2. Do my interventions match the behavior's function?
3. Can my student realistically learn the replacement behavior?
4. Will I actually collect this data consistently?
5. Does everyone know what to do in a crisis?

Fix one mistake at a time, and watch your BIP transform from a compliance document into a roadmap for real behavioral change.