[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-357194-105":53,"doc-detail-357194-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","behavior-intervention-plan-bip-student-profile-worksheet","Behavior Intervention Plan (BIP) - Student Profile Worksheet","","Behavior Intervention Plan (BIP) Student Profile Worksheet supports gathering and organizing functional behavior assessment (FBA) information. It guides users to select setting events, antecedents or triggers, and the specific problem behaviors while identifying possible functions such as gaining attention, access, sensory feedback, or escaping demands. The worksheet also prompts for likely times, locations, subjects/activities, present people, immediate conditions, and related emotional or environmental factors. It includes sections for defining the problem and replacement behaviors and selecting proactive interventions aligned to the determined function.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":36,"@type":70,"position":76},"https://docshare.wps.com/template/forms/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/behavior-intervention-plan-bip-student-profile-worksheet/357194/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/behavior-intervention-plan-bip-student-profile-worksheet/357194.png","ImageObject",442,249,{"name":88,"@type":89},"Hazel","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-20","2026-09-23",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",8,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What information does the BIP Student Profile Worksheet collect?","Question",{"text":109,"@type":110},"It collects setting events, antecedents or triggers, problem behaviors, likely time and location, and the function of the problem behavior, including both what the student gains and what they avoid or escape.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How should the problem behavior be defined on the worksheet?",{"text":114,"@type":110},"It must be clearly defined so it is measurable, can be identified by two or more observers, and can be identified across time and in different settings or contexts.",{"name":116,"@type":107,"acceptedAnswer":117},"How are proactive interventions selected?",{"text":118,"@type":110},"Users choose one or two interventions that match the function identified for the problem behavior, ensuring the intervention aligns with why the behavior occurs.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},357194,1790969705,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":35,"category_name":36,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":79},137441390410,"https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984","Behavior Intervention Plan (BIP) Student Profile Worksheet  \nDirections: Per category, select all that presently apply to the student. Refer to the baseline data and Structured Interview while completing this checklist.  \n\n| Setting Events | Antecedents/Triggers | Problem Behavior | Function |\n| --- | --- | --- | --- |\n| What events, places or activities tend tobe associated with the problem behavior?\u003Cbr>□ Lack of sleep\u003Cbr>□ Illness\u003Cbr>□ Physical pain\u003Cbr>□ Hunger\u003Cbr>□ Trouble at home\u003Cbr>□ Multiple transitions\u003Cbr>□ Fight/Conflict with peers\u003Cbr>□ Noise/Distractions\u003Cbr>□ Emotional state (Please specify anxiety, depression, sadness, boredom, loneliness)\u003Cbr>□ Family issues\u003Cbr>□ Living situation\u003Cbr>□ Medication issues\u003Cbr>□ DSM Diagnosis (Mental health diagnosis)\u003Cbr>□ Substance abuse\u003Cbr>□ Other:\u003Cbr>Past experiences which may affect behavior(s):\u003Cbr>□ Failure\u003Cbr>□ Rejection\u003Cbr>□ Injury\u003Cbr>□ Fear\u003Cbr>□ Trauma\u003Cbr>□ Other:  \u003Cbr>Other issues before or outside of school: | What appears to set off or precede the problem behavior? (0-3 seconds before behavior occurs)\u003Cbr>When is the problem behavior most likely to occur?\u003Cbr>□ Morning-approximate time(s):  \u003Cbr>□ Afternoon-approximate time(s):  \u003Cbr>□ Before/After school\u003Cbr>□ Lunch/Recess\u003Cbr>□ Time of day does not seem to affect this behavior\u003Cbr>Where is the problem behavior most likely to occur?\u003Cbr>□ Gen Ed classroom\u003Cbr>□ ESE Classroom\u003Cbr>□ Hallways\u003Cbr>□ Cafeteria\u003Cbr>□ Other:  \u003Cbr>During what subject/activity is the problem behavior most likely to occur?\u003Cbr>□ Subject(s):  \u003Cbr>□ Unstructured activities\u003Cbr>□ Individual/Independent activities\u003Cbr>□ Group activities\u003Cbr>□ With a partner\u003Cbr>□ Between activities/classes\u003Cbr>□ Seatwork\u003Cbr>□ Lesson presentation\u003Cbr>□ Task explanation\u003Cbr>□ Pencil/Paper\u003Cbr>□ Require physical activity\u003Cbr>□ Transition between Classes/Activities\u003Cbr>□ Other:   | What are the problem behaviors?\u003Cbr>□ Talks out of turn/Calls out\u003Cbr>□ Noncompliant\u003Cbr>□ Does not complete work\u003Cbr>□ Disorganized\u003Cbr>□ Unable to work independently\u003Cbr>□ Unmotivated\u003Cbr>□ Impulsive\u003Cbr>□ Withdrawn\u003Cbr>□ Anxious\u003Cbr>□ Depressed\u003Cbr>□ Unfocused\u003Cbr>□ Poor coping skills\u003Cbr>□ Off-task (daydreaming, inattentive)\u003Cbr>□ Off-task (disruptive)\u003Cbr>□ Verbally aggressive to adults\u003Cbr>□ Verbally aggressive to peers\u003Cbr>□ Disrespecting adults/peers\u003Cbr>□ Abusive/Inappropriate language\u003Cbr>□ Provokes other students\u003Cbr>□ Defiant to adults\u003Cbr>□ Out of seat/area\u003Cbr>□ Tardy\u003Cbr>□ Truant\u003Cbr>□ Physically aggressive to adults\u003Cbr>□ Physically aggressive to peers\u003Cbr>□ Self-injurious behaviors\u003Cbr>□ Self-stimulating behaviors\u003Cbr>□ Harassment/Teasing\u003Cbr>□ Threat/Intimidation/Bullying\u003Cbr>□ Property damage\u003Cbr>□ Lying/Cheating/Forgery\u003Cbr>□ Theft\u003Cbr>□ Sexual harassment\u003Cbr>□ Sexual offense | What “payoff” does the student obtain from the problem behavior?\u003Cbr>The student attains or gains:\u003Cbr>□ Teacher/Adult attention\u003Cbr>□ Peer attention\u003Cbr>□ Tangible\u003Cbr>□ Access to task\u003Cbr>□ Access to other:  \u003Cbr>□ Sensory feedback\u003Cbr>□ Tactile (rubbing, scratching)\u003Cbr>□ Auditory (humming, singing)\u003Cbr>□ Movement (tapping, fidgeting)\u003Cbr>□ Other:  \u003Cbr>The student avoids or escapes\u003Cbr>□ Teacher demands\u003Cbr>□ Teacher reprimands\u003Cbr>□ Teacher correction\u003Cbr>□ Peer/Social contact\u003Cbr>□ Non-preferred activities, task or setting\u003Cbr>□ A difficult task\u003Cbr>□ A frustrating situation\u003Cbr>□ Adults (attention)\u003Cbr>□ Peers (attention)\u003Cbr>□ Anxiety (thoughts/feelings)\u003Cbr>□ Depression (thoughts/feelings)\u003Cbr>□ Embarrassment (thoughts/feelings)\u003Cbr>□ Humiliation (thoughts/feelings) |\n| □\u003Cbr>__________________________________ | The people that are present when the problem behavior is most likely to occur include:\u003Cbr>□ Teacher/Staff\u003Cbr>□ Classmates/other peers\u003Cbr>Are there other events or conditions that immediately precede the problem behavior?\u003Cbr>□ A demand, request or directive\u003Cbr>□ Redirection\u003Cbr>□ Unexpected changes in schedule or routine/Interruption\u003Cbr>□ Consequences imposed for behavior\u003Cbr>□ Teacher/Adult denies request\u003Cbr>□ Provocation from other students\u003Cbr>□ Peer encouragement of negative ","cbCaict9ayBPWQUY","https://ap.wps.com/l/cbCaict9ayBPWQUY","pdf",1228577,10,"English","# Student Profile Worksheet Directions\n## Setting Events, Antecedents/Triggers, and Problem Behavior\n## Function (Payoff and Escape/Avoid)\n## Immediate Preceding Conditions and Environmental Factors\n# Problem Behavior and Replacement Statements\n## Problem Behavior Definition\n## Replacement Behavior Definition\n# Function Determination\n# Proactive Interventions","[{\"question\":\"What information does the BIP Student Profile Worksheet collect?\",\"answer\":\"It collects setting events, antecedents or triggers, problem behaviors, likely time and location, and the function of the problem behavior, including both what the student gains and what they avoid or escape.\"},{\"question\":\"How should the problem behavior be defined on the worksheet?\",\"answer\":\"It must be clearly defined so it is measurable, can be identified by two or more observers, and can be identified across time and in different settings or contexts.\"},{\"question\":\"How are proactive interventions selected?\",\"answer\":\"Users choose one or two interventions that match the function identified for the problem behavior, ensuring the intervention aligns with why the behavior occurs.\"}]","Behavior Intervention Plan (BIP) - Student Profile Worksheet | PDF",1790129319]