[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-353099-105":53,"doc-detail-353099-en":126},{"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":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","chapter-6-behavior-intervention-plans-bip","CHAPTER 6 - BEHAVIOR INTERVENTION PLANS (BIP)","","Chapter 6 explains how Functional Behavior Assessment (FBA) guides the development of a Behavior Intervention Plan (BIP) to increase pro-social behavior and reduce problem behavior. It outlines learner outcomes for constructing a competing behavior pathway, defining observable and measurable behavioral goals, and selecting efficient data-collection methods. The chapter emphasizes connecting interventions across tiers, integrating schoolwide expectations and effective classroom practices from the start, and addressing concerns about external rewards by grounding practice in human motivation and self-determination theory.",{"@graph":63,"@context":118},[64,80,101],{"@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":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/chapter-6-behavior-intervention-plans-bip/353099/",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/chapter-6-behavior-intervention-plans-bip/353099.png","ImageObject",442,249,{"name":88,"@type":89},"Anna Hans","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-31","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the purpose of an FBA in developing a Behavior Intervention Plan (BIP)?","Question",{"text":108,"@type":109},"The Functional Behavior Assessment (FBA) guides the development of a BIP by helping increase pro-social behavior and decrease problem behavior.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the chapter describe Tier 3 interventions compared with Tier 1?",{"text":113,"@type":109},"Tier 3 interventions use the same effective practices as Tier 1 schoolwide and classroom approaches, but they are more intensive and individually tailored to the student.",{"name":115,"@type":106,"acceptedAnswer":116},"Why does the chapter emphasize connecting across tiers when building a BIP?",{"text":117,"@type":109},"Using FBA information to construct a competing behavior pathway and selecting appropriate strategies determines what the intervention will be, how it will be measured, who participates, and how fading, generalization, and maintenance should be planned.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},353099,1791725555,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":47,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":22,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":140},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","CHAPTER 6: BEHAVIOR INTERVENTION PLANS (BIP)  \nUnlike more typical single-dimension interventions that focus on reactive, consequence manipulations (e.g., time-out, behavioral contracts), behavior support plans that are based on FBAs consider intervention components that are focused on instruction, prevention and reinforcement.  \nGeorge Sugai, 1999  \nLEARNER OUTCOMES  \nAt the conclusion of this chapter, you will be able to:  \n▶ Identify key components of a Behavior Intervention Plan  \n▶ Develop a competing pathway based on the results of a Functional Behavior Assessment to...  \n• Prevent problem behavior  \n• Teach appropriate behaviors  \n• Recognize appropriate behavior  \n• Prevent reinforcement of problem behavior  \n▶ Develop appropriate observable and measurable behavioral goals  \n▶ Determine method for efficient data collection to guide decision making throughout the process  \nIntroduction  \nThe Functional Behavior Assessment (FBA) is used to guide development of a Behavior Intervention Plan (BIP) to increase pro-social behavior and decrease problem behavior. Tier 3 interventions are the same as Tier 1 schoolwide and classroom effective practices only they are more intensive and individually tailored to the student. It is important to make connections across the tiers. In addition, as Action Teams develop individualized plans for students, understanding the role of human motivation may be helpful.  \nTHE IMPORTANCE OF CONNECTING ACROSS THE TIERS  \nUsing the information from the FBA process to accurately construct a competing behavior pathway, and selecting the appropriate strategies to use form the basis of the Behavior Intervention Plan. These sections will determine what the intervention will be, how it will be measured, who will be participating, and how the fading, generalization, and maintenance plan should be designed.  \nBecause long-term replacement behaviors should be connected to your schoolwide expectations, it is prudent to incorporate the language of your matrix and the 8 Effective Classroom Practices in the BIP from the beginning. The ultimate goal of the BIP is to teach the strategies and skills the student needs to be successful in your school environment. Student sucess is more likely when natural routines and supports are incorporated in the plan.  \nAs your team works to develop intensive, individualized interventions, you may encounter staff members, community members, parents, or other educators in the field who argue that providing external rewards or supports will be harmful to student motivation. Fortunately, there is an abundance of research you can share to dispel their concerns.  \nUnderstanding the Role of Human Motivation in Learning  \nWhen considering the ABCs of behavior, teachers may assert they do not believe in giving prompts, positive feedback, or tangible rewards for behaviors students should already know and display. Additionally, some teachers fear providing external regulation, in the form of antecedent or consequential supports, will undermine students’ intrinsic motivation. Such statements indicate a lack of understanding regarding the fundamental principles of motivation and the differentiation between motivation and regulation. Beyond infancy and early childhood, the motivation for the majority of human behavior is externally motivated (Ryan & Deci, 2000) .  \nInitially, educators provide external regulation for students by establishing common definitions of desired behaviors, providing antecedent supports, and delivering reinforcing or discouraging consequences. Educators use these externally regulated strategies to teach all students the expected behavior and facilitate consistent use of appropriate behavior. Over time, educators assist students in developing self or internal regulation. Students must engage in self-regulation (e.g., demonstrating desired behaviors consistently, without prompting, affirmations or recognition) in order to become successful contributing members of socie","cbCaifCbAAQTXuN1","https://ap.wps.com/l/cbCaifCbAAQTXuN1","pdf",1944619,"English","# CHAPTER 6: BEHAVIOR INTERVENTION PLANS (BIP)\n## Learner Outcomes\n## Introduction\n## The Importance of Connecting Across the Tiers\n## Understanding the Role of Human Motivation in Learning\n## A Taxonomy of Human Motivation","[{\"question\":\"What is the purpose of an FBA in developing a Behavior Intervention Plan (BIP)?\",\"answer\":\"The Functional Behavior Assessment (FBA) guides the development of a BIP by helping increase pro-social behavior and decrease problem behavior.\"},{\"question\":\"How does the chapter describe Tier 3 interventions compared with Tier 1?\",\"answer\":\"Tier 3 interventions use the same effective practices as Tier 1 schoolwide and classroom approaches, but they are more intensive and individually tailored to the student.\"},{\"question\":\"Why does the chapter emphasize connecting across tiers when building a BIP?\",\"answer\":\"Using FBA information to construct a competing behavior pathway and selecting appropriate strategies determines what the intervention will be, how it will be measured, who participates, and how fading, generalization, and maintenance should be planned.\"}]","CHAPTER 6 - BEHAVIOR INTERVENTION PLANS (BIP) | PDF",1790103041,25]