A well-designed Behavior Intervention Plan (BIP) translates FBA results into effective, function-based treatment. This guide walks BCBAs through the BIP development process and lists free CEU resources.
For BCBAs maintaining their certification, understanding behavior intervention plans is not just a professional requirement—it’s essential for providing evidence-based, clinically effective services. This comprehensive guide brings together research-backed best practices, practical implementation strategies, and curated free continuing education resources to deepen your expertise.
Whether you’re preparing for the BCBA exam, seeking to refine your clinical skills, or looking for approved CEU opportunities, this resource provides actionable knowledge you can apply immediately in your practice.
What Makes a BIP Effective?
Define the components of a quality BIP: operational definitions, function, replacement behavior, strategies.
Let’s start with the fundamentals and build toward practical application in real-world ABA settings.
What the Research and CEU Content Tells Us
Key Insight 1
Source: Research literature
and implementation of plans to support improved educator and student performance. Planning for supporting both the educator and student may increase sustained, high-quality instruction and improved student outcomes for students with behavioral support needs. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-021-00663-8. Keywords: Behavior intervention plans, Fidelity, School-based behavior analysis Behavior intervention plans (BIPs) are detailed support plans designed to teach students new skills or behaviors (replacement behaviors) to use instead of challenging behavior to gain access to desired items, activities, or individuals or to escape undesired items, activities, or individuals (see Steege et al., 2019, for a detailed account of processes to conduct BIPs in schools). BIPs are informed by the results of functional behavior ass
Key Insight 2
Source: Research literature
including BIPs (e.g., Courtemanche et al., 2020 ; Hogan et al., 2015 ; Parsons et al., 2013 ). Begin behavior skills training by providing an overview of the steps for implementing the BIP. Describe each part of the plan and what to do if replacement or challenging behavior occurs. Provide an appropriate level of background and rationale for BIP components based on the educator’s interest level and willingness to implement the plan. Encourage other team members who have collaboratively developed the plan alongside the behavior analyst to share rationales for plan components (e.g., the educator may share that increasing opportunities for collaborative group work is important so she could engage in more positive interactions with students rather than only reprimands or redirections). Some educators may only want to know the steps to implement the plan, whereas others may want a rationale f
Key Insight 3
Source: Research literature
on a walkie-talkie Antecedents/setting events: Student behaviors Antecedents/setting events: Educator behaviors Asked a question or given a task direction by the teacher in front of the group Redirected by teacher to answer the question or complete the task Delivers task directions to the student (e.g., clean up, walk to the board to mark a response) Redirects the student to join the instructional activity and complete the task or answer the question Precursor behaviors: Student Precursor behaviors: Educator Stood up and paced in a circle Said “no” repeatedly at an increasingly loud volume Tells the student to sit down and stop, and answers question Delivers threat: “If you don’t stop then I’m calling the office.” Hypothesized function: Student Hypothesized function: Educator Escaped from task demands in a group instructional setting Eloped to escape from task demands, as he stays in the
Practical Application
Understanding behavior intervention plans in theory is one thing; applying it effectively in the field is another. Here are strategies that experienced BCBAs use:
- Start with operational definitions that are clear enough for anyone on the team to measure consistently
- Use multiple data sources to triangulate your conclusions
- Always tie your decisions back to the client’s individualized goals and preferences
- Document your process thoroughly—both for accountability and for future reference
- Continuously evaluate effectiveness and be ready to adjust based on data
These practices align with the BACB’s emphasis on data-driven, individualized, client-centered care.
Function-Based Treatment Strategies
Match intervention strategies to behavioral function (escape, attention, access, automatic).
What the Research and CEU Content Tells Us
Key Insight 1
Source: Research literature
and implementation of plans to support improved educator and student performance. Planning for supporting both the educator and student may increase sustained, high-quality instruction and improved student outcomes for students with behavioral support needs. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-021-00663-8. Keywords: Behavior intervention plans, Fidelity, School-based behavior analysis Behavior intervention plans (BIPs) are detailed support plans designed to teach students new skills or behaviors (replacement behaviors) to use instead of challenging behavior to gain access to desired items, activities, or individuals or to escape undesired items, activities, or individuals (see Steege et al., 2019, for a detailed account of processes to conduct BIPs in schools). BIPs are informed by the results of functional behavior ass
Key Insight 2
Source: Research literature
including BIPs (e.g., Courtemanche et al., 2020 ; Hogan et al., 2015 ; Parsons et al., 2013 ). Begin behavior skills training by providing an overview of the steps for implementing the BIP. Describe each part of the plan and what to do if replacement or challenging behavior occurs. Provide an appropriate level of background and rationale for BIP components based on the educator’s interest level and willingness to implement the plan. Encourage other team members who have collaboratively developed the plan alongside the behavior analyst to share rationales for plan components (e.g., the educator may share that increasing opportunities for collaborative group work is important so she could engage in more positive interactions with students rather than only reprimands or redirections). Some educators may only want to know the steps to implement the plan, whereas others may want a rationale f
Key Insight 3
Source: Research literature
on a walkie-talkie Antecedents/setting events: Student behaviors Antecedents/setting events: Educator behaviors Asked a question or given a task direction by the teacher in front of the group Redirected by teacher to answer the question or complete the task Delivers task directions to the student (e.g., clean up, walk to the board to mark a response) Redirects the student to join the instructional activity and complete the task or answer the question Precursor behaviors: Student Precursor behaviors: Educator Stood up and paced in a circle Said “no” repeatedly at an increasingly loud volume Tells the student to sit down and stop, and answers question Delivers threat: “If you don’t stop then I’m calling the office.” Hypothesized function: Student Hypothesized function: Educator Escaped from task demands in a group instructional setting Eloped to escape from task demands, as he stays in the
Practical Application
Understanding behavior intervention plans in theory is one thing; applying it effectively in the field is another. Here are strategies that experienced BCBAs use:
- Start with operational definitions that are clear enough for anyone on the team to measure consistently
- Use multiple data sources to triangulate your conclusions
- Always tie your decisions back to the client’s individualized goals and preferences
- Document your process thoroughly—both for accountability and for future reference
- Continuously evaluate effectiveness and be ready to adjust based on data
These practices align with the BACB’s emphasis on data-driven, individualized, client-centered care.
Writing Clear, Measurable BIP Goals
How to write goals that are specific, measurable, and clinically meaningful.
What the Research and CEU Content Tells Us
Key Insight 1
Source: Research literature
and implementation of plans to support improved educator and student performance. Planning for supporting both the educator and student may increase sustained, high-quality instruction and improved student outcomes for students with behavioral support needs. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-021-00663-8. Keywords: Behavior intervention plans, Fidelity, School-based behavior analysis Behavior intervention plans (BIPs) are detailed support plans designed to teach students new skills or behaviors (replacement behaviors) to use instead of challenging behavior to gain access to desired items, activities, or individuals or to escape undesired items, activities, or individuals (see Steege et al., 2019, for a detailed account of processes to conduct BIPs in schools). BIPs are informed by the results of functional behavior ass
Key Insight 2
Source: Research literature
including BIPs (e.g., Courtemanche et al., 2020 ; Hogan et al., 2015 ; Parsons et al., 2013 ). Begin behavior skills training by providing an overview of the steps for implementing the BIP. Describe each part of the plan and what to do if replacement or challenging behavior occurs. Provide an appropriate level of background and rationale for BIP components based on the educator’s interest level and willingness to implement the plan. Encourage other team members who have collaboratively developed the plan alongside the behavior analyst to share rationales for plan components (e.g., the educator may share that increasing opportunities for collaborative group work is important so she could engage in more positive interactions with students rather than only reprimands or redirections). Some educators may only want to know the steps to implement the plan, whereas others may want a rationale f
Key Insight 3
Source: Research literature
on a walkie-talkie Antecedents/setting events: Student behaviors Antecedents/setting events: Educator behaviors Asked a question or given a task direction by the teacher in front of the group Redirected by teacher to answer the question or complete the task Delivers task directions to the student (e.g., clean up, walk to the board to mark a response) Redirects the student to join the instructional activity and complete the task or answer the question Precursor behaviors: Student Precursor behaviors: Educator Stood up and paced in a circle Said “no” repeatedly at an increasingly loud volume Tells the student to sit down and stop, and answers question Delivers threat: “If you don’t stop then I’m calling the office.” Hypothesized function: Student Hypothesized function: Educator Escaped from task demands in a group instructional setting Eloped to escape from task demands, as he stays in the
Practical Application
Understanding behavior intervention plans in theory is one thing; applying it effectively in the field is another. Here are strategies that experienced BCBAs use:
- Start with operational definitions that are clear enough for anyone on the team to measure consistently
- Use multiple data sources to triangulate your conclusions
- Always tie your decisions back to the client’s individualized goals and preferences
- Document your process thoroughly—both for accountability and for future reference
- Continuously evaluate effectiveness and be ready to adjust based on data
These practices align with the BACB’s emphasis on data-driven, individualized, client-centered care.
Data Collection and Progress Monitoring
Outline data systems for tracking BIP effectiveness and making data-based decisions.
What the Research and CEU Content Tells Us
Key Insight 1
Source: Research literature
and implementation of plans to support improved educator and student performance. Planning for supporting both the educator and student may increase sustained, high-quality instruction and improved student outcomes for students with behavioral support needs. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-021-00663-8. Keywords: Behavior intervention plans, Fidelity, School-based behavior analysis Behavior intervention plans (BIPs) are detailed support plans designed to teach students new skills or behaviors (replacement behaviors) to use instead of challenging behavior to gain access to desired items, activities, or individuals or to escape undesired items, activities, or individuals (see Steege et al., 2019, for a detailed account of processes to conduct BIPs in schools). BIPs are informed by the results of functional behavior ass
Key Insight 2
Source: Research literature
including BIPs (e.g., Courtemanche et al., 2020 ; Hogan et al., 2015 ; Parsons et al., 2013 ). Begin behavior skills training by providing an overview of the steps for implementing the BIP. Describe each part of the plan and what to do if replacement or challenging behavior occurs. Provide an appropriate level of background and rationale for BIP components based on the educator’s interest level and willingness to implement the plan. Encourage other team members who have collaboratively developed the plan alongside the behavior analyst to share rationales for plan components (e.g., the educator may share that increasing opportunities for collaborative group work is important so she could engage in more positive interactions with students rather than only reprimands or redirections). Some educators may only want to know the steps to implement the plan, whereas others may want a rationale f
Key Insight 3
Source: Research literature
on a walkie-talkie Antecedents/setting events: Student behaviors Antecedents/setting events: Educator behaviors Asked a question or given a task direction by the teacher in front of the group Redirected by teacher to answer the question or complete the task Delivers task directions to the student (e.g., clean up, walk to the board to mark a response) Redirects the student to join the instructional activity and complete the task or answer the question Precursor behaviors: Student Precursor behaviors: Educator Stood up and paced in a circle Said “no” repeatedly at an increasingly loud volume Tells the student to sit down and stop, and answers question Delivers threat: “If you don’t stop then I’m calling the office.” Hypothesized function: Student Hypothesized function: Educator Escaped from task demands in a group instructional setting Eloped to escape from task demands, as he stays in the
Practical Application
Understanding behavior intervention plans in theory is one thing; applying it effectively in the field is another. Here are strategies that experienced BCBAs use:
- Start with operational definitions that are clear enough for anyone on the team to measure consistently
- Use multiple data sources to triangulate your conclusions
- Always tie your decisions back to the client’s individualized goals and preferences
- Document your process thoroughly—both for accountability and for future reference
- Continuously evaluate effectiveness and be ready to adjust based on data
These practices align with the BACB’s emphasis on data-driven, individualized, client-centered care.
Free BIP and Behavior Reduction CEU Resources
List free courses on intervention planning from approved providers.
What the Research and CEU Content Tells Us
Key Insight 1
Source: Research literature
and implementation of plans to support improved educator and student performance. Planning for supporting both the educator and student may increase sustained, high-quality instruction and improved student outcomes for students with behavioral support needs. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-021-00663-8. Keywords: Behavior intervention plans, Fidelity, School-based behavior analysis Behavior intervention plans (BIPs) are detailed support plans designed to teach students new skills or behaviors (replacement behaviors) to use instead of challenging behavior to gain access to desired items, activities, or individuals or to escape undesired items, activities, or individuals (see Steege et al., 2019, for a detailed account of processes to conduct BIPs in schools). BIPs are informed by the results of functional behavior ass
Key Insight 2
Source: Research literature
including BIPs (e.g., Courtemanche et al., 2020 ; Hogan et al., 2015 ; Parsons et al., 2013 ). Begin behavior skills training by providing an overview of the steps for implementing the BIP. Describe each part of the plan and what to do if replacement or challenging behavior occurs. Provide an appropriate level of background and rationale for BIP components based on the educator’s interest level and willingness to implement the plan. Encourage other team members who have collaboratively developed the plan alongside the behavior analyst to share rationales for plan components (e.g., the educator may share that increasing opportunities for collaborative group work is important so she could engage in more positive interactions with students rather than only reprimands or redirections). Some educators may only want to know the steps to implement the plan, whereas others may want a rationale f
Key Insight 3
Source: Research literature
on a walkie-talkie Antecedents/setting events: Student behaviors Antecedents/setting events: Educator behaviors Asked a question or given a task direction by the teacher in front of the group Redirected by teacher to answer the question or complete the task Delivers task directions to the student (e.g., clean up, walk to the board to mark a response) Redirects the student to join the instructional activity and complete the task or answer the question Precursor behaviors: Student Precursor behaviors: Educator Stood up and paced in a circle Said “no” repeatedly at an increasingly loud volume Tells the student to sit down and stop, and answers question Delivers threat: “If you don’t stop then I’m calling the office.” Hypothesized function: Student Hypothesized function: Educator Escaped from task demands in a group instructional setting Eloped to escape from task demands, as he stays in the
Where to Find Quality Free CEU Courses
Earning continuing education credits shouldn’t break the bank. Here are BACB-approved providers offering free courses on this topic:
- ABA Clubhouse — Unlimited CEUs for $10.55/month, including multiple courses covering behavior intervention plan
- University Webinar Archives — Many universities (UMass Lowell, University of Nebraska-Lincoln, Florida Tech) host free recorded webinars
- BACB Free Resources — Ethics videos, task list breakdowns, and white papers available at no cost
- Conference Recordings — Some ABA conferences release select presentations for free after the event
- OpenCEU Directory — Browse 475+ free BCBA CEU courses searchable by topic
Pro tip: Always verify the provider is BACB-approved before counting hours toward your recertification.
Browse 475+ Free BCBA CEUs
Looking for more no-cost continuing education on behavior intervention plans and related topics? Our Free BCBA CEU directory lists courses from approved providers across ethics, supervision, and general ABA topics.
Key Takeaways
As you continue to develop your expertise in behavior intervention plans, keep these core principles in mind:
- Foundational knowledge matters: Understanding behavior intervention plans is essential for effective, ethical BCBA practice across all service settings
- Evidence-based practice is non-negotiable: All assessment and intervention decisions should be grounded in empirical research and objective data
- Individualization is key: Generic, cookie-cutter approaches don’t work—tailor your strategies to each client’s unique needs, preferences, and context
- Free CEUs are available: Quality continuing education on behavior intervention plans doesn’t have to be expensive. Use the resources listed in this guide to meet your recertification requirements at no cost
- Continuous learning is essential: The field evolves. Stay current with new research, emerging best practices, and BACB standards updates
- Collaboration strengthens outcomes: Work closely with families, interdisciplinary teams, and other stakeholders to deliver the most effective, socially valid services
Next Steps
Ready to deepen your expertise in behavior intervention plans? Start by:
- Reviewing the free CEU courses listed above and selecting 1-2 that fit your learning goals
- Identifying one skill or practice area related to behavior intervention plans that you want to improve
- Setting aside dedicated time each month for professional development and CEU completion
- Joining professional communities (local ABAI chapters, online forums) where behavior intervention plans is discussed
- Exploring the complete Free BCBA CEU directory for related topics that complement your learning
Remember: every hour you invest in continuing education makes you a more effective, confident, and competent behavior analyst. Your clients deserve your best—and ongoing learning ensures you’re delivering it.
Related Resources
- Free Bcba Ceus — hub page
- Functional Behavior Assessment — FBA informs BIP
- Autism Intervention Strategies — intervention strategies