ABSTRACT
Behavior intervention plans (BIP) can only be successful when they are focused. While a student with behavior challenges may, and frequently does, have more than one difficult behavior, a BIP should only choose one behavior to improve. Because behaviorally challenged students have so many frustrating behaviors, it is essential the BIP goal remains clear. Beginning with the single behavior that most frustrates the teacher allows a professional to maximize behavior momentum after the BIP is successful and allows for subsequent BIPs to be easily implemented. The teacher is most likely to notice the reduction in what most annoys him or her, and is then more likely to quickly adopt future interventions. Focusing initial interventions on the behavior a teacher finds most frustrating aids the teacher in maintaining a level of rationality through what has inevitably become an emotionally-laden problem.
