ABSTRACT
Anyone responsible for managing difficult behaviors in schools has frequent opportunities to feel both overwhelmed and short on time. Behavior intervention plans (BIP) can only be successful when they are focused. A BIP that focuses on five behaviors and only improves four of them may be judged as ineffective and rejected. BIPs with too many focal points become cumbersome and are more likely to be discarded. 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. Allowing teachers to choose from a BIP menu introduces a wide variety of possible downfalls. A BIP intended to address five behaviors becomes increasingly difficult to get buy-in, implement successfully, or monitor progress. The addition of optional steps to the BIP process can be helpful, but does come at a cost.
