How to Use This Template

1. Fill in the student identifier and write a tight, one-sentence operational definition of the target behaviour.
2. Tick the hypothesised function of the behaviour (Attention, Escape, Access to tangibles, or Automatic/Sensory).
3. Under Prevent, list the top two or three antecedent modifications your team will implement proactively.
4. Under Redirect, write the replacement behaviour you are teaching and the prompt level staff should use.
5. Under Respond, describe the precise consequence procedure to follow when the target behaviour occurs.
6. Under Do NOT Do, list responses staff must actively avoid — common well-intentioned reactions that accidentally reinforce the behaviour.
7. Laminate or place in a sheet protector and keep it accessible at the student's workstation or posted in the classroom.

Clinical Best Practices & Tips

• One function, one plan: If assessment data point to multiple functions, create separate plans rather than combining them on one sheet — mixed-function plans introduce staff confusion.
• Plain language only: Write for the least-experienced person who will ever read this sheet. Avoid acronyms and jargon in the Prevent and Respond sections.
• Review at every team meeting: A BIP that hasn't been updated in over four weeks is likely already out of date. Use this sheet as a live document.