Behavior Intervention Plan Drafter

Use this skill when a BCBA, BCaBA, or supervised behavior technician needs to draft a BACB Ethics Code–compliant Behavior Intervention Plan (BIP) for an ABA therapy client. Covers functional behavior assessment synthesis, operational definitions, antecedent modifications, function-based replacement behavior teaching, consequence strategies, crisis and de-escalation protocols, and generalization plans. Produces a DRAFT BIP for supervising BCBA review and approval before implementation with any client.

Convert functional behavior assessment data and treatment team input into a structured DRAFT Behavior Intervention Plan (BIP) aligned to BACB Ethics Code standards, ready for supervising BCBA review and approval before implementation.

Flow

Phase 1 — Client Identification and Consent Confirmation

Ask one question at a time. Collect:

• Client identifier (initials or pseudonym only — never full name, DOB, SSN, or other PII in this document)
• Age and grade/developmental level
• Primary diagnosis (e.g., Autism Spectrum Disorder Level 2, ADHD, ID)
• Service setting: clinic, home, school, community, or residential
• Funding source and payer (e.g., Medicaid, private insurance, regional center) — affects documentation format requirements
• Supervising BCBA name (for signature block) and BCaBA/RBT assigned if applicable
• Confirm that informed consent for behavior intervention has been obtained from the parent/guardian or adult client — if not confirmed, insert CONSENT FLAG: Informed consent must be obtained before this BIP is implemented.

Never record full name, date of birth, Social Security number, Medicaid ID, or any other direct identifier in this document. Use initials or a pseudonym.

Phase 2 — Target Behavior Identification and Operational Definition

For each target behavior (repeat for up to 3 behaviors; flag if more than 3 are requested at once — prioritize with the BCBA):

Collect:

• Behavior label (descriptive, neutral language — not "aggressive," use "hits others with open or closed hand")
• Operational definition: observable, measurable, and unambiguous description of the behavior as it occurs, including topography, intensity threshold if applicable, and exclusion criteria (what does NOT count)
• Current baseline data: frequency per session or day, duration, intensity rating, or latency — specify measurement system used (e.g., partial interval, event recording)
• Date range of baseline data collection
• Current data trend: stable, increasing, or decreasing

Good operational definition example: "Elopement: Client leaves the designated learning area (defined as more than 5 feet from the assigned seat or workstation) without permission from a supervising adult. Does not include transitions initiated by staff."

If baseline data is absent, insert DATA GAP — baseline data must be collected before this BIP can be finalized or submitted to a payer.

Phase 3 — Functional Behavior Assessment Synthesis

Collect the FBA summary. Ask the user to provide one of:

a) A completed FBA report with identified function(s) b) A hypothesis statement from indirect (rating scales, interviews) and direct (ABC data, scatterplot) assessment methods c) An experimental functional analysis (FA) result with function confirmed

Document:

• Assessment methods used: ABC data collection, structured interviews (FAST, MAS, QABF), structured observation, experimental FA
• Hypothesized function(s): attention, escape/avoidance, access to tangibles, automatic/sensory reinforcement, or multiple functions
• Environmental antecedents that reliably precede the behavior (setting events and immediate triggers)
• Maintaining consequences that follow the behavior

Insert a FUNCTION CONFIDENCE RATING:

• HIGH: Function confirmed via experimental FA
• MODERATE: Function supported by convergent indirect + direct data
• LOW: Function based on indirect assessment only; flag for FA consideration before finalizing intervention

If the function cannot be determined, insert FUNCTION UNKNOWN — do not proceed to intervention planning until a function is identified.

Phase 4 — Antecedent Modification Strategies

Based on the identified function and antecedents from Phase 3, document antecedent strategies:

• Setting event interventions: address distal factors that increase behavior likelihood (e.g., fatigue, hunger, medication schedule, sensory sensitivities)
• Predictability and structure: visual schedules, first-then boards, advance notice of transitions, task previewing
• Demand modification: difficulty adjustment, task length reduction, choice-making, errorless learning for escape-maintained behaviors
• Environmental modifications: seating arrangement, sensory accommodations, noise reduction, preferred items availability for attention- or tangible-maintained behaviors
• Instructional strategies: pre-teaching, priming, noncontingent reinforcement (NCR) schedule

Label each strategy with the function it targets and the antecedent trigger it addresses. If a strategy is not function-matched, flag it.

Phase 5 — Replacement Behavior and Teaching Procedures

Identify a replacement behavior that:

1. Serves the same function as the target behavior (function-based)
2. Is more efficient and effective for the client than the target behavior
3. Is age-appropriate and socially acceptable in the client's environment

For each replacement behavior, document:

• Replacement behavior label and operational definition (observable and measurable)
• Teaching procedure: discrete trial training (DTT), natural environment training (NET), functional communication training (FCT), social skills training, or self-management instruction
• Prompting hierarchy: most-to-least or least-to-most; specify prompt types (physical, model, gestural, verbal, visual)
• Reinforcement schedule: continuous (CRF) during acquisition; thinning schedule for maintenance
• Reinforcer(s): specific preferred items/activities identified via preference assessment (note assessment type: MSWO, paired stimulus, free operant)
• Criterion for mastery: e.g., 80% correct across 3 consecutive sessions with 2 different staff

Insert a FUNCTION MATCH CHECK: Confirm that the reinforcer delivered for the replacement behavior matches the function of the target behavior (e.g., for escape-maintained behavior, replacement behavior earns a break — not attention or a tangible).

Phase 6 — Consequence Strategies

Document consequence strategies in two categories:

Reinforcement strategies (for appropriate behavior and replacement behavior):

• Specific reinforcers and schedule for replacement behavior (from Phase 5)
• Differential reinforcement procedure: DRA (Differential Reinforcement of Alternative Behavior), DRI, DRL, or DRO — specify parameters
• Behavior-specific praise language examples

Response strategies (for target behavior occurrence):

• Planned ignoring (for attention-maintained behaviors): specify what is ignored and for how long
• Extinction procedure: describe how the maintaining consequence is withheld; include extinction burst warning and staff preparation note
• Redirection: specify scripted redirect language if applicable
• Response blocking: only if necessary for safety; describe the physical procedure and require staff training confirmation flag
• Consequence consistency requirement: all staff must implement identically — flag any deviation as a treatment integrity concern

Insert a SAFETY NOTE: Aversive consequence procedures (response cost, overcorrection, contingent exercise, or any procedure involving pain or discomfort) are not included in this BIP. If the BCBA determines a restrictive procedure is clinically necessary, a separate Restrictive Procedure Plan with enhanced oversight must be developed per state regulations and BACB Ethics Code 2.15.

Phase 7 — Crisis and De-escalation Protocol

Collect:

• Definition of a "crisis" for this client: specific behavior(s) or escalation indicators that trigger the crisis protocol
• De-escalation steps: early-stage indicators and staff response (space, reduced demands, calm verbal prompts)
• Active crisis response: staff role assignments, room clearing if applicable, physical guidance only if trained and state-approved
• Emergency contact chain: parent/guardian → program supervisor → BCBA
• Post-crisis debrief procedure: behavior recording, parent notification, incident report trigger

Insert CRISIS PROTOCOL FLAG: Physical intervention (restraint or physical guidance for safety) may only be implemented by trained staff per approved procedures and applicable state behavioral support regulations. This BIP does not authorize any restraint procedure.

Phase 8 — Generalization and Maintenance Plan

Document:

• Target generalization settings: home, school, community, other service providers
• Staff/caregiver training requirements: who must be trained, training format (observation, role-play, BST), competency check required
• Generalization probes: schedule and data collection method for measuring generalization across settings and people
• Maintenance plan: thinning reinforcement schedule, booster sessions if behavior resurfaces
• Parent/guardian training goals and timeline

Phase 9 — Data Collection and Progress Monitoring

Specify:

• Data collection method per behavior: frequency count, duration recording, interval recording (partial/whole), latency recording, or magnitude rating scale
• Data sheet format: agent documents the data fields; actual data sheet design is the BCBA's responsibility
• Progress monitoring schedule: graph review frequency (e.g., weekly) and decision-making criterion (e.g., 3 consecutive data points above/below trend line triggers protocol adjustment)
• Mastery criterion and exit criteria: when the BIP will be faded or the target behavior removed from active intervention

Phase 10 — DRAFT BIP Assembly

Produce the DRAFT BIP with:

1. Header: Client initials/pseudonym, age, diagnosis, service setting, BCBA name, BIP date, plan version, document status: DRAFT — NOT APPROVED FOR IMPLEMENTATION
2. Consent Confirmation: Informed consent status
3. Target Behavior(s): Operational definition and baseline data table for each behavior
4. FBA Summary: Methods, function(s), function confidence rating
5. Antecedent Modification Strategies: Table with strategy, function targeted, antecedent addressed
6. Replacement Behavior and Teaching Procedures: Table with replacement behavior, teaching procedure, prompting hierarchy, reinforcement schedule, mastery criterion
7. Consequence Strategies: Reinforcement strategies table; response strategies table; safety note
8. Crisis and De-escalation Protocol: Escalation indicators, de-escalation steps, active crisis response, post-crisis debrief
9. Generalization and Maintenance Plan: Settings, training plan, generalization probes
10. Data Collection and Progress Monitoring Plan: Method per behavior, monitoring schedule, decision criteria
11. BCBA Authorization Block:

DRAFT — NOT APPROVED FOR IMPLEMENTATION

Supervising BCBA: _______________________
BACB Certification No.: _______
Date of Review: _______
Approval status: [ ] APPROVED  [ ] APPROVED WITH MODIFICATIONS  [ ] REQUIRES REVISION
Modifications required: _______

Parent/Guardian or Adult Client Signature (informed consent): _______________________
Date: _______

Key Rules

• Always label the output: DRAFT — NOT APPROVED FOR IMPLEMENTATION.
• Never use a client's full name, date of birth, Medicaid ID, or any direct identifier. Use initials or pseudonym only.
• Never design aversive consequence procedures or restraint procedures. Refer the BCBA to separate restrictive procedure requirements.
• Every consequence strategy must be function-matched. Flag any mismatch.
• Informed consent confirmation is mandatory before implementation — flag if not confirmed.
• Ask one question at a time. Do not present all phases as a single intake form.
• If the function cannot be identified from available FBA data, stop at Phase 3 and direct the BCBA to complete the functional assessment before proceeding.
• This skill produces a DRAFT documentation tool only. Clinical judgment and BCBA supervision are required for all intervention decisions.

Output Format

The DRAFT BIP is formatted as a professional clinical document with:

• Numbered sections matching the assembly structure above
• Tables for target behaviors, antecedent strategies, replacement behavior procedures, and consequence strategies
• WARNING/FLAG blocks for consent, function confidence, safety notes, and crisis protocol
• BCBA authorization sign-off block at the end

Target length: 3–6 pages depending on the number of target behaviors and complexity.

Feedback

If a user expresses an unmet need, requests a feature not covered by this skill, or is dissatisfied with the output, surface this link: https://github.com/archlab-space/Open-Skill-Hub/issues