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Choosing Simple BIP or FBA with BIP

Learn when to use a Simple BIP or a comprehensive FBA with BIP and choose the behavior planning process that best matches your student's needs.

FBA with BIP vs. Simple BIP: Which Plan Should You Use?

Behavior Advantage supports both FBA-based BIPs and Simple BIPs. Understanding the difference can help your team select the most appropriate level of support.

FBA with BIP typically involves gathering new information about student behavior through a formal Functional Behavior Assessment (FBA) to address more severe, persistent, or complex behaviors. This process often includes observations, interviews, record reviews, and other assessment activities led by clinical support staff such as BCBAs, School Psychologists, or Mental Health Therapists.

Simple BIPs are generally developed using existing information and retrospective review of student behavior, environmental factors, and current supports. They are often used to address emerging concerns, update existing plans, or provide targeted interventions without conducting a formal, documented FBA. Like all effective behavior planning, Simple BIPs should be developed collaboratively by the student's support team.

To help guide these discussions, teams can use the Simple FBA Form (Download Here). This tool helps document team conversations and encourages staff to "think functionally" about behavior by identifying possible triggers, patterns, functions, and environmental factors that may be influencing student behavior.

Consider an FBA with BIP if:

  • The student's behaviors are severe, persistent, or escalating.
  • Previous behavior plans have not produced meaningful improvement.
  • New assessment data is needed to understand the behavior.
  • The team plans to conduct observations, interviews, record reviews, or other formal assessment activities.
  • District, state, or local requirements mandate an FBA for behavior plans developed for students with IEPs.

Consider a Simple BIP if:

  • The team can develop supports using existing information.
  • The goal is to proactively address concerns before behaviors become more intensive.
  • The team is updating or refining an existing behavior plan.
  • Informal team discussions provide sufficient information about likely triggers, functions, and skill deficits.

Important: If your team plans to conduct new assessment activities such as direct observations, interviews, or formal data collection to develop a behavior plan, be sure to obtain any required parent/guardian consent and follow the documentation procedures established by your district, state department, or local governing agency.