The terms Behavior Support Plan (BSP) and Behavior Intervention Plan (BIP) have been used interchangeably in education, leading to some confusion among educators, administrators, and parents. While both refer to structured plans designed to address student behavior, the nuances between them stem from historical terminology, federal guidance, and evolving best practices in behavior support.
A Brief History of Behavior Support Plans and Behavior Intervention Plans
The Hughes Bill (California Assembly Bill 2586, 1990) played a pivotal role in shaping behavioral support practices in education. It required the development of Behavior Intervention Plans (BIPs) for students with disabilities who exhibited serious behavior problems that interfered with learning.
- The law emphasized a structured, data-driven approach using Functional Behavior Assessments (FBA) to design interventions.
- However, the Hughes Bill was repealed in 2013, and California transitioned to align more closely with federal law under the Individuals with Disabilities Education Act (IDEA).
IDEA (1997, reauthorized in 2004) does not use the term Behavior Support Plan (BSP) but requires a Behavior Intervention Plan (BIP) when a student’s behavior impedes their learning or that of others.
- The law mandates an FBA when a student with disabilities is subjected to disciplinary action that results in a change in placement.
- Many states and districts, however, use Behavior Support Plan (BSP) to describe proactive, tiered supports that may or may not involve a formal FBA.
If you are still unsure about what a BIP is, read our detailed guide with examples for better clarity.
The Reality: A Continuum of Behavior Plans
Rather than viewing BSPs and BIPs as distinctly separate, it is more helpful to see them as part of a continuum of behavioral support that aligns with Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS) frameworks. Guidance from the top experts in the field, including the Center on PBIS supports, promote this approach:
- Tier 1: Universal behavior supports for all students (e.g., school-wide expectations, positive reinforcement systems).
- Tier 2: Targeted behavior support, occasionally referred to as a Behavior Support Plan (BSP), which can be developed without a formal FBA for students needing additional intervention.
- Tier 3: Intensive, individualized interventions, often referred to as a Behavior Intervention Plan (BIP), typically based on a formal FBA for students with significant behavior challenges.
Want to know how to structure a BIP? Download our free PDF template to get you started right away.
The Key Takeaway: Focus on Effective, Tiered Support
Regardless of whether a district or educator uses the term BSP or BIP, what matters most is ensuring behavior support plans are:
- Tiered and matched to student needs, following MTSS and PBIS frameworks.
- Data-driven, ensuring interventions are informed by observations, progress monitoring, and (when needed) FBAs.
- Designed to teach and reinforce positive behaviors, rather than solely focusing on consequences.
- Legally compliant, aligning with IDEA and state regulations to support students with disabilities effectively.
Rather than getting caught up in terminology, educators should ensure that behavior support efforts are aligned with best practices, promoting proactive, evidence-based interventions that foster student success.
At Behavior Advantage we specialize in providing schools and educators with the tools and expertise required to prepare and implement BSPs and BIPs. Make sure to read our detailed guide about How to write a Behavior Intervention Plan that Works.
If these types of resources are what you are looking for, request a demo of our platform today!
