How FBAs and BIPs can support your child instead of punish them

BY MARIA GIANCOTTI, M.ED. - STUDENT ADVOCACY MICHIGAN

When a child with a disability struggles with behavior at school, it’s often a sign of unmet needs, not defiance. Yet too many students are punished, suspended, or placed in restrictive settings instead of receiving the supports they’re entitled to under federal law.

The Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA) all require schools to provide behavioral supports that help students access learning, not just consequences when behavior interferes.

One of the most effective tools for this is a Functional Behavioral Assessment (FBA) and the resulting Behavior Intervention Plan (BIP).

WHAT AN FBA REALLY IS—AND ISN’T

An FBA is a process for understanding why a behavior happens. The goal isn’t to label a student as “noncompliant,” but to identify the function of the behavior, what the student is trying to communicate or achieve.

IDEA requires that an FBA be conducted when a student’s behavior impedes learning or results in disciplinary removals of 10 or more days (34 C.F.R. § 300.530(f)). Parents can also request an FBA anytime behavior interferes with success.

A quality FBA should include:

• Observations across settings (classroom, lunchroom, recess)

• Data collection on when and where behaviors occur

• Interviews with parents, teachers, and the student

• Analysis of triggers (antecedents) and what happens afterward (consequences)

Example:

If a student frequently leaves class or refuses assignments, an FBA might reveal this happens most during reading tasks due to frustration or sensory overload. The function may be to escape from a difficult or overstimulating situation, not defiance.

TURNING FBA DATA INTO AN EFFECTIVE BIP

Once the FBA identifies the “why,” the BIP provides the “how”, a plan to support the student and prevent problem behaviors. A good BIP focuses on teaching new skills and creating an environment where the student can succeed.

A strong BIP includes:

1. Clear, specific goals (“Student will use a break card when overwhelmed instead of leaving class.”)

2. Preventive supports (scheduled breaks, reduced workload, visual cues, sensory tools)

3. Replacement behaviors the student will learn (“asking for help,” “requesting a break”)

4. Positive reinforcement when the replacement behavior occurs

5. A response plan that de-escalates rather than punishes

6. Ongoing data collection and review

EXAMPLE OF A SUPPORTIVE BIP:

For a student with ADHD and sensory challenges who frequently blurts out or leaves their seat:

• Antecedent supports: Provide movement breaks, allow standing, use a fidget tool.

• Replacement behavior: Teach the student to use a hand signal when needing to move or share an idea.

• Consequence: Praise and reward when the signal is used; calmly redirect if blurting occurs.

• Crisis plan: Offer a short sensory break or quiet space—not removal from class or loss of recess.

This approach acknowledges the child’s disability, teaches skills, and prevents escalation, meeting the requirements of IDEA and Section 504 (34 C.F.R. § 104.33), which require schools to provide accommodations and behavioral supports as part of a Free Appropriate Public Education (FAPE).

Legal Protections That Back You Up

• IDEA (34 C.F.R. § 300.324(a)(2)(i)): IEP teams must consider positive behavioral supports for any student whose behavior impedes learning.

• IDEA Discipline Protections (34 C.F.R. § 300.530–534): When behavior is a manifestation of a disability, the school must conduct or review an FBA and implement a BIP instead of punishment.

• Section 504 and Title II of the ADA: Require schools to provide reasonable modifications and behavioral supports so students with disabilities aren’t discriminated against or excluded.

Tips For Parents

• Put it in writing. Request an FBA in writing when behavior interferes with learning or leads to discipline.

• Request the right staff. Ask if a BCBA or ASD consultant can participate. If your district doesn’t have these professionals, request support from the ISD (Intermediate School District).

• Ask for data. Request observation notes, not just opinions, and a daily data sheet shared with you.

• Be part of the plan. Ensure the BIP reflects your child’s strengths and what works at home.

• Monitor implementation. Request BIP meetings every 4–6 weeks to review data and make adjustments.

• Push for training. Staff must be trained to implement the BIP consistently.

When done well, an FBA and BIP don’t just reduce problem behaviors, they build understanding, empathy, and success.

These tools ensure your child is supported, not punished, for behaviors connected to their disability. For help with an FBA or BIP, contact Student Advocacy Michigan.