Behavior Blueprint Planning Guide
Tier 3 Intensive Support Individualized Protocol
Behavior Blueprint Plan
Clinical & Educational Form
BIP-T3-REV2026
Student Name
DOB / Grade
Case Manager / Specialist
Initiation Date
Classroom / Setting
Multidisciplinary Team Members
1. Target Behavior Operationalization & Baseline Metrics
Operational Definition (Must be observable, measurable, and free of emotional labels; include onset and offset criteria):
Baseline Frequency
Incidents per day / week:
Duration & Latency
Average length & onset lag:
Severity / Safety Risk
Disruption vs Physical Safety:
2. Functional Analysis & Antecedent Pathway (ABC Matrix)
Slow Triggers (Setting Events)
Conditions that increase likelihood (e.g., fatigue, medication shift, hunger, noise level, schedule change):
Fast Triggers (Immediate Antecedents)
Direct precipitating stimuli (e.g., demand placed, unexpected transition, peer tease, peer proximity, denial of item):
Primary Identified Function of Behavior (Verified via FBA / ABC Observation Data):
Escape / Avoidance
Academic demand, social interaction, sensory load
Peer Attention
Peer laughter, eye contact, reaction, status
Adult Attention
1:1 verbal reprimands, proximity, counseling redirect
Tangible / Sensory
Access to restricted device, item, proprioceptive input
Functional Hypothesis Formula
When , student engages in in order to obtain / escape .
TIER 3 BEHAVIORAL INTERVENTION PROTOCOL • SECTION I PAGE 1 OF 3
Core Strategy Part II
Function-Matched Intervention Matrix
Student:
Pillar 1: Antecedent & Environmental Engineering (Make Problem Ineffective)
Prevention
Environmental Adjustments
Seating, lighting, sensory cues, visual boundaries:
Instructional Adaptations
Task chunking, demand fading, choice options, timer:
Priming & Pre-Correction
2-min transition warning, verbal rehearsals, scripts:
Pillar 2: Replacement Behavior Instruction (FERB - Make Behavior Obsolete)
Teaching
Functionally Equivalent Replacement Behavior (FERB):
Must require equal/less physical effort and achieve the identical function as the target behavior:
Instructional Protocol & Schedule:
When will replacement behavior be explicitly taught (daily time, trainer, modality, model-lead-test)?
Prompting Hierarchy & Fade Plan
Full physical → Model → Gestural → Visual → Independent
Visual & Communication Supports
Break card, first-then board, self-regulation chart, AAC icon:
Pillar 3: Reinforcement & Extinction Protocols (Make Target Behavior Ineffective)
Consequences
Reinforcement of Replacement / DRA Schedule
High-density schedule (e.g., continuous → VR-3) delivered immediately upon use of FERB:
Targeted High-Preference Reinforcers:
Planned Adult Response / Extinction Protocol
Ensure target behavior no longer accesses the function (minimize talk, neutral face, prompt FERB):
What Staff Must Strictly AVOID:
TIER 3 BEHAVIORAL INTERVENTION PROTOCOL • SECTION II PAGE 2 OF 3
Safety & Accountability Part III
Crisis De-Escalation & Fidelity System
Protocol Review Date:
1. Phase-Based Crisis De-Escalation & Safety Protocol
Escalation Phase
Observed Student Indicators
Mandated Staff Response & Safety Script
1. Agitation / Early Cue Pacing, voice volume, refusal
Lower vocal volume, increase physical space (3-5 ft), deliver non-judgmental choice or FERB prompt. Do not debate.
2. Acceleration Throwing items, shouting, posturing
Remove bystander audience, clear hazardous items. Use short <5-word verbal cues ("Sit here," "Hands safe"). Notify team lead.
3. Peak / Crisis Event Imminent harm to self / others
Activate safety protocol/CPI response team. Zero demands or processing. Contain environment safely. Protect student dignity.
4. Recovery & Debrief Crying, fatigue, compliance
Allow calm recovery time (water, rest). Re-establish physiological regulation before any restorative debrief or task re-entry.
2. Implementation Fidelity Audit Criteria (Weekly Team Check)
Antecedent Fidelity
Visual schedule and priming delivered 100% of days prior to known high-stress transitions.
Instructional Fidelity
Daily 10-minute FERB replacement instruction scheduled, conducted, and logged in tracking binder.
Reinforcement Fidelity
High-value differential reinforcement delivered immediately (<5 sec) upon student FERB demonstration.
Extinction / Adult Consistency
All staff across all periods implement planned ignoring/safety redirect without verbal bargaining.
3. Progress Monitoring Schedule & Multi-Tier Review Cycles
Measurement Tool
DBC / Event Tally Chart
Data Collector
2-Week Fidelity Review
6-Week Outcome Review
Success Criterion & Fade Benchmark:
Team Endorsement & Commitment Signatures
Special Education Teacher
General Education Teacher
BCBA / Behavior Specialist
Parent / Administrator
TIER 3 BEHAVIORAL INTERVENTION PROTOCOL • SECTION III PAGE 3 OF 3
