Characteristics of Tier 3 Behavior Intervention Plans for Autistic Students

This study investigated the characteristics of Tier 3 behavior intervention plans (BIPs) for autistic students in two public schools in the U.S. state of California. Guided by three research questions, we examined (a) what types of behaviors and functions of behaviors are included in BIPs, (b) which evidence-based practices (EBPs) are most commonly embedded, and (c) how many EBPs are included per plan. Using a descriptive design, we analyzed 120 de-identified BIPs that scored “adequate” or above on the Behavior Support Plan Quality Evaluation Guide (BSP-QE). Dependent variables included the target behaviors, hypothesized behavioral functions, and number and type of EBPs coded across plan sections. Results indicated that aggression (44%) and off-task/disruptive behavior (43%) were most frequently targeted, with escape/avoidance (95%) as the most common function. On average, BIPs contained 7.4 EBPs, most often reinforcement, antecedent-based interventions (ABI), functional communication training, prompting, response interruption/redirection, and visual supports. Findings suggest that these high-frequency EBPs could be embedded as Tier 1 or Tier 2 supports within multi-tiered systems of support (MTSS), reducing the need for intensive Tier 3 interventions and promoting more inclusive educational environments.