FBA and BIP vs Multidisciplinair Overleg

In the United States, Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) are widely used to support students whose behaviors may hinder their access to learning or classroom participation. These tools are grounded in a legal and educational framework that prioritizes individualized, function-based support. As part of this process, I conducted an FBA and developed a BIP for Student H, a student in a kindergarten class. The assessment was prompted by a recurring pattern of behavior, rather than a single significant incident, and focused on understanding Student H’s tendencies to withdraw and disengage—particularly during math instruction. Through structured observation and analysis, the behavior was found to be influenced by emotional regulation difficulties, sensitivity to peer interactions, and academic avoidance. The resulting BIP included supports such as calm re-engagement routines, discreet adult check-ins, peer boundary strategies, and a daily point card to monitor and reinforce engagement. While the plan faced limitations due to time and staffing, it exemplifies the U.S. system’s emphasis on tailoring behavioral support to the individual student, grounded in observational data and implemented through a legally-informed, collaborative approach.