Behavior Intervention Plans (BIPs) are essential tools in supporting students with behavioral challenges. But what happens when a teacher or paraprofessional refuses to follow the plan? Whether due to a lack of understanding, disagreement with the strategies, or systemic barriers, non-compliance can be a major roadblock to student success.
This post will explore:
✔️ How to ensure a BIP is realistic and implementable
✔️ Common reasons why staff may resist following a BIP
✔️ Strategies for addressing resistance professionally
✔️ What to do if a teacher, para, or administrator refuses to comply
✔️ Procedural safeguards and legal options for parents and advocates
Let’s dive in.
Before addressing non-compliance, take a step back and evaluate whether the BIP is realistic, feasible, and sustainable within the classroom setting.
One of the most common concerns I’ve heard from teachers is that special education teachers or behavior specialists often write plans without considering the realities of a general education classroom. Large class sizes, multiple students with IEPs and behavioral needs, limited prep time, and ever-changing schedules make it difficult for teachers to implement complex behavior plans consistently.
I’ve seen cases where multiple BIPs required different types of data collection for several students in one classroom, making it impossible for a single teacher to track everything while managing instruction. The result? Teachers feel overwhelmed, disengaged, and see the plan as an unrealistic extra burden—leading to non-compliance. In such cases, simplifying data collection through digital tracking tools or using existing classroom routines can help reduce the burden on teachers while maintaining fidelity to the plan.
A BIP should never be created in isolation. To increase buy-in, teachers need to be involved from the beginning so their concerns, classroom dynamics, and instructional style are taken into account. Visit the classroom to observe how the day flows, the level of busyness, and how overwhelmed the teacher already is. Ask the teacher what they have already tried to manage the behavior. This not only provides useful information but also fosters a collaborative conversation that strengthens your working relationship.
Even when a BIP is well-designed, resistance from teachers or paraprofessionals can still occur. Understanding why they might refuse to follow the plan is key to addressing concerns proactively and professionally.
Some teachers and paras feel they don’t have time to collect data, implement strategies, or reinforce behavior plans. They may be juggling large class sizes, multiple students with IEPs, or other responsibilities that make the BIP feel like “one more thing” on their plate.
✔️ If a BIP seems overwhelming, explore ways to streamline data collection.
✔️ Provide support in organizing materials and tracking progress.
✔️ Acknowledge time constraints and work collaboratively to find practical solutions.
Some teachers believe that the data being collected won’t result in meaningful changes for the student or additional support from the school. They see it as “busy work” that won’t help them or the child.
✔️ Show teachers how data drives decisions for student support.
✔️ Provide examples of past successes where data led to additional resources.
✔️ Offer to help track and organize data to make the process easier.
Some teachers struggle with BIPs because they believe that students should “just follow the rules” without additional reinforcement or accommodations. They may resent reward-based systems or feel that BIPs offer “special treatment.”
✔️ Reframe reinforcement as a way to teach and strengthen desired behaviors.
✔️ Involve teachers in selecting reinforcers that feel appropriate.
✔️ Provide evidence-based reasoning for behavior interventions.
Some teachers believe that BIPs don’t include enough “real consequences” for behavior. They may try to add punishments that are not part of the plan, which can completely disrupt fidelity.
✔️ Educate staff on the difference between consequences and punishment.
✔️ Reinforce that BIPs are designed to teach and not just discipline.
✔️ Offer structured alternatives for addressing challenging behaviors.
Some paras refuse to follow a BIP because they don’t think it will work, believe it takes too long, or dislike the intervention method. This can be particularly difficult when admin is unwilling to enforce compliance.
✔️ Ensure paras receive direct training from the behavior specialist, not just secondhand from teachers.
✔️ Provide ongoing check-ins and troubleshooting support.
✔️ Recognize paras who successfully implement strategies to encourage buy-in.
If a teacher or para is resistant, the first step is documenting everything. People who don’t want to follow a BIP may later claim they never saw it, weren’t trained, or didn’t understand it. Keeping a paper or email trail helps avoid these situations.
✔️ Provide structured training and have staff sign off that they’ve been trained.
✔️ Deliver materials to teachers and check in weekly.
✔️ Show teachers their impact by sharing student progress data.
✔️ Recognize and appreciate their efforts to encourage compliance.
If a teacher or para continues to resist:
✔️ Review the plan for simplifications—could another data collection method work?
✔️ Adapt reinforcement systems to fit the classroom environment.
✔️ Document all support efforts and discussions.
✔️ Escalate to admin if necessary, and if that fails, involve district leadership.
Some administrators avoid enforcing BIPs to prevent staff conflict. Others lack special education knowledge or misunderstand legal requirements. Parents may need to advocate through procedural safeguards.
✔️ Request meetings, records, and data to verify compliance.
✔️ File formal complaints if non-compliance persists.
✔️ Request mediation or due process hearings as a last resort.
By ensuring that a BIP is realistic, clearly structured, and minimally burdensome, compliance is far more likely. However, when resistance remains, consistent support, documentation, and collaboration are key. If non-compliance persists, address it professionally while maintaining the student’s best interests as the top priority. The goal isn’t to “win” against staff—it’s to ensure that students receive the support they are legally entitled to and need to thrive.
If you’re looking for additional guidance on strengthening your BIPs, these resources may help:
If you’d like a post that dives deeper into any of these steps or suggestions, feel free to email me. Whether you have specific challenges with BIP implementation, need guidance on handling resistance, or want to explore additional strategies, I’d love to hear your thoughts. Your feedback helps shape future content, and I’m always happy to continue the conversation and provide support where you need it most.
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