FBAs, BIPs, and ERMHs, Oh My! A Parent’s Guide to Behavior Supports

When your child is struggling with behavior at school, it’s easy to feel lost under a swirl of acronyms, meetings, and suggestions that never seem to help. You may find yourself wondering why things aren’t improving, and why the school keeps trying the same approaches without meaningful change.

This post will walk you through the most important supports available for children having behavior challenges: Functional Behavioral Assessments (FBAs), Behavior Intervention Plans (BIPs), and school-based mental health services.

Understanding Functional Behavioral Assessments (FBA)

A Functional Behavioral Assessment (FBA) is exactly what it sounds like: a structured process designed to understand the function or purpose of a behavior. Generally, there are three functions of behavior:

• Positive reinforcement – gaining something the child wants/needs (Current research uses a four-function framework that separates positive reinforcement into the two categories of access to tangibles and attention.)

• Negative reinforcement – avoiding or escaping from an aversive (something the child doesn’t like)

• Automatic or Self-reinforcement – sensory stimulation via “stimming”, proprioceptive input (pressure), or vestibular input (movement).

The goal of the FBA is to create a clear picture of what triggers the behavior, what the child gains or avoids through it, and what skill deficits may be contributing. Instead of asking, “How do we stop this?” an FBA asks more effective questions such as:

• Why is this behavior happening?

• What is the child trying to communicate or achieve?

• What events or triggers happen right before the behavior?

• What happens after the behavior that may be reinforcing it?Until the school understands the “why,” they cannot create a plan that truly helps your child.

Once the team understands the root cause of the behavior, they can move from reaction to prevention!

You might consider requesting an FBA if:

• the school reports the same issues over and over,

• little or no improvement in behaviors has been noted,

• you’re frequently asked to pick your child up early,

• your child has been suspended or is repeatedly at risk of suspension,

• you’re hearing vague statements like “he’s being defiant” or “she just needs to try harder,” without any data or clear plan

From Assessment to Action

Once the FBA is completed, the district will use the results to create a Behavior Intervention Plan (BIP) - a detailed, data-driven roadmap for supporting your child.

A strong BIP should include:

• Objective, observable descriptions of the behaviors being addressed (not labels like “attitude” or “noncompliance”)

• Preventive strategies to reduce the likelihood of challenging behavior

• Replacement behaviors—skills your child will be taught to use instead

• Positive reinforcement that encourages appropriate behavior

• Calm, non-escalating response strategies for when behaviors occur

• A clear plan for data collection to monitor progress

Simply stated, a BIP should be proactive, supportive, and rooted in skill-building, not punishment.

When Mental Health Services Enter the Picture

Sometimes behavior challenges stem from underlying emotional or mental health needs such as anxiety, depression, trauma, or other factors that impact your child’s day-to-day functioning. In these cases, mental health support can be written directly into your child’s IEP.

Counseling - Counseling can be added to the IEP as a Related Service with specific goals, defined frequency (e.g., “30 minutes twice weekly”), and clear methods for monitoring progress

This is not the same as informal “check-ins” with a school counselor. If counseling is truly needed, it must be a formal related service with legal protections and accountability.

When More Intensive Support Is Needed: ERMHS/ERICS

For students with more significant emotional or behavioral needs, the IEP team may consider assessing for Educationally Related Mental Health Services (ERMHS) or Educationally Related Intensive Counseling Services (ERICS). ERMHS/ERICS are typically delivered by licensed mental health professionals and go beyond standard counseling. They may include:

• Individual therapy

• Group therapy

• Parent counseling and training

• Crisis intervention

• Coordination with outside providers

Putting It All Together

FBAs, BIPs, and mental health services are essential tools designed to help your child access their education - and to help the school understand and respond to your child’s needs.

If your child’s current behavior plan isn’t working, you do not have to settle for “we’ve tried everything.” You are entitled to ask for data, ask whether the plan is being implemented consistently (and if not, why not), and request an updated FBA or additional services if needed.

Your child’s behavior is telling a story. Your advocacy helps ensure the school is listening—and responding with the appropriate support.

Need Help Navigating the Process?

If you’d like support requesting an FBA, reviewing a BIP, or securing the right mental health services, reach out anytime. Advocacy can make the difference between a child who is meaningfully supported.