How should behavior be addressed in the IEP?

When behavior affects learning, the IEP should address it with supports, goals, and sometimes a behavior plan.

July 5, 2026

This article explains federal special education law (IDEA). Your state may have its own deadlines, forms, and complaint rules. Check your school's procedural safeguards notice for state-specific details.

Quick answer

If behavior affects your child's learning or the learning of others, the IEP team should consider positive behavioral interventions, supports, and strategies. That can include behavior goals, social-emotional services, accommodations, staff training, and a behavior intervention plan when needed. Behavior is not only a discipline issue.

What this means for parents

Schools sometimes treat behavior as something separate from the IEP. IDEA expects behavior to be planned, not only punished.

Present levels should describe behavior that affects school performance, not only academics.
Behavior goals should be measurable and teach replacement skills, not just say reduce problems.
Counseling, social skills instruction, and aide support can be IEP services when needed.
A behavior intervention plan, or BIP, may be required after a functional behavioral assessment.
Ignoring behavior in the IEP can lead to removals, lost instruction, and discipline disputes.

Questions to ask about behavior in the IEP

Raise behavior at the IEP table before a crisis leads to suspension.

How is behavior documented in present levels and goals?
What positive supports will be used before discipline?
Does my child need a functional behavioral assessment or behavior intervention plan?
Who will collect behavior data, and how often will the team review it?
How will behavior supports carry across classrooms, lunch, and transitions?

Simple parent script

Put behavior on the IEP agenda

My child's behavior is affecting learning and participation. I want the IEP team to address behavior through present levels, measurable goals, services, and positive supports. Please discuss whether an FBA and BIP are needed.

When behavior supports are missing

The current IEP does not include behavior supports, but my child is [describe incidents or patterns]. Please revise the IEP to add supports and consider an FBA before relying on discipline.

Common mistakes to avoid

Treating behavior as a discipline-only issue outside the IEP.
Accepting vague goals like improve behavior without measurable skills.
Not asking for data when behavior is getting worse.
Assuming a 504 behavior plan is enough when the child has an IEP.
Waiting for suspension before requesting an FBA.

When to get more help

Consider getting help when behavior is escalating and the school will not add supports, your child faces repeated discipline without an FBA, or you need help connecting behavior to placement and services.

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Sources

34 C.F.R. § 300.324, Development, review, and revision of IEP (34 C.F.R. § 300.324)
34 C.F.R. § 300.320, Definition of individualized education program (34 C.F.R. § 300.320)