Introduction Behavior intervention plan (BIP) is the process of analyzing existing data from a functional behavior assessment to come up with appropriate interventions and strategies to help a student learn replacement behaviors. A functional behavior assessment should be carried out prior to developing a BIP. Functional behavioral assessment (FBA) is a comprehensive analysis of problem behavior to determine its purpose. FBA assumes that behavior is cultured and serves a certain function. Another crucial assumption of FBA is that behavior has a direct association with the circumstances in which it occurs. A comprehensive functional behavior assessment helps in the development of an appropriate behavioral intervention plan. Some of the crucial information to consider in a functional behavioral assessment is the frequency and duration of the target behavior as well as the most and least likely places for the behavior to occur. The individuals present or absent when the behavior occurs and the student’s rejoinder to the repercussions that follow their behavior must also be considered (Filter & Alvarez, 2012). Psychologists have found out that BIP is more effective in helping students change or improve their behavior rather than using reprimands and isolation methods when a student demonstrates the unacceptable behavior (Steege & Watson, 2009). BIP involves an individual education program (IEP) teams, which look into the needs of the student and device appropriate interventions to help the student. Functional Behavior Analysis Client 1 Definition and Description of Target Behavior A target behavior is an unacceptable behavior that needs to be changed or improved. In this case, the target behaviors are the disruptive mannerisms exhibited by client 1, which are common in the classroom and other settings such as the recess and specials. According to the reports provided by the school staff, the student is aggressive and does not comply with the school regulations. Collection of Information on the Possible Causes of the Target Behavior Understanding problem behavior requires adequate information about the function of the behavior. This information can be collected through methods such as natural observation of the student, conducting interviews, and analyzing the behavior under controlled conditions (Cooper, Heron, & Heward, 2007). It is important to know if there are other settings where the student does not exhibit disruptive behavior. The functional behavioral assessment for this child should also seek to understand the frequency and intensity of the behavior. Categorizing Behavior (Forming a Hypothesis) Categorizing behavior requires an understanding of the specific causes, which could fall into three categories, namely, skill deficit, performance deficit, and function. One probable hypothesis for this case is that client 1 desires to get attention from teachers and other students and thus behaves in a way that ensures he gets their attention. It is also likely that a particular subject is challenging to client 1, or interaction with other people is difficult for him. Thus, he uses disruptive behavior as a communication strategy to air his frustrations. It is also likely that client 1 desires to have control of his surroundings. Therefore, the disruptive behavior,