There is little known about the behavior intervention plan (BIP) team composition for students with intellectual disability, developmental delay, and/or autism (i.e., IDD). We sought to understand whether students with IDD are included as part of the team to develop their BIPs and who is involved and the correlation with quality of the BIP. We reviewed and statistically analyzed records from 87 BIPs from one large school district. Of the records reviews, most BIP teams included a parent or guardian, administrator, general education teacher, and special education teacher. Less than 5% of BIPs included a student with IDD. Implications for policy and practice are provided. Specifically, federal and state policy guides are needed to ensure that BIP teams include both the individual with IDD and their parents or guardians, along with individuals with expertise in supporting students with IDD.
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