The goal is to teach children how to manage their own behaviors. This overview will help parents understand functional behavioral assessment and positive interventions.
AN IEP TEAM’S INTRODUCTION TO FUNCTIONAL BEHAVIORAL ASSESSMENT AND BEHAVIOR INTERVENTION PLANS
CONDUCTING A FUNCTIONAL BEHAVIORAL ASSESSMENT
CREATING POSITIVE BEHAVIORAL INTERVENTION PLANS AND SUPPORTS
The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports (PBIS) was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.
"Individuals with Disabilities Education Improvement Act of 2004 and IDEA Regulations of 2006: Implications for Educators, Administrators, and Teacher Trainers" by Mitchell L. Yell, James G. Shriner, and Antonis Katsiyannis
Violations of Student Codes of Conduct: Discipline Issues and Consequences
Violations of Student Codes of Conduct: Schools may suspend remove students with disabilities, with no services, for up to 10 days for behaviors, such as truancy, that would result in a suspension for any student. The student may be treated the same as a student without a disability during those removals, including receiving services if the district provides services to students without disabilities who are suspended. Under IDEA 2004, “school personnel may consider any circumstances on a case-by-case basis when determining whether to order a removal to an interim alternative educational setting for a violation of a code of student conduct.”
Once a student with a disability has been removed from his/her current placement (suspended) for more than 10 days in a school year, during any additional removals, the student is entitled to receive services that enable the student to appropriately progress in the general curriculum and advance towards achieving the goals set out in his/her IEP. The actual services provided are to be determined by school personnel in consultation with the child’s special education teacher.
Functional Behavioral Assessment (FBA) and Positive Behavioral Interventions: Either before or not later than 10 business days after the child is removed for a period that will include the 10th day (cumulative) of removal in that school year, the IEP Team must meet to plan an FBA (if one has not already been done). The Team would then develop a positive behavior intervention plan for the student, as soon as practicable after completing the behavioral assessment. If the IEP already includes a positive behavior intervention plan, the Team would review it and its implementation to address the behavior, and make any needed revisions. The Team may also propose any other revisions they believe are necessary to ensure the IEP and placement are appropriate to meet the student’s needs. Following any future removals the behavior intervention plan would be reviewed and revised at the request of any member of the Team.
Note: The FBA is a written summary of behaviors that are problematic, noting where they occur, and what the staff needs to be aware of as they work with that student to help manage the behavior(s). Part of such a plan should include positive behavioral interventions that can be carried out by teachers and others working with the student. School discipline policies (which generally may be found in the school district’s student handbook) may also be modified in the IEP, as appropriate for the student.
Removals that Constitute a Change in Placement: Removal of a student based on discipline issues, if it is for more than 10 consecutive school days or a pattern of short-term removals that total 10 school days, constitutes a “change in placement”. When this happens, parents must receive a copy of their procedural safeguards. A Team meeting must then be held within ten days of the decision to remove the child for what amounts to a change in placement, and the Team must determine if the behavior was a manifestation” of the child’s disability. A manifestation determination is the Team’s decision that the child’s behavior is or is not related to his/her disability. In order to do this, the Team must look at two possibilities:
1. The conduct (behavior “was caused by, or had a direct and substantial relationship to the child’s disability”, or
2. “If the conduct in question was the direct result of the LEA’s failure to implement the IEP”.
If the Team determines that the behavior was a manifestation of the child’s disability, then the Team must do one of the following:
𐂃 either conduct a functional behavioral assessment (FBA) unless the district has already done an FBA and developed a behavioral intervention plan; or
𐂃 review the behavioral intervention plan and modify it as necessary.
To deal effectively with students who exhibit challenging behaviors, it is important to approach such problems from a research-validated theoretical perspective. Understanding Behavior: An Interactive Tutorial provides a basic introduction to the behavioral model. By understanding and applying the behavioral model, you will increase the likelihood of intervening successfully with problem behaviors.
WHAT DO YOU MEAN BY "BEHAVIOR?"
Leslie E. Packer, PhD
Is it a symptom or a "behavior," and how does what we call it affect how we respond to it or approach it.
by Leslie E. Packer, PhD