A student may demonstrate inappropriate behavior to a point that it interferes with his or her learning or the learning of others. The IEP team needs to make specific considerations regarding behavioral issues for students. They must design appropriate interventions and designate needed supports for a student whose behavior impedes his or her learning or the learning of others.

In the case of a student whose behavior impedes the student’s learning or that of others, the IEP team must consider the use of positive behavioral interventions and supports, and other strategies, to address the behavior.

The focus of behavioral interventions and supports in the IEP is prevention of the behavior, not just provision for consequences subsequent to the behavior. This means that the team will need to attempt to identify the function or purpose of the behavior usually through a Functional Behavioral Assessment (FBA), and develop strategies to prevent the behavior from occurring again in the future. The positive behavioral interventions and supports could be implemented through the IEP annual goals, program modifications, or a Behavioral Intervention Plan (BIP).

Definitions:

Functional Behavioral Assessment (FBA):

A process that may include interviews, direct observation, and other evaluations of the child’s behaviors. Some of the questions asked as part of a functional behavioral assessment might include: What happened before the behavior? What happened during the behavior? What was the result of the behavior? In what environment did the behavior occur? Has the child’s medication been changed? Did the child receive medication at the right time? The FBA enhances an understanding of the purpose and function of a student’s behaviors and subsequently provides information that leads to interventions and needed supports.

Behavioral Intervention Plan (BIP):

A written, specific, purposeful, and organized plan which describes positive behavioral interventions and other strategies that will be implemented to address goals for a student’s social, emotional, and behavioral development. For students whose behavior prompts disciplinary action by the school, the behavioral intervention plan addresses the behavior(s) of concern that led to conducting a functional behavioral assessment.

Essential Elements of a Functional Behavioral Assessment (FBA)

Behavior Definition:

•  An objective and behaviorally specific definition/description of the behavior(s) of concern is developed.

Data Collection:

•   The scope and comprehensiveness of data collection is tailored to the particular behavior(s) of concern.
•  Existing data is reviewed, particularly prior measurable and goal-directed attempts to address the behavior(s) of concern.
•  Both qualitative and quantitative data are collected and considered.
•  Strengths or areas of competence are identified.
•  Data collection is individually tailored.
•  Data collection procedures are valid and reliable.
•  Information is collected and considered in a culturally competent manner.
•  Additional information is collected when needed.
•  When relevant, data is collected from multiple settings, i.e., school, home, and community.
•  When relevant, diagnostic/descriptive information is collected through collaboration with professionals/agencies external to the school.

Analysis:

•   Multiple sources of relevant information are considered, including:

1.  The setting(s) in which the behavior(s) occurs
2.  The specific behaviors of the student
3.  Student traits, including personal/affective characteristics

•   Analysis focuses on:

1.  Understanding the purpose and function of the behavior(s) of concern;
2.  The individual’s social, emotional and behavioral functioning in relationship to expectations;
3.  The development of interventions; and
4.  The identification of needed supports.

Communication with parents throughout the functional behavioral assessment process is critical.  

Essential Elements of a Behavioral Intervention Plan (BIP)

Intervention Planning and Implementation:

•  There is a clear link between the functional behavioral assessment data collected and the intervention(s) selected.
•  The intervention strategies are selected based on the nature of the defined problem, parent input, and professional judgments about the potential effectiveness of strategies.
•  Specific target goals are written which clearly describe projected improvement or remediation of the problem.
•  Specific target goals are directly related to the student’s present level of educational performance.
•  Specific target goals are written that are clearly related to accomplishment of the goal.
•  Target goals and objectives include strategies that will increase positive behavior and decrease undesirable behavior, including planned disciplinary procedures, if necessary.
•  Strategies for generalizing and maintaining positive behavior outside of the training situation are included.
•  The behavioral intervention plan is implemented with integrity, i.e., interventions are actually implemented in the manner in which they were designed, and consistent with established professional standards and practices.

Monitoring of Intervention Effects:

•   Student performance data are collected and documented on a regular and frequent basis.
•  Modification of the behavioral intervention plan is made as frequently as necessary, based on monitoring information.
•  Progress monitoring information in a way that communicates whether the intervention is accomplishing its intended effect.
•  Progress monitoring information is used frequently and repeatedly to determine whether the anticipated outcomes for the individual are being met and whether the placement and services are appropriate to the individual’s learning needs.

Communicating with parents is critical throughout the development and implementation of a behavioral intervention plan.

PTI Nebraska

Adapted from the Nebraska IEP Technical Assistance Guide

What Can Happen When It Doesn’t Work?

Link to: Procedural Safeguards