There are a variety of ways that challenging behaviors may be addressed on the IEP:
BEHAVIOR GOALS: If the student has challenging behaviors which are getting in the way of learning and/or social interactions, there will be at least one IEP goal to address it. There should be a goal to measure the increase of the new behavior being taught (replacement behavior) and there may be one to measure the reduction of the challenging behvaior.
BEHAVIOR CONTRACTS: For some students, a behavior contract may be helpful. In a behavior contract, the student, teacher and family agree how the student will be reinforced for using the new replacement behavior, or not using the challenging behavior. School staff will collect data on the specified skill, and reinforcements given for the student achieving the desired rate. Reinforcements should be selected by the student, and can be provided by either parents or school staff.
IN-CLASS BEHAVIOR SYSTEMS: Most Special Education staff have a variety of in-class sytems which they use to encourage students to use their socially appropriate behaviors. These may include "if...then" cards or desk top checklists for individual students as well as classroom-wide reinforcement systems. As much as possible, students are involved in selecting what they want to "work for."
POSITIVE BEHAVIOR INTERVENTION PLAN (PBIP): If the above interventions are not effective enough, a PBIP is an additional page to the IEP which lays out the whole process for behavior intervention for a student. It includes the following elements:
- Description of the challenging behavior, and how often it is occuring.
- Communicative function ('why") the behavior is occuring
- Plan for accommodations to the school setting that can reduce the need for the student to use the challenging behavior
- Description of the new behavior (replacement behavior) that we want the student to use
- Plan for teaching the replacement behavior
- Plan for responding if the challenging behavior occurs
FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) AND COMPREHENSIVE BEHAVIOR INTERVENTION PLAN (CBIP):
If the behavior is not changing as a result of a PBIP, the IEP team may request a Funtctional Behavior Assessment (FBA). And FBA is an in-depth review including observaton, interviews and checklists to get a better undertstanding of the "why" the student continues to use the behavior. It requires parent permission via an Assessment Plan, and results in an Assessment Report presented at an IEP team meeting. At the meeting, the team will decide whether or not the student needs a Comprehensive Behavior Interention Plan (CBIP). A CBIP is a more intensive plan for providing supports and teaching replacement behaviors.
EMERGENCY INTERVENTIONS- NON-VIOLENT CRISIS PREVENTION AND INTERVENTION (NCPI):
Sometimes a student may demonstrate a behavior which is dangerous to themself or to others. To avoid someone getting hurt, staff may need to provide emergency interventions. This includes verbal de-escalation, blocking or a brief physical hold or transport. In the Ventura County SELPA, staff are only allowed to use emergency interventions sanctioned by the CrisistPrevention Institute and must be trained and certified. If your child is involved in an emergency intervention, you receive a Behavior Emergency Report by the next school day.
Opens in new window
PDF Download
Word Download
Excel Download
PowerPoint Download
Document Download
Opens in new window
PDF Download
Word Download
Excel Download
PowerPoint Download
Document Download
Opens in new window
PDF Download
Word Download
Excel Download
PowerPoint Download
Document Download
Opens in new window
PDF Download
Word Download
Excel Download
PowerPoint Download
Document Download
Opens in new window
PDF Download
Word Download
Excel Download
PowerPoint Download
Document Download
Opens in new window
PDF Download
Word Download
Excel Download
PowerPoint Download
Document Download
Opens in new window
PDF Download
Word Download
Excel Download
PowerPoint Download
Document Download