POSITIVE BEHAVIORAL INTERVENTIONS, STRATEGIES, AND SUPPORTS #sped
One thing the CCC must consider is whether the student has any behaviors that interfere with the student’s learning or the learning of other students. If the student has these behaviors, the CCC is required to consider ways to address those behaviors, using positive behavioral interventions, strategies, and supports, planned interventions designed to prevent identified behaviors from occurring.
Regardless of the student’s disability, if s/he has problems learning because of continuing behavioral problems or if the student’s behavior is disruptive to other students, the CCC must consider whether specific interventions are needed to help the student learn new behaviors or skills. Any needed interventions must be included in the student’s IEP and should be consistently implemented wherever and whenever the behaviors occur.
Functional Behavioral Assessment (FBA) – A process where data is collected and used to identify both a pattern of behavior and the reason or purpose of the behavior for the particular student. An FBA may be assembled based on existing data for the student or may involve getting written parental consent to collect new assessment data.
After collecting data on behaviors and identifying the likely reason they are occurring, the CCC develops strategies and supports to address the behaviors. For some students, a simple intervention of moving the student’s desk to the front of the classroom may make a difference. For other students, the interventions may be more involved.
The CCC should also consider whether any personnel working with the student will require training in order to implement the strategies and supports suggested. The CCC may develop a behavioral intervention plan (BIP) to address behavior or may address behaviors through goals and objectives that are a part of the student’s IEP. Remember that the BIP is a plan that is developed and agreed upon by the CCC and integrated in the student’s IEP.
At minimum, the BIP describes: • The student’s behavior, • Why the behavior occurs, • The positive interventions, strategies and supports that may be necessary to address the behavior and make sure that interventions are consistently implemented across different settings, • Any supports or technical assistance for staff that may be necessary to ensure the plan is supported and implemented, and • The skills that will be taught and monitored in order to change the student’s behavior, if applicable.
Regardless of the student’s disability, if s/he has problems learning because of continuing behavioral problems or if the student’s behavior is disruptive to other students, the CCC must consider whether specific interventions are needed to help the student learn new behaviors or skills. Any needed interventions must be included in the student’s IEP and should be consistently implemented wherever and whenever the behaviors occur.
Functional Behavioral Assessment (FBA) – A process where data is collected and used to identify both a pattern of behavior and the reason or purpose of the behavior for the particular student. An FBA may be assembled based on existing data for the student or may involve getting written parental consent to collect new assessment data.
After collecting data on behaviors and identifying the likely reason they are occurring, the CCC develops strategies and supports to address the behaviors. For some students, a simple intervention of moving the student’s desk to the front of the classroom may make a difference. For other students, the interventions may be more involved.
The CCC should also consider whether any personnel working with the student will require training in order to implement the strategies and supports suggested. The CCC may develop a behavioral intervention plan (BIP) to address behavior or may address behaviors through goals and objectives that are a part of the student’s IEP. Remember that the BIP is a plan that is developed and agreed upon by the CCC and integrated in the student’s IEP.
At minimum, the BIP describes: • The student’s behavior, • Why the behavior occurs, • The positive interventions, strategies and supports that may be necessary to address the behavior and make sure that interventions are consistently implemented across different settings, • Any supports or technical assistance for staff that may be necessary to ensure the plan is supported and implemented, and • The skills that will be taught and monitored in order to change the student’s behavior, if applicable.
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