Policy – Category 5000 (Students) BP 5006 – Behavioral Interventions and Supports for Students with Disabilities
Prevent Teach Reinforce (PTR) is the model used at this level that involves a process of Functional Behavioral Assessment (FBA) and a support plan comprised of individualized, assessment-based intervention strategies, including a wide range of options such as (1) guidance or instruction for the child to use new skills as a replacement for problem behaviors, (2) some rearrangement of the antecedent environment so that problems can be prevented and desirable behaviors can be encouraged, and (3) procedures for monitoring, evaluating, and reassessing the plan as necessary. If continuing support is necessary after the PTR process, then a Linking Individuals and Families with Education (LIFE) plan is created for the child’s needs. In some cases, the plan may also include emergency procedures to ensure safety and rapid de-escalation of severe episodes (this is required when the target behavior is dangerous to the child or others), or major ecological changes, such as changes in school placements, in cases where more substantive environmental changes are needed. For the few children who do not respond to universal and selected interventions at Tier I and Tier II, additional intensive supports are necessary. The IDEA 2004 requires the creation and implementation of specific procedures to guide IEP teams in their response to children with the most challenging behaviors. There are two basic triggers to the need for behavioral assessment and an intervention plan that are a requirement of IDEA 2004. The trigger points are: • Behaviors that impede the learning of the child, or of others; or • Disciplinary actions that constitute a “change of placement” (refer to Chapter 8 – Suspension and Expulsion). Responsibility of the IEP Team State law requires that the psychoeducational assessment report for all children suspected of having a disability include “the relevant behavior noted during the observation of the child in appropriate setting” and the “relationship of that behavior to the child’s academic and social functioning.” Therefore, many children will have goals in their IEPs relating to behaviors, either behaviors that contribute to improved learning skills or behaviors that enhance interpersonal and social skills. The IEP team utilizes assessment findings to determine which instructional strategies are most appropriate to teach or manage behavior and then develops goals accordingly. Such goals may contain behavioral interventions that are not based on a FBA or a Behavioral Intervention Plan (BIP). Per OSEP, if a BIP is developed, it should be included in the IEP and aligned with the goals in the IEP ( 71 Fed. Reg., pg. 46683 , August 14, 2006). In an effort to ensure consistency with federal law, California Education Code § 56523 , as amended by AB 86, in effect, repealed Title 5 of the California Code of Regulations §
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BP 5006 – Behavioral Interventions and Supports for Students with Disabilities Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 11/16)
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