Positive Behavioral Interventions and Supports for students with disabilities are requirements of federal and state law. Local Education Agency (LEA) staff must address behavior when the behavior of a student with a disability impedes the child’s learning or that of others. To address the behavioral concern(s), LEAs may, through the individualized education program (IEP) process, use their professional discretion to address behavior in a variety of ways, including the development of goals, conducting behavioral assessments, and developing positive behavioral interventions and supports and other strategies consistent with Title 20 of the United States Code (USC) section 1414(d); and Title 34 of the Code of Federal Regulations (CFR) section 300.324. The IEP must include a statement of the special education, related services, supplementary aids and services, and program modifications or supports that will be provided to the child (20 USC 1414(d)(1)(A)(i)(IV). Section A – Positive Behavioral Interventions and Supports The Desert/Mountain Special Education Local Plan Area (SELPA) supports a multi-tiered system of support for behavior similar to the Response-to-Intervention (RtI) Model used for academic interventions. Tier I, universal supports for all students, creates the foundation for all subsequent interventions. Some students will benefit from additional strategic interventions and supports at Tier II. A few students will also require targeted and intensive Tier III interventions often in the form of a Behavioral Intervention Plan (BIP). Figure 1
The Positive Behavioral Interventions and Supports (PBIS) diagram shown in Figure 1 demonstrates the systemic provision of behavioral supports for all students. This type of system- wide intervention creates a culture of positive behavioral interactions for all. PBIS is a multi-tiered framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academic and behavior significant outcomes for all students. At the universal level, LEAs learn how to build their school pro-social environment by establishing a
Chapter 10 – Positive Behavioral Interventions and Supports, Desert/Mountain SELPA
Page 2
As of 09/12/2014
Made with FlippingBook interactive PDF creator