Policy – Category 5000 (Students)
BP 5007 – Positive Behavioral Interventions
behaviors can be encouraged, and (3) procedures for monitoring, evaluating, and reassessing of 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 student’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 student or others), or major ecological changes, such as changes in school placements, in cases where more substantive environmental changes are needed. For the few students 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 individuals 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:
A. Behaviors that impede the learning of the student, or of others;
B. Disciplinary actions that constitute a “change of placement” (refer to Chapter 11: Suspension and Expulsion Procedures).
3.0
Behavioral Assessment and Intervention
3.1
Student Whose Behavior Impedes Learning
In the case of a child who exhibits a pattern of behavior that interferes with the child’s learning or that of others, federal and state law requires that the LEA consider the use of positive behavioral interventions and supports, and other strategies to address the behavior. IDEA 2004 further requires that both general and special educators receive the training and support necessary to contribute to the development and implementation of positive behavioral strategies. All of this makes it imperative that educational personnel within LEAs become aware of these procedures and proficient in implementing them. The ultimate goal is to have educators who understand the guiding principles underlying the procedures and who regularly apply sound positive programming strategies. The consequence should be the learning of replacement behaviors and a significant decrease in chronic and/or dangerous behaviors. The training outcomes must be to provide local staff with the tools and knowledge necessary to not only meet the requirements of the law, but to more effectively and efficiently meet the needs of students with challenging behaviors.
BP 5007 – Positive Behavioral Interventions
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 09/14)
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