In the case of a student whose behavior impedes the student's learning or the learning of others, the IEP team must consider the use of positive behavioral interventions and supports, and other strategies, to address the behavior. The focus of behavioral interventions and supports through the IEP process is prevention of the interfering behavior(s), rather than the provision of consequences subsequent to the behavior. Special education laws and regulations place a strong emphasis on supports and interventions, including positive behavior interventions and supports that are evidence-based. These strategies are designed to foster increased participation of students with disabilities in general education environments rather than serve as a basis for placing students with disabilities in more restrictive settings. The student's needs and present levels related to the behaviors must be documented in the Present Levels of Academic and Functional Performance section of the IEP. The positive behavioral interventions and supports may be addressed through the IEP annual goals, accommodations and modifications, program modifications, and/or a Behavioral Intervention Plan (BIP).
The level of social and emotional support a student requires in the school setting is based on the student's individual and unique needs rather than disability category. When addressing a student’s behavioral needs, the Case Manager should first implement strategies and/or supports. When strategies have been implemented, and the data regarding the effectiveness of the strategies indicate that the student’s behavior has not improved or has worsened, an IEP meeting must be scheduled. The IEP Team should review the data collected and determine further steps including documenting the student's behavioral needs, and considering additional supports or the need for a Functional Behavior Assessment (FBA).
When the behavior of a student with a disability impedes the student’s learning or the learning of others, the IEP Team must consider the use of positive behavioral interventions and supports and other strategies to address the behavior. Behavioral supports provided through the IEP process should be individualized, positive, proactive, and designed to support the student’s access to, participation in, and progress in the educational program.
The primary purpose of behavioral intervention is to understand and address the factors contributing to behavior that interferes with learning, teach appropriate replacement skills, and establish supports that increase the student’s successful participation in educational settings. Behavioral supports should emphasize prevention, skill development, environmental and instructional supports, reinforcement of appropriate behavior, and data-based decision-making rather than relying primarily on reactive or exclusionary consequences.
When behavior impedes learning, the IEP Team must consider the student’s behavioral and functional needs as part of the development, review, and revision of the IEP. Relevant information regarding the behavior, its impact on the student’s educational performance, and the student’s current behavioral and functional performance should be reflected in the Present Levels of Academic Achievement and Functional Performance (PLAAFP), as appropriate. The IEP Team must determine the services, supports, and strategies necessary for the student to receive a free appropriate public education (FAPE) in the least restrictive environment (LRE).
Depending upon the student’s individual needs, behavioral supports may be addressed through one or more components of the IEP, including:
When behavioral concerns arise, school personnel should collect and review relevant information regarding the behavior and its impact on the student’s educational performance. Data may include, as appropriate, the frequency, duration, intensity, antecedents, consequences, settings or conditions in which the behavior occurs or does not occur, the student’s response to existing interventions, and the fidelity with which current supports have been implemented. Input from the student, parents, teachers, related service providers, and other individuals familiar with the student should also be considered.
When data indicate that the student’s existing behavioral supports are not adequately addressing the student’s needs, that the student is not making expected progress, that the behavior is increasing in frequency, intensity, or educational impact, or that new behavioral needs have emerged, an IEP meeting should be scheduled to review the student’s program and determine whether revisions are necessary.
The IEP Team should consider, based on the student’s individual circumstances:
An FBA is not dependent upon a student first completing Tier 1 or Tier 2 interventions. Although an FBA may be incorporated within a school's multi-tiered system of supports, the need for an FBA should be determined based on the individual needs of the student and the available data.
In some situations, the nature or severity of the behavior may warrant consideration of an FBA without waiting for the completion of Tier 1 or Tier 2 interventions. The Case Manager should consult with the School Psychologist, Behavior Specialist, Special Education Specialist, and other appropriate personnel when determining the need for additional behavioral assessment.
The purpose of an FBA is to identify factors associated with a student's behavior and develop an understanding of the function or purpose the behavior serves.
The FBA involves the systematic collection and analysis of relevant information and may include consideration of:
When a Manifestation Determination Review (MDR) determines that the behavior resulting in a disciplinary change of placement was a manifestation of the student's disability, the IEP Team must address the student's behavioral needs.
If an FBA addressing the behavior has not previously been conducted, an FBA must be conducted and a BIP implemented.
If an FBA has previously been conducted and a BIP is already in place, the IEP Team must review the existing BIP and modify it as necessary to appropriately address the behavior.
When the behavior is determined not to be a manifestation of the student's disability and the disciplinary action constitutes a change of placement, the IEP Team should determine, as appropriate, whether an FBA and behavioral intervention services or modifications are necessary to address the behavior and reduce the likelihood of recurrence.
The IEP Team's decisions regarding the need for an FBA, the assessment procedures to be used, the results of the FBA, and any resulting changes to the student's IEP or BIP should be appropriately documented.
Following implementation of behavioral interventions or a BIP, the student's progress should be monitored and data collected to determine the effectiveness of the interventions. The IEP Team should reconvene as appropriate to review the data and revise the student's behavioral supports, BIP, or IEP when necessary.
When the need for a Functional Behavioral Assessment (FBA) is considered as part of a reevaluation, the IEP Team and other qualified professionals, as appropriate, will follow the district’s Reevaluation Process.
The IEP Case Manager initiates the reevaluation process and coordinates the review of existing evaluation data. The review should include relevant information from the parent, teachers, related service providers, school personnel, school psychologist existing evaluations, classroom observations, behavioral data, progress-monitoring information, and data from interventions or tiered supports previously provided.
Based on the review of existing data and parent input, the team determines whether additional data are needed to understand the student’s educational and behavioral needs and whether changes to the student’s special education and related services may be necessary.
When the team determines that an FBA or other additional assessments are needed as part of the reevaluation, the district will provide the parent with a Prior Written Notice describing the proposed evaluation and the basis for the proposal. Informed parental consent must be obtained before conducting the FBA or other individualized reevaluation assessments, consistent with IDEA requirements.
Following receipt of required parental consent, appropriately qualified personnel will conduct the FBA using multiple sources of relevant data. The assessment should identify patterns related to the student’s behavior, including antecedents, consequences, environmental factors, and the suspected function or purpose of the behavior.
The FBA and any other assessments conducted as part of the reevaluation must be sufficiently comprehensive to assist the team in identifying the student’s educational needs and determining whether additions or modifications to the student’s special education, related services, supplementary aids and services, supports, or program are needed.
After the FBA and any other required assessments are completed, the IEP Team will convene to review and consider the evaluation results along with all other relevant information.
The team will:
If the FBA is conducted for the sole purpose of developing or modifying a Behavioral Intervention Plan (BIP) for a student, then it can be conducted as an individual evaluation through a Special Review of the IEP. The School Psychologist should be included in this meeting and is responsible for obtaining the FBA Consent for FBA from the Parent/Guardian/Age of Majority Student.
During this Special Review of the IEP, the student’s need for an FBA will be indicated in the Consideration of Special Factors and the Present Levels of Performance sections of the IEP as well as in Prior Written Notice.
Other sections of the IEP may need to be updated during this meeting. Based on available data this may include accommodations, modifications, services, and goals that will be addressed as the FBA is being conducted.
Following the determination by the IEP team to complete an FBA, the Case Manager will provide the Parent/Guardian/Age of Majority Student with a PWN outlining the district’s proposal to conduct the FBA as an individual evaluation including the data to support the reasons for this proposal.
Following receipt of the signed FBA Consent for FBA, the School Psychologist will facilitate the completion of the FBA and document the results of the FBA in Enrich IEP.
Upon completion of the FBA, the Case Manager will schedule an IEP meeting to review the results.
If the FBA is completed as an individual evaluation outside of the Reevaluation Process, then the original three-year reevaluation due date does not reset.
A Behavioral Intervention Plan (BIP) is an individualized plan developed by the IEP Team when behavioral supports are necessary for a student to access and make progress in their educational program. When a student’s behavior impedes the student’s learning or that of others, the IEP Team must consider the use of positive behavioral interventions and supports and other strategies to address the behavior.
When a Functional Behavioral Assessment (FBA) has been conducted, the IEP Team will review and consider the results of the FBA along with other relevant data when determining whether a BIP is necessary.
The IEP Team will consider the relationship between the identified behavior, its function, and the student’s educational needs. The decision to develop a BIP must be individualized and based on relevant evaluation information and data.
When the IEP Team determines that a BIP is needed, the plan should be developed collaboratively and include, as appropriate:
When a student has an existing Behavioral Intervention Plan (BIP), the IEP Team will review the student's behavioral needs and the effectiveness of the behavioral interventions and supports as part of the periodic review of the student's IEP and at least annually. The BIP should also be reviewed when student data, changes in behavior, implementation concerns, or other relevant circumstances indicate that a review may be necessary.
IEP Team Review of the BIP
The IEP Team will review relevant information and data to determine whether the existing BIP continues to appropriately address the student's behavioral and educational needs.
As part of this review, the IEP Team should consider, as appropriate:
Behavior Functional Behavioral Assessments