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IMPROVING STUDENT BEHAVIOR A Framework for Looking at Behavior Change

IMPROVING STUDENT BEHAVIOR A Framework for Looking at Behavior Change. Developed by Contra Costa SELPA. 2003-2004. Facilitated by. Contra Costa SELPA Staff. Purpose.

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IMPROVING STUDENT BEHAVIOR A Framework for Looking at Behavior Change

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  1. IMPROVING STUDENTBEHAVIORA Framework for Looking at Behavior Change Developed by Contra Costa SELPA 2003-2004

  2. Facilitated by • Contra Costa SELPA Staff Behavior Planning Options 2/8/02

  3. Purpose The purpose of this training is to inform parents and staff of the options available under federal and state law to address behavior issues. Behavior Planning Options 2/8/02

  4. Agenda • Changing Our Thinking About Behavior • Foundations for Improved Social Behavior • Classroom Instructional Adaptations of Curriculum Requirements • Classroom Management Systems • Instructional Goals in Social Skills Areas • Positive Behavior Support Plan • Functional Analysis Assessment & PBI Plan • More Restrictive Environments Behavior Planning Options 2/8/02

  5. Changing Our Thinking About Behavior • Behavior is communication • Behavior is related to the context in which it occurs • Particular behavior is the best choice available to the student at that time in that context • Appropriate behavior needs to be taught like any other skill • Improving student behavior is everyone’s responsibility Behavior Planning Options 2/8/02

  6. More Restrictive Environment Functional Analysis Assessment & PBI Plan (Hughes Bill) Positive Behavior Support Plan Instructional Goals in Social Skills Areas Classroom Management System Classroom Instructional Adaptation of Curriculum Requirements Engaging Curriculum Presented at Instructional Level of Student Supportive School Climate and Attitude Toward Student Diversity Behavior Planning Options 2/8/02

  7. Foundations for Improved Social Behavior • Start with the basics: • Supportive school climate • Commitment to the success of all students • Shared responsibility for improving behavior • An engaging Curriculum presented at the Instructional level of the student • Interventions built on these foundations • are more likely to succeed. Behavior Planning Options 2/8/02

  8. Curriculum Catastrophes • Too difficult • Too dull • Too confusing • Too much • Directions poorly explained • Too little help available • No context (irrelevant) Behavior Planning Options 2/8/02

  9. Teach Social Skills Within Academic Lessons • Note necessary skills and rationale • Model use of skills • Role play or practice • Give positive feedback • Note possible consequences of not using skill Behavior Planning Options 2/8/02

  10. More Restrictive Environment Functional Analysis Assessment & PBI Plan (Hughes Bill) Positive Behavior Support Plan Instructional Goals in Social Skills Areas Classroom Management System Classroom Instructional Adaptation of Curriculum Requirements Engaging Curriculum Presented at Instructional Level of Student Supportive School Climate and Attitude Toward Student Diversity Behavior Planning Options 2/8/02

  11. Curriculum Adaptations • Accommodations and Modifications improve student behavior by increasing student success. • Can be done for any student at any level. • Require some preplanning. • May or may not fundamentally alter standards. Behavior Planning Options 2/8/02

  12. More Restrictive Environment Functional Analysis Assessment & PBI Plan (Hughes Bill) Positive Behavior Support Plan Instructional Goals in Social Skills Areas Classroom Management System Classroom Instructional Adaptation of Curriculum Requirements Engaging Curriculum Presented at Instructional Level of Student Supportive School Climate and Attitude Toward Student Diversity Behavior Planning Options 2/8/02

  13. Classroom Management Systems • Simple • Clear consequences and rewards • Frequent reinforcement • Cooperative, not competitive • Everyone contributes to earning classroom rewards • Avoid “Free Time” rewards Behavior Planning Options 2/8/02

  14. More Restrictive Environment Functional Analysis Assessment PBI Plan (Hughes Bill) Positive Behavior Support Plan Instructional Goals in Social Skills Areas Classroom Management System Classroom Instructional Adaptation of Curriculum Requirements Engaging Curriculum Presented at Instructional Level of Student Supportive School Climate and Attitude Toward Student Diversity Behavior Planning Options 2/8/02

  15. Instructional Goals • To be developed for every student whose behavior interferes with his/her learning or the learning of others • Implementation across all settings and all staff • Specific, measurable and obtainable in one year Behavior Planning Options 2/8/02

  16. Instructional Goals • Appendix D: • Possible Behavior Goal Areas • Developing Sequential Objectives • Task Analysis Method • Examples of IEP Goals and Objectives Behavior Planning Options 2/8/02

  17. More Restrictive Environment Functional Analysis Assessment & PBI Plan (Hughes Bill) Positive Behavior Support Plan Instructional Goals in Social Skills Areas Classroom Management System Classroom Instructional Adaptation of Curriculum Requirements Engaging Curriculum Presented at Instructional Level of Student Supportive School Climate and Attitude Toward Student Diversity Behavior Planning Options 2/8/02

  18. Positive Behavior Support Plan • New requirement under IDEA ’97 • “The IEP team also shall, in the case of a child whose behavior impedes his or her learning or that of others, consider, if appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior” • 34 C.F.R. Sec 300.346(a)(2)(i) Behavior Planning Options 2/8/02

  19. Positive Behavior Interventions • Implies use of Applied Behavioral Analysis Methodology, Including: • Functional Analysis • Environmental Adaptations • Teaching Strategies • Reinforcement Procedures • Reactive strategies Behavior Planning Options 2/8/02

  20. Bare Bones Behavior Support Plan • Description of Behavior • Functional Assessment • Description of Alternate Behavior • Behavioral Objective • Description of Supports • Teaching Strategies • Reactive Strategies Behavior Planning Options 2/8/02

  21. Functions of Behavior • Observation vs. Assumption in Determining Function of Behavior • Function Determines Strategy • Different Theories of Behavior Rely on Differing Functions • Basic Behavioral Function: Get or Avoid Something Behavior Planning Options 2/8/02

  22. Positive Behavior Support Plan • Comments and notes in Federal Regulations for IDEA ’97 avoided temptation to “over regulate” what constitutes Positive Behavioral Interventions, Strategies and Supports • California Education Code does not avoid that temptation Behavior Planning Options 2/8/02

  23. More Restrictive Environment Functional Analysis Assessment & PBI Plan (Hughes Bill) Positive Behavior Support Plan Instructional Goals in Social Skills Areas Classroom Management System Classroom Instructional Adaptation of Curriculum Requirements Engaging Curriculum Presented at Instructional Level of Student Supportive School Climate and Attitude Toward Student Diversity Behavior Planning Options 2/8/02

  24. Functional Analysis Assessment & Positive Behavior Intervention Plan • AB 2586 (Hughes Bill) contains very specific requirements • Offers more protections than federal law in some cases • Preceded federal law by seven years • Requires certification for implementers: Behavior Intervention Case Managers • Requires extensive documentation Behavior Planning Options 2/8/02

  25. Functional Analysis Assessment • Specifies amount and locations for observations • Requires medical, social and environmental information • May require observation and information from other settings • Requires description & frequency of alternate behaviors Behavior Planning Options 2/8/02

  26. AB 2586 Requirements • Must be initiated when emergency procedures are used, or when IEP determines it is necessary • Each SELPA must develop policies regarding: • aversive techniques, • prohibited techniques, • emergency techniques Behavior Planning Options 2/8/02

  27. Aversive Techniques • Mild Interventions – Involve the management of reinforcements • Moderate Interventions – Involve the withdrawal of privileges • Severe Interventions- Unlocked “Time Out” • Maximum of 30 minutes per episode • Must be paired with plan to provide positive reinforcement and increased interaction Behavior Planning Options 2/8/02

  28. Prohibited Techniques • Any intervention that is likely to cause: • Physical pain • Inadequate supervision • Ridicule, humiliation, emotional trauma • Immobility of all four extremities • Exposure to noxious substances • Locked Time-out or Seclusion • Others that place student at risk for injury Behavior Planning Options 2/8/02

  29. Emergency Interventions • Must be written in Behavior Intervention Plan • Incidence must be recorded • Report must be shared with parent and IEP team • Interventions include: Physical Restraint, Containment, Area Evacuation, Controlling Self-defense, and 911 Behavior Planning Options 2/8/02

  30. More Restrictive Environment Functional Analysis Assessment & PBI Plan (Hughes Bill) Positive Behavior Support Plan Instructional Goals in Social Skills Areas Classroom Management System Classroom Instructional Adaptation of Curriculum Requirements Engaging Curriculum Presented at Instructional Level of Student Supportive School Climate and Attitude Toward Student Diversity Behavior Planning Options 2/8/02

  31. More Restrictive Environments • When interventions have proven unsuccessful, consider • Additional expertise • More restrictive environment • Special Education Hearing Office rulings in expulsion and full inclusion cases Behavior Planning Options 2/8/02

  32. Summary • Inappropriate behavior serves a function • Appropriate social behavior needs to be taught like any other skill • Teaching appropriate behavior is everyone’s responsibility • The more effort that goes in to supporting the foundations of behavior change, the less will be required to rebuild the outcomes Behavior Planning Options 2/8/02

  33. Thank you for attending this training. Behavior Planning Options 2/8/02

  34. Suspension & Expulsion • Change of Placement • Manifest Determination • Alternative Settings • Stay Put Behavior Planning Options 2/8/02

  35. Honig v. Doe • 1988 Decision of U.S. Supreme Court • Court determined that unilateral exclusions from school that constitute a change of placement are impermissible. • Court adopted the U.S. Department of Education Office for Civil Rights opinion that disciplinary removals up to 10 school days are not a change of placement. Behavior Planning Options 2/8/02

  36. A Constitutional Principle General Rule: Federal law supersedes state law. (Supremacy Clause) Exception: When State law grants greater individual rights than federal law, State law must be followed. Behavior Planning Options 2/8/02

  37. Sources of Law Federal Law • IDEA (20 USC section 1415(k)) • IDEA Regulations (34 CFR sections 300.519 et seq.) State Law • Education Code sections 48911, 48915.5, 48915.6 Judicial Decisions Special Education Hearing Office Decisions Behavior Planning Options 2/8/02

  38. Four Types of Disciplinary Removals During a school year: 1. Short-term removals of 10 days or fewer. 2. Short-term removals of more than 10 cumulative days not constituting a change in placement. 3. Short-term removals of more than 10 cumulative days constituting a change in placement. 4. Long-term removals of more than 10 consecutive days. Behavior Planning Options 2/8/02

  39. Removal • Children are “removed” when they cannot continue to: • Progress in the general curriculum; • Receive the services specified on their IEP; and/or • Participate with nondisabled children to the extent they would have in their current placement. • Removals may include: • In-school suspensions • Bus suspensions Behavior Planning Options 2/8/02

  40. Change of Placement • A “removal” that constitutes a “change of placement” triggers significant procedural protections. • When is a “removal” a “change of placement?” Behavior Planning Options 2/8/02

  41. Change of Placement • A removal is a change of placement when it: • Is for more than 10 consecutive school days. • Is for more than 10 cumulative school days and constitutes a pattern because of factors such as: • The length of each removal; • The total amount of time the child is removed; and • The proximity of the removals to one another. Behavior Planning Options 2/8/02

  42. Type 1: Short-Term Removals • General Disciplinary Rules Apply • No Right to Educational Services • No IEP Team Meetings Required Regarding: • Behavior Interventions • Manifestation Determination Behavior Planning Options 2/8/02

  43. Type 2: Short-Term Removals(No Change of Placement) • General Disciplinary Rules Apply • Right to Educational Services on 11th Day • To Enable Child to: • Progress in General Curriculum; and • Advance Toward Achieving IEP Goals & Objectives • School Personnel Consult with Child’s Special Education Teacher to Determine Scope of Services • IEP Team Meeting Required Regarding Behavior Interventions • No IEP Team Meeting Required Regarding Manifestation Determination Behavior Planning Options 2/8/02

  44. Types 3 & 4: Change of Placement • Right to Educational Services on 11th Day • To Enable Child to: • Progress in General Curriculum; and • Continue to Receive Those Services & Modifications Described in Child’s IEP Necessary to Meet IEP Goals & Objectives • IEP Team Determines Scope of Services • IEP Team Meetings Required Regarding: • Behavior Interventions • Manifestation Determination Behavior Planning Options 2/8/02

  45. IEP Team Meeting re: Behavior Interventions • Must Be Held Within 10 Business Days After: • The 11th Day of Removal; or • A Removal that Constitutes a Change of Placement Behavior Planning Options 2/8/02

  46. IEP Team Meeting re: Behavior Interventions (cont.) • Purpose of IEP Team Meeting • To develop an assessment plan when the district did not conduct a functional behavior assessment and implement a behavior intervention plan (“BIP”) before the behavior that resulted in the removal; or • To address the behavior by reviewing and modifying the BIP when the child had a BIP at the time of the behavior that resulted in the removal. Behavior Planning Options 2/8/02

  47. IEP Team Meeting re: Behavior Interventions (cont.) • Functional Behavior Assessment • This is a federal requirement. • It may be an assessment requiring parental consent or a review of existing data by the IEP team. • Functional Analysis Assessment • This is a state requirement. • It is an assessment requiring parental consent conducted when a student exhibits a serious behavior problem that significantly interferes with implementing IEP goals and objectives. Behavior Planning Options 2/8/02

  48. IEP Team Meeting re: Behavior Interventions (cont.) • One component of a Functional Behavior Assessment may be to determine whether the student’s behavioral history warrants a functional analysis assessment. Behavior Planning Options 2/8/02

  49. IEP Team Meeting re: Manifestation Determination • Must Be Held Within 10 School Days After the Decision to Impose a Removal that Constitutes a Change of Placement • Purpose of IEP Team Meeting • To review the relationship between the child’s disability and the behavior subject to the disciplinary action. Behavior Planning Options 2/8/02

  50. IEP Team Meeting re: Manifestation Determination(cont.) • Federal law requires the IEP team to consider all relevant information including: • Evaluation and diagnostic results; • Information supplied by the parents; • Observations of the child; and • The child’s IEP and placement. • State law requires the IEP team to base its decision on the results of a preexpulsion educational assessment (and a review of health and discipline records). Behavior Planning Options 2/8/02

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