behavior

Behavior

According to IDEA (ยง300.324(a)(2)(i)-(v)) the IEP team should also address any positive behavioral interventions and supports (PBIS) needed to address behavior that impedes learning. Information documented in the Functional Scheme evaluation sections on Developmentally Impeding Functions helps to identify some of these behaviors.

Positive Behavioral Interventions and Supports (PBIS)

Positive Behavioral Interventions and Supports (PBIS) are strategies and plans that help to teach positive behaviors and prevent negative behaviors from occurring in the first place.

For many of these students who need Active Learning, trust, bonding, and communication supports are the key to reducing these barriers to learning for the child.  Some students may require one-on-one instruction to be able to access a lesson. Some students may retreat into sleep if overwhelmed by demands. Others may become overly excited in busy, noisy environments.

Utilizing specific instructional strategies such as offering (Phase 1), imitation (Phase 2), interaction (Phase 3), sharing the work (Phase 4) and consequences (Phase 5) helps the child develop the social and emotional skills needed to participate in learning with on his/her own and with others.  So the IEP team may want to specify the use of these strategies during instructional activities. 

The IEP team also may want to specify that a certain amount of time each day be spent in independent learning environments. That way the child can learn to initiate activity without prompts from an adult or peer.

Behavior Intervention Plan (BIP)

Many students functioning below 48 months are on strong medications that impact their behavior. Some have different neural or organ system function as a result of a syndrome or seizure disorder. Sensory deprivation as a result of vision or hearing loss, tactile defensiveness as a result of early medical interventions or improper techniques of interaction, extremely limited communication skills, and other things can all play a part in behavioral challenges.

Sometimes behaviors are present because the student is simply bored and has very little to engage his/her interests.  Self-stimulation, which may occur at times, can become highly distractible behaviors if they are not addressed appropriately. (Read Stereotypical Behaviors and Self-Stimulation on the Active Learning Space website.)

As in other areas of development most of these students have severe developmental delays in the areas of Social and Emotional Development. Behavioral Intervention Plans (BIP) may be developed for the student during the IEP meeting. This may be necessary if the student is not able to regulate his or her own behavior. 

The Five Phases of Educational Treatment guide the adults working with the child to utilize instructional approaches that support development of higher level social and emotional skills development. Many times the developmentally impeding functions fade or disappear when fewer emotional demands are made as a part of instruction.  Specifying the use of these instructional strategies in a BIP may be needed.

positive behavior collage