Transcript Title

Behavior
Support for
Students with
Disabilities
• Unique alliance of people with disabilities
and parents of children with disabilities.
• National law and policy center dedicated
to protecting and advancing disability
civil and human rights.
• VISION: a just world where all people live full
and independent lives free of discrimination.
• Disability rights are civil rights.
• Information is power!
Children with disabilities who have consistent,
knowledgeable advocates are most likely
to receive appropriate services & supports!
DREDF Children & Family Advocacy:
• Parent Training and Information (PTI)
Center for Alameda, Contra Costa & Yolo.
• Foster Youth Resources for Education
(FYRE) for Alameda County.
• Class Action legal cases - systemic abuse.
• Educate legislators and policy makers
on issues (such as IDEA, ADA)
affecting the rights of people with
disabilities.
Course Objectives:
UNDERSTAND:
• All behavior serves a function.
All behavior is communication.
• 6 Core Principles of Special Education
(IDEA) law.
• Cycle of Special Education.
• Skills in advocating.
• Options when parents & schools
disagree.
Some Laws:
That protect
students with
disabilities
NCLB
No Child Left Behind / 2002
• Federal Education Law.
• ALL students with a focus on
“under-served” students.
• School accountability.
Increase school performance/outcomes.
• Highly-qualified teachers and
paraprofessionals.
• Ability to change school or obtain
remediation if school fails to meet
Adequate Yearly Progress (AYP).
FERPA
Family Educational Rights & Privacy Act
• Federal Education Privacy Law.
• ALL students.
• Right to inspect and review “any and all”
records the district keeps.
Timeline in CA: 5 days
• Right to request correction of records.
• Right to consent to disclosure of
personally identifiable information
contained in education records.
504
Section 504
of the Rehabilitation Act / 1973
• Federal Anti-Discrimination Law.
• Protects ALL PEOPLE with a disability
that impairs one or more major life
activities (such as learning).
• Prohibits discrimination in ANY program
that receives Federal $$$$$.
• Provides Accommodations to remove
discriminatory barriers.
• “504 Plan” removes barriers to learning
and educational opportunity.
IDEA
Individuals with Disabilities
Education Act / 1975
• Federal Education Law.
• Student must fit at least 1 of 13
categories of disability, AND
• ALSO needs specialized support and
instruction to benefit from education.
• Provides an “IEP”: special education plan
- specialized instruction
- supportive related services
• “IEP” must be individualized to meet a
student’s unique needs.
CA Hughes Bill
• California Education Law.
• Protects students with disabilities
whose behavior is “serious” or
“pervasively maladaptive.”
• Student must have an IEP.
• Requires a “type” of Functional
Behavioral Assessment (FBA) called a
Functional Analysis Assessment (FAA)
• Requires a Behavioral Intervention Case
Manager (BICM)
• Requires a Behavior Intervention Plan
(BIP)
Relationship of Protective Laws
ALL students
504 eligible
IDEA
eligible
IDEA-eligible
students are
protected
by ALL these laws
just discussed.
A Student
with an IEP
may also need
accommodations
to prevent
discrimination.
IDEA: 6 Core Principles
1. Appropriate Evaluation/Assessment
2. Free & Appropriate Public Education (FAPE)
3. Individualized Education Plan (IEP)
4. Least Restrictive Environment (LRE)
5. Parent (and student if appropriate) participation
in the decision-making process
6. Procedural Safeguards
Cycle of Special Education
Review IEP
annually, or
if requested
Reason for
Concern / Dx
Implementation
Assessment
Plan:
within 15 days
Appropriate
Placement:
“Informed
consent”:
determined
“PLOP”, Goals,
Individualized
Instruction
and Services:
determined
Request
Assessment
15 days for parent
questions (if needed)
Assessment:
60 days to complete
IEP Meeting:
within the 60 days
Functional Behavioral
Assessment (FBA)
To determine:
- Function of
behavior
- Need for
specialized support
Behavior is Information
• Parent (or others) WRITE to request assessment.
[DREDF has sample letters to request FBA or FAA]
• Comprehensively assess “in all areas of suspected
disability”
• There is logic behind the behaviors of children.
Our challenge is to understand its context.
• TIP: If initial assessment, also
ask also for “504 assessment.”
Saves precious time.
GOAL: Changing Behavior
Teach or
re-teach the
behavior
Provide
Meaningful
Incentives
Provide
Meaningful
Consequences
MEANINGFUL:
having significance, meaning or purpose in the child’s
life (from the child’s perspective)
MODELS: for Behavior
If the MODEL for developing power
resides in the powerful…
– if what we learn about how to behave
is by observing those who have power
over us –
then those in power MUST assume
responsibility for modeling appropriate
behaviors.
TOOLS: for Success
unhappy
discouraged
frustrated
concern
empathy
support
encourage
help
The child HAS a challenge….
What we must do?
Give the child the tools to be
successful!
IF NOT, interventions are like
Band-Aids on a dam that will
burst eventually.
Teach academic skills
Teach behavioral skills
• Same strategies as for
other skills
• Individualization
(504, IEP, BIP)
 Positive behaviors
expected and taught
 Positive behaviors reinforced
 Negative behaviors receive
instructive consequences
IDEA: the IEP Team will…
“In the case of a child whose
behavior impedes the child's learning
or that of others, consider the use
of positive behavioral interventions
and supports, and other strategies to
address that behavior”
-- IDEA 2004 statute
What are POSITIVE Behavior
Interventions?
• An approach to supporting positive
behavior skills
• Children’s behavior can change if adults:
– teach the behaviors we expect to see
– model those behaviors
– consistently recognize and reward the behaviors we
want to see, when they occur
– consistently enforce meaningful and instructive
consequences for behaviors we want to eliminate
Behaviors are governed
by consequences
Behaviors that
result in desirable
consequences for the child
are likely to be retained
or strengthened
not reinforced
reinforced
Behaviors that
do not result in
desirable consequences
are discarded or
weakened
BEHAVIOR: what do we know?
Behaviors serve a FUNCTION and are based on a NEED.
We want to substitute solutions (replacement behaviors).
We DON’T want to shame or blame the child for trying
to meet that need.
• Classroom environment
- seating
- noise level
- disruptions
• Child-specific condition
- medication
- allergies
- sickness
- anxiety
- fatigue
• Setting events
- peer issue
- teacher interaction
- new person(s)
• Instruction/curriculum
- work too hard
- work too easy
- transitions
- directions
- assignment
- no choices
BEHAVIOR: what do we know?
Challenging behaviors serve a FUNCTION:
• To get something
(power, attention, approval, sensory input)
• To avoid (escape) something
(teachers, class work, a situation)
• To have control
The FUNCTION of a behavior is not the problem.
NEW behaviors that are taught should serve the
same function!
BEHAVIOR: what do we know?
Teacher
attention
Peer
attention
Behavior:
Billy hits
Escape
Power
Avoidance
Challenging behaviors
have multiple causes.
More than one need
is often met through
one behavior.
BEHAVIOR: what do we know?
• Just stopping a behavior does not lead to desired
outcomes:
“If you stop swearing, you will have a job….”
“Finishing work will get you a friend……”
• If we do not teach children what to do instead of what
they are doing, they will continue to do what they do…
AND GET BETTER AT IT!
Problem behaviors are not moral failings of a child but are
expressing and communicating a need of the child. Until
we understand the need through effective assessment,
the solution will not be evident.
A
The consequence
of a behavior
affects whether it
happens again
antecedent
B
behavior
We can manipulate antecedents
in the environment to:
> Increase positive behavior
< Reduce misbehavior
C
consequence
A
antecedent
A cause, course, or
event that influences
the development of a
behavior or behaviors:
• Size of an environment
• Number of people in it
• Specific event, time of
day, etc.
B
behavior
What one does in
response to the
event, cause or
condition.
Behavior (+ or -)
fulfills a specific
need for a child.
Antecedent: The work is too hard.
(I don’t want to do it)
Behavior:
I throw my chair.
C
consequence
What happens as a
result of a behavior
that affects whether it
is likely to happen again.
If the consequence of a
behavior meets a need,
the behavior is likely to
be repeated.
Antecedent:
The work is too hard.
Behavior:
I throw my chair.
Consequence: The teacher gets angry.
I’m sent to the office and do not do the work.
Did the behavior meet a need?
What can we predict about this behavior?
Teach the behavior you expect
• Begin with simple rules (2-5)
– For example: Be respectful of others
– Describe what the rules mean in specific terms
“Respect means speaking in a medium voice”
“Respect means hands/feet to yourself”
– Provide instruction about what to do instead
• State your expectations for behavior
• Provide examples of expected behavior
• Provide alternative ways to understand
Teach the behavior you expect
•
Discuss and model the expected behaviors:
–
–
•
At home and in the actual locations
Re-teach regularly
Be sure the expectation is positive:
–
“Once you have finished your chores,
you may go to Mary’s house.”
–
NOT:
“You cannot go to Mary’s house until the chores
are finished…”
Teach children to
self-manage behavior…
Homework, school work, and chores:
1. Time management:
•
Define and teach routines the child will use
– Provide a checklist of activities that
child can mark off as completed
– Begin on time
(other tasks out of the way)
– Have materials ready
– Stay with the task until completed
Teach children to
self-manage behavior…
Homework, school work, and chores:
2. Attitude
• Be respectful (demonstrate!)
• Have materials ready for
the work being addressed
• Ask for help when needed
Provide meaningful
positive incentives…
•
Teaching is not always enough to change behavior
over the long haul.
•
Children need to be recognized and rewarded
WHEN they are meeting the expectations
established.
•
POSITIVE RECOGNITION
(rewards, other reinforcements, praise)
must occur more frequently than
NEGATIVE RECOGNITION
At least a 4 to 1 ratio!!!!!!
•
TIP: 10 pennies in your pocket
Assessment
Functional Behavioral
Assessment (FBA) because…
• We need to collect data on why a child has
challenging behaviors.
• Challenging behaviors generally occur in relationships
between the child and the environment.
• IEPs should include behavior goals and
positive behavior interventions.
• 504 Plans should include positive behavior
interventions.
• Positive behavioral interventions should be based on
Functional Behavioral Assessment.
Functional Behavioral
Assessment (FBA) because…
• Education decisions are to be driven by data,
not opinion or belief systems.
Where’s the DATA ?!!!
Functional Behavioral
Assessment (FBA) when…
•
A child’s behaviors do not respond to the interventions
used with all students, or
•
The team cannot provide data that
supports why inappropriate behaviors occur, or
•
A child is repeatedly disciplined for behaviors that
do not improve, then…
The team should request an FBA as part of
initial or ongoing evaluation.
IDEA: A child who is removed
from his/her educational
placement shall…
•
Continue to receive services to participate in the general
curriculum and work on meeting IEP goals, and
•
Receive an FBA,
behavior interventions and
modifications to address the behavior violation so
that it does not recur.
-from IDEA 2004 statute
Functional Behavioral
Assessment (FBA)
NOT a list of misbehaviors,
but an effort to determine why a behavior occurs.
• helps the team to understand the purpose that
a behavior serves for a child
• guides decision-making
• leads to intervention strategies
• required for removals beyond 10 days
• useful when behaviors have not responded to
standard interventions
Functional Analysis Assessment
(FAA)
• FOR “SERIOUS” or “PERVASIVELY MALADAPTIVE”
BEHAVIORAL CHALLENGES
• Functional Analysis Assessment (FAA) is a type of
Functional Behavioral Assessment (FBA).
• FAA is a highly prescribed process of data collection
and analysis that is used to develop Positive Behavioral
Intervention Plans (BIP).
• The California law commonly known as the Hughes Bill,
requires use of FAA to address serious behavior
challenges.
Functional Analysis Assessment
(FAA)
DEFINITION OF SERIOUS BEHAVIOR
in the California Education Code is behavior that is:
• Assaultive
• Self injurious
• The cause of serious property damage, or
• Other pervasive maladaptive behavior
Functional Analysis Assessment
(FAA)
• FAA must be supervised or conducted by a certified
Behavior Intervention Case Manager (BICM)
• The BICM must be authorized by the local
Special Education Local Plan Area (SELPA)
• The BICM must regularly review progress of the
Positive Behavioral Intervention Plan (BIP) at intervals
specified in the plan.
Behavioral Assessment:
Typical steps
1. Identify the behavior of concern.
2. Where does it occur and not occur?
3. Antecedents (what happens beforehand)?
4. Is there a consistent pattern?
Is it predictable?
5. What does the student “get” from it?
(the reinforcer)
6. Possible reasons for the behavior? (hypothesis)
7. What replacement behaviors can be taught to
the child that serve the same function?
Why POSITIVE interventions?
• Required in IDEA
• Builds positive relationships
• Encourages new behaviors
• Reinforces skills (maintenance)
• Increases self-satisfaction and optimism
among youth, parents, and teachers
Why POSITIVE interventions?
• Teaching by itself does not change behavior
• Behaviors take time to become habits
• Children need positive reinforcement over time
• Must be used more frequently than punishment
MEANINGFUL consequences…
• Help change and maintain behavior across time
• Consequences must —
• Be clearly stated and communicated
• Be logical: bear a relationship to the behavior
• Apply universally to all
The IEP
Building the IEP
Do the goals address:
 academic support?

 mental health needs?

 behavioral needs?

Does the child need:

 an FBA? an FAA?

 related services?
 a behavior intervention plan (BIP)

or Behavior Support Plan (BSP)?
 a crisis plan?

Behavior Intervention
BIP, PBI, BSP, etc.:
A plan by any name should be positive and instructive,
based on FBA and address—
• Effective re-teaching of the expected behavior
• Rewards and consequences that are personally
meaningful to a child (no two plans are alike)
• Opportunities to self-manage behaviors
• Positive behaviors are not maintained over time
only with mood rings and stickers
• Self-management skills facilitate pro-social skills
• Self-management skills lead to generalization
Intervention Considerations
• Are changes needed in the classroom?
(seating arrangement, instructional approach, grouping,
curriculum…)
• Will replacement behaviors be specifically taught and
reinforced?
• Do replacement behaviors serve the same function
as the problem behaviors?
• Is child able to perform desired replacement behaviors?
• Will child receive as much reinforcement from using
replacement behaviors as from using problem behaviors?
• Will new behaviors be reinforced across environments?
Will parents, teachers and others use similar
reinforcement systems?
Interventions Often Used
• Planned ignoring –
of certain inappropriate behaviors
• Preventive cueing
• Proximity control
• Touch control –
light, nonaggressive physical contact.
• Nonverbal warnings – e.g. cue cards.
• Positive phrasing –
let child know exactly what behavior is expected, not
just what not expected
Interventions Often Used
• Use “I” messages
• Behavioral shaping –
reinforce behavior that is close to the desired
behavior then raise the bar gradually
• Encourage youth to ask for help
• Find opportunities for child to be of service
• Discipline privately
• Humor –
to help child “save face” in tense situation
• Provide advance notice of change in activities
• Teach youth self-monitoring of own behavior
IEP Goals:
What’s wrong?
•
Example #1:
Marie will decrease her anger and violation of
school rules.
•
REWRITE!
Provided with positive behavior support (PBS),
strategies, and training as specified in her
Behavior Support Plan (BSP), Marie will ask for a
break, remove herself from environments in which
it is difficult for her to maintain self control of
her behavior, and cool down in the safe room
provided, as measured by data collection of staff
observation, and disciplinary actions initiated
compared to the previous year.
IEP Goals:
What’s wrong?
•
Example #2:
Jessica will participate appropriately in group.
•
REWRITE!
GOAL: In 9 of 10 opportunities, Jessica will participate
appropriately and cooperatively and will remain with the
group and contribute to the project as measured by
teacher observation & data collection.
Objective 1) When prompted, Jessica will make positive
statements about other students in her class on at least 9 of 10
trials.
Objective 2) When assigned to a small group to work on a
project, Jessica will remain with the group, will make only
positive statements to other group members, and make positive
suggestions to contribute to the project work on 9 of 10 trials…
The Teacher is Key to
implementing support
Be sure to consider if:
• Teacher needs training to implement BSP or BIP
• Teacher needs additional support, collaborative
or an aide in the classroom
• IF SO, these supports should be documented
in the IEP.
Prohibited Interventions
Techniques public and non-public schools MAY NOT
use by law:
• Any action likely to cause harm or excessive
emotional trauma, including verbal abuse
• Releasing noxious, toxic or unpleasant substances
near student’s face
• Any intervention that deprives the student of one or
more of his/her senses.
• Denial of sleep, food, water, shelter, physical comfort
or access to bathroom facilities (continued...)
Prohibited Interventions
Techniques public and non-public schools MAY NOT use
by law (continued):
• Physical restraint that immobilizes all four extremities,
including prone containment except by trained
personnel in an emergency intervention
• Locked seclusion except in an emergency when used by
facility licensed or permitted by state law
• Any intervention that leaves student without adequate
supervision
Behavioral Emergencies
• When student behavior results in emergency
intervention, the school MUST file an
Behavioral Emergency Report describing the
intervention and any injuries that occurred
• Parent/caregiver must be notified of any emergency
intervention or serious property damage within one day
• If student has a BIP or BSP but this is first time
behavior or BIP/BSP intervention is ineffective, IEP
team must convene to determine if plan needs to be
modified (continued…)
Behavioral Emergencies
(continued…)
• If student does not have a BIP/BSP, school
administrator must schedule an IEP meeting
within two days to determine if interim behavior
plan needed.
NOTE: team must document reasons if
no interim plan is developed or no
assessment conducted.
Discipline for students
with IEPs
• If a student who has an IEP is suspended for
10 days within the school year, the school MUST conduct a
Manifestation Determination Hearing (MDH) to determine:
if the behavior causing the suspension is a manifestation of
the student’s disability.
• If YES: the school MUST conduct an FBA or FAA if not
done yet, or modify the BIP, rather than change the
student’s placement.
NOTE: MDH is required in cases in which student does
not yet have an IEP but parent or teacher has requested an
assessment (parent’s request MUST be in writing).
Family Participation:
Get involved! Be a Leader!
• NOTHING ABOUT US WITHOUT US!
• THE FAMILY PARTICIPATION FUND
provides assistance for family members
to attend and participate in POLICYMAKING MEETINGS related to special
education.
• Families can receive up to $1000 a year!
• More information can be found in your
training packets or online at:
http://cafec.org/family-participation-fund
Questions?
PLEASE…
Fill out your EVALUATIONS
before you leave.
PLEASE…
Consider providing tax-deductible
donations to DREDF so that other families
can benefit from our FREE services!
Thank you!!
Resource Links
"Eek! My Child with a Disability Keeps Getting Suspended"
http://disabilityrightsca.org/pubs/546401.htm or
http://disabilityrightsca.org/pubs/546401.pdf
"Yikes! My Child with a Disability is Being Considered for
Expulsion"
http://disabilityrightsca.org/pubs/546301.htm or
http://disabilityrightsca.org/pubs/546301.pdf
Pat Howey: "What you need to know about IDEA 2004: IEPs
for children with Behavior Problems"
http://www.wrightslaw.com/howey/iep.special.factors.htm
Legal Services for Children (LSC) Suspension/Expulsion Manual
http://02f45b1.netsolhost.com/WordPress/wpcontent/uploads/2008/12/suspension_expulsion_manual.pdf
Resource Links
DOWNLOAD DREDF Training Materials & Publications!
www.dredf.org/special_education/trainings.shtml
www.dredf.org/publications/publications.shtml
www.dredf.org/special_education/special_ed_resources.shtml
“Info-to-go”: TRANSITION from Early Intervention to PreK
and from PreK to Kindergarten:
www.dredf.org/special_education/training_materials_3_14/IT
G_TRANS_PRE-K.pdf
DREDF:
CARS+:
CDE Special Education:
CDE Home:
CDE/PENT (Behavior):
Disability Rights CA (DRC):
PACER:
NICHCY:
OSEP:
Wright’s Law:
www.dredf.org
www.carsplus.org/links.php
www.cde.ca.gov/sp/se
www.cde.ca.gov
www.pent.ca.gov
www.disabilityrightsca.org
www.pacer.org
www.taalliance.org
www.nichcy.org/
www.osepideasthatwork.org
www.wrightslaw.com
Resource Books
SPECIAL EDUCATION RIGHTS & PROCESS:
“Special Education Rights & Responsibilities” (SERR)
www.disabilityrightsca.org/pubs/504001SpecEdIndex.htm
“A Composite of Laws” CA Dept. of Ed order form:
www.cde.ca.gov/sp/se/ds/documents/colordrfrm.doc
Other CDE Publications: www.cde.ca.gov/re/pn/rc
“Negotiating the Special Education Maze”
Winifred Anderson, et. al.
“The Complete IEP Guide” Nolo Press
Lawrence M. Siegel
“Special Education Law” www.wrightslaw.com
GOALS:
“From Gobbledygook to Clearly Written Annual IEP Goals”
“Writing Measurable IEP Goals and Objectives”
Barbara D. Bateman
ADVOCACY:
“From Emotions to Advocacy” www.wrightslaw.com
Parent Training & Information (PTI) Center
for Alameda, Contra Costa and Yolo counties.
Technical assistance and training to
parents/guardians of students with
disabilities 0-22, and to professionals who
serve these students and their families.
Contact DREDF with concerns & questions:
Phone
Toll Free
Fax
Email
Website
510.644.2555
800.348.4232
510.841.8645
[email protected]
www.dredf.org