Section I – Background

Definition and Use

Behavior intervention is the systematic application of the principles of learning theory to change student behavior. The purpose of these interventions is to teach skills as alternative strategies that will enable independence, enhance learning and build self-esteem for students. Student behavior is supported by the ecology of the learning environment. This ecology includes students, adults, instructional materials, physical surroundings and how each of these components interact with each other.School-orprogram-wide and individual expectations for student behavior are clearly stated and promoted through implementation of a positive behavior support system. The need for functional behavior assessmentand positivebehaviorsupport planning is triggered when: 1) student behavior impedes learning for self and/or others, and 2) student behavior is or can be anticipated to be repetitive as distinguished from isolated behavior.

A behavioral approach to learning is utilized by special education program staff to provide a systematic arrangement of the environment focusing on antecedents to behavior, the functions of behavior and the consequences of behavior. Positive BehaviorSupports are used to assist students in acquiring, maintaining and generalizing appropriate behaviors in addition to reducing inappropriate behaviors as necessary. Behaviorsupports are available on a continuum from positive, ecological and therapeutic approaches to more restrictive and intrusive approaches. Interventions must emphasizeadaptive and pro-social behavior, effective and appropriate curriculum, adaptive instruction and therapeutictechniques. The selection of behavior interventions to be used with a student are based on data, intensity of the problematic behaviorand the strengths of the student.

Philosophy

The following principles of behavior serve as the foundation for operation of special education programs to which all staff subscribe and adhere to consistently.

  1. Students are individuals with legitimate needs, feelings and rights. In the school setting, situations will arise where students act out behaviors which reflect their feelings. Staff are expected to deal with students who display inappropriate behavior.
  2. School policies and expectations are based on fairness, safety and the necessity of operating an educational program. These policies and expectations for staff and students may be adjusted over time based on experience and changing legislative requirements.
  3. Inappropriate behavior is caused. It stems from past and present experiences of an individual. The cause may be simple and easily related to a situation or may be complex and unrelated to the situation in which the behavior is demonstrated.
  4. Individuals differ in the ways they react to behavior interventions designed to increase appropriate behaviors. What is effective for one student may be ineffective for another.
  5. Inappropriate behavior that interferes with instruction, the welfare or safety of others must be addressed. Interventions to address inappropriate behavior must allow for student learning and preserve their self-esteem.
  6. Development of a trusting relationship between the student and adult is critical to the successful implementation of behavior interventions. Adults must indicate respect for the student and trust their desire to find more appropriate behaviors.

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Section II – Functional Behavior Assessment

Definition and Use

Functional assessment of behavior is asystematic process for gathering information to identify the events that trigger and maintain problematic behavior. Baseline data collection will be conducted for target behaviors that occur frequently and require intervention. This data collection and analysis of student behavior comprises a functional behavior assessmentand incorporates staff and parent information. A comprehensive functional behavior assessmentidentifies the consequences to maintaining behaviors and the contexts in which those behaviors reflect antecedents and setting events. A written functional behavior assessmentwill include the following components as specified in our district format (see appendix A-1)

  1. Description ofspecific, problematicbehavior

2. The frequency, duration and intensity of the behavior

3. Identification of the environmental and setting conditions where the behavior occurs

4. The factors that are maintaining the behavior over time

5. Recommendations on pro-social behaviors to increase and problematic behaviors to decrease

A functional behaviorassessment must be carried out by professional staff knowledgeable about the student and trained to perform such an assessment and analysis. Paraprofessional staff can assist with data collection and analysis of activities as determined appropriate by professional staff. Parent information and school information will be included in a functional behavior assessment.

Once the functional behaviorassessment is completed, professional staff review this information and determine the need for an individualizedPositive Behavior SupportPlanand Emergency Intervention Plan.

Section III – Positive Behavior Support Plan

Definition and Use

A positivebehavior supportplan is a written, individualized plan that is based on a functional assessment of a student’sbehavior. A positivebehavior supportplan can be used in conjunction with classroom management procedures or in lieu of classroom management procedures. A positivebehaviorsupport plan is needed when recurring problematicbehavior impacts student learning or the welfare and safety of others.

Development

Professional staff e.g. teachers, school psychologists, school social workers, teacher consultants, behavior specialists, nurses, or therapists have primary responsibility for the development of a positivebehaviorsupport plan. Administrators, paraprofessionals, parents and agency staff as appropriate may provide input to plan development.

A PositiveBehavior SupportPlan will include the following components as specified in our district format (see appendix A-2).

  1. Analysis of medical, environmental and instructional factors which may contribute to the student’s problematic behavior

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  1. Representative sample baseline data collected within the functional behaviorassessment
  2. Systematic, objective and reliable methods of data collection that allow for evaluation of an intervention
  3. Rationale for selection of recommended behavior interventions including a description of benefits and risks
  4. Clearly specified objectives and conditions under which the plan is to be implemented, behavioral goals to be achieved and criteria for goal attainment
  5. Clearly delineated roles and responsibilities for professional staff, paraprofessionals, the administrator, student, parent or guardian, and agency staff as appropriate
  6. Timelines for review of the plan regarding effectiveness, continued appropriateness or necessary revision

In summary, a positive behavior supportplan uses the data collected from the functionalbehaviorassessment, identifies behavior interventions and procedures to implement addressing problematicbehaviors, and delineates a review process for the plan. A continuum of behavior interventions will be considered ranging from positive supports and acquisition techniques to more intrusive techniques and reduction procedures. A positivebehavior support plan must include less restrictive techniques prior to the use of restrictive techniques i.e., exclusionary time out, contingent observation or response cost. All staff involved with implementation of a positivebehavior support plan must have training in the procedures and techniques specified in the plan prior to implementation with a student. The parent/guardian must be in agreement to implement apositive behavior supportplan along with the program administrator and professional staff using the “BehaviorSupportPlan Consent” form (see appendix A-3).

Implementation and Review

During implementation of the behavior plan, data is collected and compiled regarding theproblematicbehavior. Professional staff should meet periodically to review on-going behavioral data and plan implementation. The program administrator, parent/guardian, paraprofessionals and/or agency staff should provide input and data for the review process as appropriate.

Revision or modification to a positivebehavior supportplan will be done through the review process based on data collection and analysis. Implementation of an initial positivebehaviorsupportplan will be reviewed within 10 school days of the plan’s initiation date. Professional staff will revise the plan, inform the parent/guardian, obtain parent/guardian consent if necessary, and inform others responsible for plan implementation of the revisions made using the “BehaviorSupport Plan Monitoring Report” form (see appendix A-4).

When target behavior goals are met as dictated by behavior intervention plan criteria with professional staff and parent/guardian agreement, the plan can be discontinued using the “Behavior SupportPlan Monitoring Report” form. If the current behaviorsupportplan is not effective, the plan can be discontinued and a new plan developed.

Section IV – Emergency Procedures And Intervention Plans

Definition and Use

A behavior that requires immediate intervention constitutes an emergency. Seclusion, physical and/or mechanical restraints must be usedonly under an emergencysituation and if essential.

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An emergency includes behavior that:

  1. Poses an imminent risk to the safety of an individual student.
  2. Poses an imminent risk to the safety of others.
  3. Is otherwise governed by the Revised School Code, 1976 P.A. 451, the Corporal Punishment Act

Emergency procedures are not considered to be part of an individualized positive behavior support plan or emergency intervention plan unless they arereoccurring. These procedures may be used only by staff trained in Non-Violent Crisis Intervention techniques.

Emergency Seclusion

Emergency seclusion is a last resort emergency safety intervention that provides an opportunity for the student to regain self-control. Seclusion is the confinement of a student in a room or other space from which the student is physically prevented from leaving and which provides for continuous adult observation of the student.

Emergency Restraint

There are three types of restraint: physical, chemical, and mechanical. Physical restraint involves direct physical contact that prevents or significantly restricts a student’s movement and is a last resort emergency safety intervention. Chemical restraint is the administration of medication for the purpose of restraint. Chemical restraint does not apply to medication prescribed by and administered in accordance with the directions of a physician. Mechanical restraint involves the use of any device or material attached to or adjacent to a student’s body that restricts normal freedom of movement and which cannot be easily removed by the student. Mechanical restraint does not include adaptive, protective or safety devices/equipment as recommended by a physician or therapist.

Emergency Procedures

An emergency seclusion and/or physical restraint procedure may not be used in place of appropriate less restrictive interventions. Emergency procedures shall be performed only by staff specifically trained to implement seclusion and/or physical restraint techniques in a safe, appropriate, proportionate and sensitive manner based on student needs (i.e. severity of behavior, medical/health/psychiatric conditions, developmental/chronological age, physical size and gender). Emergency procedures shall not be used any longer than necessary to allow the student to regain control of their behavior. Emergency procedures shall not be employed as a planned response for the convenience of staff, discipline or punishment, or as a substitute for appropriate educationalprogramming. Each use ofan emergency seclusion or physical restraint procedure must be documented in writing and shared with the program administrator and parent/guardian within 24 hours using the“Behavior Incident Report” (see Appendix A-6) and “Emergency Procedure Log.” (seeAppendix A-7)

Emergency Intervention Plan

Should a pattern aggressive, assaultive, self-injurious or dangerous behavior which requires the use of emergency seclusion and/or physical restraint emerge, or be anticipated, an Emergency Intervention Plan (see Appendix A-5) shall be developed in addition to the Positive Behavior Support Plan to protect the health, safety and dignity of the student. The Emergency Intervention Plan shall be developed in partnership with the parent/guardian by a team comprised

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of the program administrator, professional staff (e.g. teachers, school psychologists, school social workers, teacher consultants, behavior specialists, nurses or therapists) and agency or medical professionals as appropriate. A written Emergency Intervention Plan will include:

1. A detailed description of the emergency intervention procedure for a specific behavior

2.Any known medical or health contraindications for the use of seclusion and/or restraint

3.An explanation of and rationale for the use of an emergency seclusion or physical restraint procedure

4.De-escalation strategies and techniques to be implemented

5.A systematic, objective and reliable method of data collection that allows for evaluation of the emergency intervention being implemented

6.Timelines for review of the Emergency Intervention Plan for effectiveness or continued appropriateness

7.Informed parent/guardian consent andnotice of the right to withdraw consent at any time prior to plan implementation

The district may provide guidance to all staff in the review of Emergency Intervention Plans at the request of the Program Administrator to the Director of Special Education. Two levels of review can be implemented. At each level the emergency plan will be reviewed for compliance with district policy and procedure. From the review, recommendations on necessary revisions or training will be identified.

Level One – A program peer review committee will be responsible for reviewing the PositiveBehaviorSupportandEmergencyIntervention Plans as initiated by the program administrator. This committee convened by the program administrator is comprised of the program administrator, a teacher peer, school psychologist, school social worker and other support staff as needed along with the staff implementing the behavior plan.

Level Two – A district human rights committee will be responsible for reviewing thePositiveBehavior Intervention Plans, forwarded by the program administrator to the Director of Special Education, for broader input and recommendations based on the humannessand social acceptability of the procedures. This committee convened by the Director of Special Education is comprised of a special education administrator, school psychologist, school social worker, teacher, medical provider and therapy staff as appropriate.

Section V - Behavior Interventions

Continuum of Behavior Supports

Behavior interventions are used to assist students in acquiring, reducing, maintaining and generalizing behaviors. Intervention techniques fall on a continuum from positive, ecological

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and therapeutic to more restrictive orintrusive approaches. Interventions must emphasize positive behavior supports and natural consequences. Successful implementation of behavior interventions depends on the rapport between staff and students, staff sensitivity to and understanding of student needs, staff ability to anticipate behavior and flexibility in responding appropriately to different situations.

The following is a list of approved behavior intervention techniques for staff use. Techniques noted with an asterisk (*) require parent/guardian consent within a PositiveBehaviorSupport Plan or parent/guardian consent within a classroom or program behavior managementsystem document. Techniques noted with an asterisk (*) and plus (+) require parent/guardian consent within aPositiveBehavior Supportand EmergencyIntervention Plan in addition to peer and human rights committee review.

  • Limit Setting – provide clear, positive, consistent expectations for student behavior
  • Positive Reinforcement – praise and encouragement for appropriate behavior
  • Modeling – the adult or peers demonstrate the appropriate behavior to teach the behavior to the student
  • Planned Ignoring – systematically ignoring a noncontagious behavior so that it extinguishes on its own through lack of attention and/or inadvertent reinforcement
  • Prompting – provide a signal to the student when inappropriate behavior is observed as a cue for the student to self correct and demonstrate the appropriate behavior; cues can be visual, auditory or tactile
  • De-Escalation Techniques– strategically employed verbal or non-verbal interventions used to reduce the intensity of threatening behavior before an emergency situation occurs
  • Proximity Control – physical closeness or gentle physical touch with a student when inappropriate behavior is observed as a cue for the student to self correct
  • Redirection – provide another activity to divert the student’s attention and inappropriate behavior from the current situation
  • Rewards – systematically provide an incentive when appropriate behavior is observed, incentives can be tangible (e.g. food, objects) or intangible (e.g. preferred activities or privileges)
  • Regrouping – changing the grouping and proximity of students to each other and/or adults
  • Verbal Control – using simple statements (e.g. no, stop that) as an adult authority for the student’s self-control; occasional use of this technique increases effectiveness
  • Restitution – provide a natural consequence for an inappropriate behavior
  • Shaping – provide positive reinforcement to the student for successive approximations toward an appropriate behavior
  • Differential Reinforcement – provide positive reinforcement at a specified interval of time to the student without occurrence of inappropriate behavior
  • Fading – gradual removal of a prompt or cue until it occurs under the natural stimulus
  • Counseling – verbal discussion and problem solving between an adult and student regarding behavior to instruct the student and identify alternatives
  • Stimulus Change – altering the existing environmental conditions to avoid, suppress or redirect inappropriate behavior
  • Relaxation – provide prompts, cues and strategies to the student for de-escalation of inappropriate behavior or responses to antecedents

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  • Token Economy – contingency arrangement in which the student earns tokens for appropriate behavior and exchanges the tokens for rewards; tokens can also be lost for inappropriate behavior*
  • Exclusionary Timeout– removal of the student from the immediate environment reinforcing the appropriate behavior for a specified period of time to an area where access to positive reinforcement is not availablemay require staff to physically escort the student to time out; for use by staff trained in Non-Violent Crisis Intervention techniques*
  • Contingent Observation – removal of a student from an activity or situation to observe rather than participate when inappropriate behavior is demonstrated*
  • Restoration – require the student to restore the situation or environment to its original condition prior to demonstration of an inappropriate behavior*
  • Response Cost – reduction of inappropriate behavior through systematic withdrawal or removal of a reward*
  • Physical Escort– touching or holding a student with a minimum use of contact for the purpose of directing movement from one place to another*
  • Physical Restraint – applicationof physicalforce by 1 or more individuals that reduces or restricts a student’s freedom of movement for the purpose of providing safety and support; for use by staff trained in Non-Violent Crisis Intervention techniques *+
  • MechanicalRestraint – use of adaptive equipment to restrain the student from self-injurious or aggressive behaviors (e.g. straps, tray table chairs, helmets, or gloves)as recommended by a physician or therapist*+
  • Seclusion – the confinement of a student alone in a secured room or other space void of stimuli from which the student is physically prevented from leaving; may require staff to physically transport the student to the seclusion room; for use by staff trained in Non-Violent Crisis Intervention techniques*+
  • Physical Transport– the use of physical force by 1 or more individuals that reduces or restricts a student’s freedom of movement for the purpose of safely transporting the student to seclusion or an area for physical restraint; for use by staff trained in Non-Violent Crisis Intervention techniques*+

Guidelines for Seclusion