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Behavioral services and supports are provided to eligible students in
settings that range from the general education classroom to a special
day school. Some of the behavioral services may include direct
instruction for the development of social skills, an individual behavior
management system based on a functional behavioral assessment, an
altered bell schedule, or a daily home note.
A student with an emotional/behavior disability has persistent (is not sufficiently responsive to implemented evidence based interventions) and consistent
(lasts longer than 6 months) emotional or behavioral responses that
adversely affect performance in the educational environment that cannot
be attributed to age, culture, gender, or ethnicity. These demonstrated
behaviors may be internally or externally based. Internal factors are
characterized by feelings of sadness, restlessness, or a loss of
interest; students may demonstrate behaviors that result from thoughts
and feelings that are inconsistent with actual events. Behaviors which
are externally based may include an inability to build or maintain a
relationship with adults or peers, or chronic and disruptive behaviors
such as noncompliance, verbal and/or physical aggression, and/or poorly
developed social skills that are manifestations of internal factors.
Prior
to evaluation, eligibility, and/or placement decisions, schools must
demonstrate that the 3-Tier Behavior Intervention Process has been
implemented with fidelity and consistency. Students need to meet
specific eligibility criteria to receive direct services from the
Emotional Behavioral Disabilities Program.
Behavior Intervention Process
In 'Tier 1' of the Behavior Intervention Process,
schools are encouraged to develop school-wide expectations for student
behavior. Expectations such as "Do Your Best" and "Be Respectful" look
very different depending on the setting (i.e. the hallway, the
cafeteria, the classroom). These expectations should be directly taught
to all students and they should address every setting. More time should
be spent on recognizing/rewarding students who actually exhibit expected
behaviors than is spent on devising punishments for those students who
do not. Schools will know that their Tier 1 interventions are successful
when 80% of the total student population demonstrate appropriate
behavior. In addition, each classroom should have specific behavior
management expectations clearly identified and taught. Expectations may
include: "Remain in your area," "Keep hands, feet, and objects to
yourself," and "Follow teacher direction first time asked." Once
expectations have been taught, they must be practiced and students
should receive feedback on a regular basis. Finally, each teacher should
directly teach his or her classroom routines and procedures (i.e.
sharpening pencils, turning in homework, getting assistance). Ample time
for students to practice should be provided regularly, and
reinforcements must be available for those students who demonstrate
acceptable, responsible behaviors. It is strongly recommended that
rewards be socially based (i.e. teacher attention) rather than tangible
items.
Once a school has ensured that at least 80% of their
students are demonstrating expected behaviors, those students who are
not experiencing success may benefit from additional interventions. In 'Tier 2' of the Behavior Intervention Process,
teachers are encouraged to implement basic, evidence-based
interventions to ensure that all students in a specific setting receive
the necessary instruction that will increase the likelihood of success.
If the evidence-based interventions are not effective, the school-based
behavior support team should meet. The function of the school-based
behavior support team is to partner with the parent/family to target a
specific behavior that most interferes with the student's ability to
benefit from instruction. The team is encouraged to use data to develop
additional, more intensive, interventions using the Behavior Assessment
Support Plan. For example, small groups with similar needs may be formed
as a way to provide more intensive social skills instruction. As
students begin to make progress, a method to recognize and reinforce
should be developed. These Tier 2 interventions should reach an
additional 10 - 15% of the school population.
For a small number of students (approximately 5% of the population) intensive, individualized interventions will be necessary. At 'Tier 3 of the Behavior Intervention Process' the
school-based team uses data to develop specific strategies to address individual student needs. Examples may include, but not be limited to:
behavior contracting, counseling services, daily reports with specific
feedback regarding targeted behavior, frequent reinforcement schedules,
and daily social skills instruction.
If the 3 Tiers of the
Behavior Intervention Process are not successful for a specific student
(based on collected data and graphical representation), the team may
want to consider a psycho-educational evaluation. This evaluation can
provide the team additional information to assist with the
identification of additional services and supports that the student may
require to be successful in the school setting.