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The purpose of a functional analysis is to help teams understand the intent of maladaptive behavior, so that effective behavior plans can be implemented. A functional analysis always results in a behavior plan. A functional analysis includes: (a) a description of behavior, (b) the setting, (c) antecedents (signals preceding a behavior), (d) consequences (events following a behavior), (e) setting events (conditions which set the occasion for a behavior), (f) information regarding what has been effective with the student, and (g) a hypothesis about why the behavior occurs. A good behavior management plan is based on the analysis and includes: (a) information about the baseline performance, (b) the standard against which the performance will be compared, (c) the goal for the intervention plan, (d) a prevention plan, (e) a positive replacement plan, (f) a reductive intervention plan, (g) a monitoring plan and, (h) parent/procedural guidelines. When should a functional analysis/behavior plan be conducted? All good problem-solving revolves around a functional analysis, i.e., an analysis of how the student functions in the academic or social environment at school and an examination of the hypothesis for academic or social behavior. A formal functional analysis (including paperwork and an IEP meeting) and a corresponding behavior plan is required for students with IEPs under the following four conditions: 1. If a student has a disability label of behavior disorders or emotional disability. The team would select the behaviors that denote a crisis or that are of a severe nature for which a functional analysis should be conducted. 2. If either of the boxes on Section D – Supplementary Aides and Services # 4 of the IEP is checked as “Yes” (Does the student break school rules? Does the student’s behavior impede his/her learning or that of others?). 3. If the student without an EBD label is experiencing significant behavior problems and a formal analysis seems warranted. 4. If the team is considering using any of the following restrictive interventions with any student: • Using inhibiting devices—Devices that do not restrain physical movement, but inhibit specific actions (e.g., student wears arm pads so student doesn’t bite himself/herself). • Negative practice—Repetitive practice of inappropriate behavior to the point of satiation (e.g., student who tears up an assignment must tear up 50 pages). • Satiation—A procedure in which large amounts of a reinforcer are given so that its effectiveness is diminished and the behavior which is associated with it ceases to occur (e.g., student that steals gym towels is given so many towels that he/she begins to give them back). • In-School Suspension—Removal from the students’ normal school programming for more than one full class period served on school premises. A student is not suspended when the nature and quality of the educational program and services provided during an in-school suspension are comparable to the nature and quality of the educational program and services required and otherwise provided to the student in the current placement (appropriate schoolwork and supervision by a certified staff
Mechanical restraints prescribed by a physician or used as a safety procedure for transportation (e. In such cases. • Expulsion—Removal of the student from school for the balance of the current school year. Some nonrestrictive interventions are: allowing the student to escape the task. we are required to provide those services on the student’s IEP. others and property. physical manipulation or procedures that cause pain and/or tissue damage when used as an aversive procedure. self-reinforcement. (See discipline section of the handbook for additional information.Removal from the students’ normal school programming for more than one full class period served off school grounds.. noxious odor.g. ignoring. redirection the student (verbally or physically).) Even if a student is expelled. (The locking mechanism on a time-out room must be constructed so that it engages only while the key or handle is being held by a person. Can restrictive interventions be used without a behavior management plan in place? .. loss of privilege. food delay. The door to such a room may not be one which remains closed when unattended. reinforcement. or aversive physical sensation in order to terminate or control undesired behavior.member or assistant under the supervision of a certified staff member). peer involvement. calling/notifying parent. aromatics.) (See the Policies and Procedures Resource Manual for Special Education) • Physical control/restraint—Use of the minimum amount of physical force to hold or restrain an individual in order to insure the safety of the individual. expulsion with cessation of services. Suspension includes systematic restriction from access to typically engaged activities or equipment. (See the Policies and Procedures Resource Manual for Special Education) • Out-of-School Suspension-. self-management. detention. (See the Policies and Procedures Resource Manual for Special Education) • Time-out (Isolation/Quiet Room)—Removing a student from the classroom to a timeout area from which the student’s exit is restricted but is monitored. • Mechanical restraint—A device that physically restrains the movement of the student (e. Note: Some nonrestrictive interventions may become restrictive if frequently used or when they adversely affect student learning or cause extreme negative student reaction. a manifestation (not “manifest destiny”) determination must be conducted. environmental/activity modification. hearing held and other protections must be in place. and token economies/point systems. proximity control. modeling. (Please see handbook section on discipline. Suspension from transportation resulting in the student’s inability to attend his/her ordinary school program is a suspension from school. response-cost. tastes—Use of a spray or substance with an unpleasant taste. harness restraint). positive practice/overcorrection. A suspension which constitutes a change of placement (lasting longer than 10 cumulative school days) requires a meeting to change the student’s IEP. contracting. faradic skin shock (electrical shock). a functional analysis and behavior plan should be written.) • Aversive mists. restitutional overcorrection. If a student engages in behavior that is so severe that an expulsion would be considered.g. Otherwise the student is able to easily and readily open the door from the inside. contingent exercise. prompting. harness seat belts) are not considered behavioral interventions. punishment writing. Second Note: Prohibited interventions include corporal punishment.
In best practice. when the team believes that the student is engaging in dangerous or serious behavior. any of the procedures listed can be used without first conducting a functional analysis and creating its accompanying behavior plan in emergency situations. However. These planning meetings may occur without the parents. An emergency is defined as a situation in which immediate restrictive intervention is necessary to protect the student involved. including: • physical injury to self or others. Convene the team to consider whether or not a functional analysis is appropriate in order to better plan for the student’s potential behavior problems. including an administrator and general education teacher(s) should conduct the analysis and create the plan. after the incident. or • serious and continuous disruption of the classroom environment. Parents should also be invited to follow-up meetings. and/or limited tests and rating scales. However. teams should keep in mind that many times parents have vital information which may help with the analysis or the plans. because access to normal programming is restricted. it is a suspension. they should be presented to the parents as draft forms. If other information is gathered. then additional information may be gathered if necessary. Their input should be included when appropriate. This information may include record review. complete the Emergency Behavioral Intervention Report. include it in the student’s file and inform the parents. observations. (See the Policies and Procedures Resource Manual for Special Education) Should a functional analysis/behavior plan be created for every problem behavior? No. Any part of a day is considered one full day of suspension and is added to the student’s cumulative total of days suspended. a discussion should be held where issues are described. Is consent required in order to observe and/or conduct a functional analysis? . the team should meet again to verify the information and create a corresponding plan. • severe property damage. it makes sense to use problem-solving as much as possible with students. other individuals or the physical site from harm.Yes. a formal plan should be made. One student may have several different functional analyses and corresponding plans. interviews. If the plans have been discussed earlier without the parents present. When are parents involved? Parents must be invited to an IEP (10-day notice) meeting where the functional analysis and plans are discussed. Record of the meeting should be noted on the Additional Information pages and a sign-in is always appropriate. Follow-up meetings do not require notice unless major changes are anticipated for the behavior plan. (See the Policies and Procedures Resource Manual for Special Education) Who creates a functional analysis/behavior plan? The child’s special education team. • severe emotional abuse due to verbal and nonverbal threats and gestures. In such cases. Is sending a student home from school for escalating behavior problems a suspension? Yes.
At the very least. If a student has an IEP with an attached functional analysis/behavior plan. 4. 10-day notice. should we move to a functional analysis in the same meeting? Technically. they need to be reviewed frequently to see if the intervention is working. should we review it as part of the annual review? If a student has a FA/BIP. behavior policies. you should. How many functional analysis/behavior plans should there be? A student would have as many FA/BIPs as they have severe behaviors. . Extra time should be allowed to do so in the schedule. procedural assurances. accompanying letter. the FA/BIPs should be reviewed at the same time you report progress on goals for parents. it should be discussed and/or revised at the annual review. 5. However. it requires: 1. In preparation for annual reviews. Sign-in page 3. If a student is newly identified and we complete the IEP. teams should review plans and make necessary changes. How often should plans be reviewed? Frequently. As such. Parents receive a copy of the paperwork and the original is attached to the student’s current IEP. One plan should be developed per problem behavior. Remember that the purpose of this process is to develop meaningful and effective plans. It makes sense to reschedule for this section of the IEP at a later date (no longer than 30 days from the initial meeting). This will be explained again in the specific directions. 2. An observation is considered to be part of a student’s ongoing programming tied to student progress. Additional notes. if necessary.No. this would make for a very long meeting. Functional analysis/behavior plan pages. Procedural assurances and behavior policies at the end of the meeting. What paperwork is required? If you convene an IEP meeting to review a functional analysis/behavior plan.
talks to others. Describe what happens immediately before the target behavior occurs – Antecedents. you will record the consequent events that you may have arranged for the student in an attempt to change the behavior. Describe what happens immediately following the target behavior – Consequences. does not do what is expected. you are to decide what you think the student gets or avoids by engaging in the target behavior. In this section. Extreme non-compliance—When given an oral direction or common classroom routine. Student Strengths. music. group work). tries to engage adults in conversations. Target Behavior. hitting. what kinds of tasks or situations surround the problem behavior. A. C. I. type of expected response (fine motor task. escalating behavior problem which encompasses these three behaviors. refusing to do class work. attention.) Three primary types of consequences are examined: . physical activity. lunchroom. in the classroom with oral tasks. plays with toys. J. I. cleaning up. etc. 2. Describe where the behavior occurs. Examples: type of instruction (lecture. these behaviors may all be descriptions of a larger. in large group activities. having choices. making threatening statements. I. (In a later section. 3. D. items to eat. For this section describe the inappropriate behavior in observable and measurable terms. during transition times. he throws objects. When listed in this fashion. physical arrangements of the room. When redirected. established consequences). Instead. privileges. I. J. B. What seems to please the student? Social experiences. in list form: 1. lining up with appropriate space). organizing. I. Setting.Directions for Completion of the Functional Analysis Complete one set of forms for each behavior. List Interventions and results Describe briefly what interventions have been attempted in order to address the problem behavior and what the results were. Consequences are defined for this section as events or circumstances which immediately follow the target behavior and serve to strengthen or maintain the behavior. time alone. This section should not be used to describe more than one type of behavior. playground. However. Antecedents are events or circumstances which immediately precede the target behavior and serve to signal the problem behavior to occur. Describe what happens immediately before the problem behavior. An example of that type of description follows. Examples: In the classroom. walks around the room. or persons around the student. these behaviors appear to be separate and would constitute separate functional analysis and accompanying behavior plans. management plan (numbers of rules. E. escalates to verbal aggression and eventual physical aggression by hitting or kicking peers or adults. time of day.
access to preferred events.. (The Domain Reference Guide may help the teams with this step. A. but the consequences really establish the behavior and determine the hypothesis. along with an analysis of the antecedent should yield what a student is trying to communicate. looking at parts of pages. avoiding certain locations. C. confinement (organizing self and objects in a space. avoiding events or people because of past punishments or perceived punishments. poor feelings of self-worth. Hypothesis examples: . To decrease stimulation—auditory (placing hands over ears. and I. time. items. avoiding unpleasant people or events. leaving designated areas). power or control over interactions or events (a form of attention). they get something—positive reinforcement. F. attention from peers. play. (Usually. but a clear examination of these three areas. turning the music up). punishment (confirming their perceived inadequacies. I.g. antecedent events which influence the target behavior. Some examples of self-regulation are: To increase stimulation—auditory (talking louder. State the Hypothesis.) After determining a hypothesis(es). ordering objects. people.. or revenge (real or imagined.B. past or present). rocking). This evidence can be events that have been observed or recorded as documentation of the hypothesis.. avoiding events or people that frighten him/her. or escape something—negative reinforcement. it is important that teams validate a hypothesis by having evidence to support it. Teams should review the information from sections I. self-calming (similar to movement or auditory). tasks. avoiding certain types of demands. time away from other students). placing objects in front of visual space). confinement (going through barriers.) • Some examples of positive reinforcement are: attention from adults (proximity. Many times. especially with complex behaviors. movement (rocking. to make the best possible selections. avoiding embarrassing or potentially embarrassing situations. a form of attention). movement (fidgeting. excessive touching outside boundaries. repetitive movements with hands or feet). or history of reinforcement).Positive reinforcement (What does the student get or seem to get for behaving this way?) • Negative reinforcement (What does the student avoid or seem to avoid by behaving this way?) • Self-regulation (Does the student engage in the target behavior to get more stimulation or to avoid situations or events that are too stimulating?) Note: Some experts suggest that communication is another possible function. making noises with objects. avoiding situations that either do or may cause pain (real or imagined. talks to self). I. based on the student’s history. Some examples of negative reinforcement are: avoiding responsibility. whispering. e. walking around the room. avoiding tasks that the student believes are too difficult to accomplish. interrupting personal space. or self-calming (fidgets. or. moving away from loud events). Multiple hypotheses are possible in this section. or visual information (acting to restrict the amount of information the student takes in. directions or routines. staying away from certain people or areas that are too loosely bounded).
• it is more reinforcing for him to receive individual attention he receives from extreme noncompliant behavior. etc. bus) . hunger. • he does not discriminate directions from other teacher talk. Setting events set the occasion or make it more likely that a problem behavior may occur. or • he has days when he is emotionally flooded from events in his home life which deter him from making reasonable choices during the day.Setting Events. Conditions or situations that may influence the target behavior . I. • he avoids tasks which seem difficult to him and he would prefer to play. or • he is seriously emotionally disturbed. is non-compliant because: • he has had a terrible past. Some possibilities include: • Physiological factors (fatigue. is non-compliant with adults because: • he does not appear to know how to follow directions. • he has been abused. G.) • Increased arousal due to events before school (home. medications. sleep. Better examples are: J. Setting events are situations or conditions which exist in the environment which may or may not immediately precede the target behavior.Setting Event Large group instruction Antecedent Teacher attention to peers Group activity Fine motor task Transition from high interest activity Free play activity Low stimulation or activity High stimulation noise or activity Examples of Behaviors Lying on the floor or Rocking excessively in the chair or Hitting peers Knocking materials over or Throwing materials or Poking peers Pushing or Hitting peers or Running Refusal or Hand-flapping or Screaming/crying or Running away Consequence Teacher attention Hypothesis Positive reinforcement hypothesis Escapes the task Negative (student is reinforcement removed from the hypothesis activity) Increase or continue stimulating activity or stimulation Decrease stimulation Self-regulation hypothesis: Increase stimulation Self-regulation hypothesis: Decrease stimulation Inappropriate examples of hypotheses are: J. • he receives no clear reductive consequences for engaging in this behavior.
purpose of activities for student Past history of failure Past history of punishment Past history of reinforcement Parental expectations/community values . presence/absence of classroom reinforcers. type of presentation. perceived utility of activities. improper lighting. transitions) Disruptions in routine Constant factors in the classroom such as excessive noise. number of students. time spent on activities.• • • • • • • Increased arousal due to events before target behavior (playground. amount of assistance available. type and amount of directions given.
however. if a student is not following classroom directions from one teacher during one particular class. In general. teams should review it to determine a behavior plan. E 1. Antecedent arrangements are anything that sets the student up to perform the behavior more accurately and more confidently. the intensity of the behavior will generally dictate the intensity of the behavior plan. Depending on the hypothesis. For the purposes of this form. B. After reviewing the setting events and antecedents. The goal should include the conditions (antecedents). Based on the baseline and standard information. A. for as many types of antecedents that precede a behavior. Baseline. The other goal should be for the replacement behavior to be increased. C. In general.Directions for Completion of Behavior Intervention Plan Once the information is gathered an analyzed. only the reductive goal needs to be recorded (and is linked to the problem behavior cited in section I. Prevention Plan. most standards are established through the observation of same-gender peers and/or teacher expectation or school/district standards. performance criteria. the intervention required should be more intense and would require more coordination among more people. so that progress toward the goal can be measured. The hypothesis(es) generated in the analysis and information about what has worked (or not worked) in the past should help generate the intervention plan. II.). If. II. the team should consider what could be arranged to prevent the problem behavior from occurring. For example. II. Parent involvement in the Plan Parents are a very important part of the process. behavior. and a time frame. any number of interventions are possible. this same student does not follow any directions given by any adult. Standard. the problem requires a certain intensity of interventions. Goal. The establishment of a baseline also helps teams determine a standard and goal. Examples of these types of antecedent decisions are: . II. in any school setting. there are that many different types of arrangements that could be made. They should be involved as much as possible in developing and helping with the plan where appropriate. two goals should be determined for the student. Continual communication about the plan should be done via calls. email and/or daily or weekly written communication. D. For behaviors. One goal should be for the problem behavior to be reduced. Some guidelines and examples are presented to provide teams with assistance and a general direction when making behavior plans. A. II.
decisions can be made regarding setting events. or misreads antecedents. • • • • • • • does not appear to like females (or males) because of historical events. or establish a warm-up (and cool-down) individual time with the student upon entering school to assess emotional state. highly engaging activities with certain adults in the school. or set the structure for events. highlight specific prompts. clocks. or establish a “letter writing” campaign from certain adults to establish a relationship. alter the instructional method. provide non-contingent. or modify the type or amount of responses. appears to be overly aroused by events at home. or change the difficulty of the material. provide the student with pictures of what is expected. create a “journal” system to help communicate events and home and school. does not appear to learn from events preceding the problem. does not appear to know what to do. or repeat directions frequently. or does not attend to important environmental cues. schedules. For example: If a student… does not appear to get enough sleep.• • • For a student who… is confused about the signals. provide the student the opportunity to be in control of regular events and routines. highlight environmental cues or prompt the student in key situations or provide the student with “cue cards”. provide the student with a checklist of routine events. or provide the student with explicit models. fails to respond to regular routine. • • . organizers. The team may… help the family with a plan for bedtime routines. provide the student with calendars. Similarly. provide explicit instruction in the specific behaviors expected. • • • • • • • • • • • • • • • • • • • • • • does not appear to learn from instruction. or provide the student with “rest times” during the day. or provide frequent bursts of positive practice. or specify exact times. • The team may… supply the student with concrete teaching/learning tasks. give the student opportunities to talk and learn about his/her misperceptions of people and events.
assisting the student with identifying key environmental factors. sorting types of behaviors to be displayed. sufficient and accurate practice. body language. automaticity or rate. or • display in more than one setting or circumstance. visual organizers. The goal of this stage is accuracy. The goal of this stage is generalization. externally-organized (given by the teacher). stickers). Replacement Plan. even negative attention from peers and adults is attention. Learning Stage Stage One: Acquisition How well or how accurately a behavior is displayed or if the student displays the replacement behavior at all Stage Two: Proficiency How consistently the behavior is performed. self-reinforcement/management systems. or how automatically it is displayed Stage Three: Generalization or Maintenance How the behavior is displayed in a variety of settings. pictures. it is essential that the replacement plan take into account the hypothesis for the behavior. frequent prompts/reminders. For example. too little. (b) measuring it (frequency. or the wrong kind of attention). and more frequent than most children (every 15 minutes).) Note: Teams should consider the stages of learning when deciding about a replacement behavior. timings “beat the clocks”. motivation systems. setting personal goals. different types of expectations. Re-instruction in the expectations. checklists. For this section. . with different people and/or with greater complexity and variation Type of Planning Explicit instruction in specific steps or strategies. reducing attention for the inappropriate behaviors and increasing the attention for appropriate behavior is indicated. As behaviors improve. less frequent and more internally-organized. opportunities to reflect on performance. selfmonitoring/reinforcement. models. • display more consistently. If the team believes that the student is doing something for attention (seeking too much. paired with continuous (virtually every correct response) positive reinforcement. This section allows for the recording of the replacement behavior and plan. etc. intensity). Providing the student with “transition” prompts such as reminder cards. • display more accurately. teams should identify a replacement behavior and make a plan for it. for some students. A replacement behavior is an alternate behavior for the problem behavior.II. The goal of this stage is consistency. traveling point systems. It is the behavior you like to see the student • display at all. E 2. (Remember that all good plans include: (a) defining the replacement behavior in measurable terms. these pairings may be reduced in favor of ones that are less concrete. Prior to making a reductive plan. • display more of (amount). Often students with problems need attention that is paired with something concrete (points. paired with consistent intermittent positive reinforcement. (c) establishing a hypothesis (behavioral function) and (d) making an intervention plan. Each stage dictates a different type of goal and plan.
When a student makes good choices. For those students. For students who have behavior problems due to communication reasons. paired with positive praise. or are new to a task. Sometimes. it makes sense to desensitize them or familiarize them with routines. allowing the escape should be reduced and time/opportunities where non-avoidance occurs should be increased. strategies for learning from new situations. or perceive the situation as a risk. a mild punishment for escape is required. Setting Event Group activity Antecedent Fine motor task Examples of Behaviors Knocking materials over or Throwing materials or Poking peers Replacement behavior: Completion of fine motor tasks Consequence Escapes the task (student is removed from the activity) Consequence arrangements: Praise/stickers for completion of shorter bursts of required assignment. these events must be obviously and frequently paired with positive reinforcement. it may be helpful to provide the student with situations where he/she can increase his/her status. Some students escape situations because they are anxious about an event. providing the student with a more predictable. have more control because they may not feel that their lives are in control. These opportunities must be paired with positive reinforcement. Or. the team needs to determine the intent and provide alternate opportunities to communicate a particular need. paired with opportunities to take a break Hypothesis Negative reinforcement hypothesis Antecedent arrangement: Additional guidance on fine motor task . use good choices. controlled environment may help.Setting Event Large group instruction Antecedent Teacher attention to peers Antecedent arrangement: Seat student in front of teacher Examples of Behaviors Lying on the floor or Rocking excessively in the chair or Hitting peers Replacement behavior: Responding to questions Consequence Teacher attention Hypothesis Positive reinforcement hypothesis Consequent arrangement: Teacher attention to appropriate responses (possibly paired with concrete reinforcer) For a student who controls others (or the teachers) by the misbehavior. gentle discussion and lots of positive reinforcement. For students who may misbehave to escape demands or responsibilities and the team believes that the behavior is purposeful.
or the provision of routine. Consequent arrangement: Playing with headphones and music. Using senses in different ways. taking a break). relaxing. predictable events. In order to help you identify positive reinforcers for the student. (We hope they occur less frequently!) Teams should also plan for the “worst case scenario”. Reductive Plan. As part of the plan. you should have them complete a reinforcer survey or interest inventory. The reinforcer will not be effective if it is not motivating to the student. reinforcer for minutes of playing appropriately Identify a positive reinforcement plan for the replacement behavior. Some students require different types of presentations and a different level of involvement in classroom activities. Everyone who is part of the plan should be aware of the positive reinforcement plan to ensure consistency. sometimes problem behaviors continue to occur. self-regulatory activities (stretching. E 3. performing tasks that use different modes or responses may be helpful. Despite the team’s best efforts to prevent a problem behavior or to reduce inappropriate behavior through positive means. That is the reductive plan. discuss the frequency of the reinforcer and if it will be continuous or intermittent. Rewards can also be privileges (helping the janitor) or activities (extra gym time with a staff or peer).For a student who has problems due to self-regulatory issues. the reinforcer is given often. Setting Event Transition from high interest activity Antecedent Low stimulation or activity Examples of Behaviors Pushing or Hitting peers or Running Replacement behavior: Moving from activity to activity (on time) without disrupting others Refusal or Hand-flapping or Screaming/crying or Running away Replacement behavior: Play appropriately during free play without escape behaviors Consequence Increase or continue stimulating activity or stimulation Consequent arrangement: Follow steps on transition checklist. Usually a reductive plan uses some type of punishment. the student may require soothing activities. Punishments serve to decrease the . paired with positive reinforcement for each completed step Decrease stimulation Hypothesis Selfregulation hypothesis: Increase stimulation Free play activity Antecedent arrangement: Provide a clock for student to watch the time for change (assist teacher) High stimulation noise or activity Selfregulation hypothesis: Decrease stimulation Antecedent arrangement: Play in quieter area. play with passive. II. Most times when plans are initially being implemented. structured task b.
. or sending a student home from school • physical restraint used as a consequence for an event is generally aversive for students (and staff) In general. Monitoring Plan. and when the team will review the progress should be noted. they tend to be self-fulfilling prophecies. suspensions. Procedural Safeguards. Parent Communication. • response-cost (loss of reinforcers or privileges). walking up and down the hall several times because the student was running). G. If used alone. A copy of all the items listed in II. punishments by themselves are less effective than punishments paired with positive plans. (It is also helpful to monitor the replacement behavior. These punishments are usually ordered by intensity of intervention as follows: • extinction (planned ignoring). sign-in sheet. someone on the team needs to be identified to call the parents and discuss the plan with them. A copy should be given to all implementers. such as overcorrection/positive practice (correcting a behavior excessively. At the end of the meeting. When determining the monitoring plan. Teams should be very cautious when making reductive/crisis plans. but is not necessary for these forms.g. and • punishments such as serving additional time after school.) The schedule for monitoring should be determined. parents should receive copies of the functional analysis/behavior intervention plan. usually the behavior monitored is the problem behavior.. If the parents are unable to attend the meeting or have a phone conference with the team.behavior by introducing an aversive event after the problem behavior occurs. and a copy should be attached to the student’s current IEP. behavioral policies and offered the procedural safeguards /rights. e. It should be noted on the Team Record that the parents were unable to attend. Procedural Safeguards should be sent home to the parents. who will do it. • time-out from reinforcement (an arranged time away from the environment in which reinforcement occurs) • time-out from reinforcement—exclusionary (a time away from reinforcement in an environment which is closed and highly supervised) • punishments.
We would like to invite you to a meeting to discuss a plan for him/her. Thank you and we will see you on _______. Any information you can share either before or at the meeting would be appreciated very much. Sincerely. Our concerns are ________. The team is comprised of ________. As you know from recent conversations. please call ______.Suggested Letter to Accompany Invitation to Functional Analysis/Behavior Intervention Plan IEP Meeting Date Dear. If you have any questions. the special services team has met to discuss some behavioral concerns we have about ________. .