Positive Behavior Interventions 

A behavior is an action in which a person conducts oneself. The person, organization, or society in charge dictates whether a behavior is desired or undesired. Response to behaviors should always reflect the action and not the individual. For example, students should always be viewed as good kids, even when engaged in undesired behaviors. It is important that the adult personnel make known that they favor the student, not the behavior. Using strategies that reinforce positive behavior will decrease the undesired behaviors.

IDEA Section 1415(k)(1)

1415(k)(1)(B) / 1415(k)(1)(D)(i): Students with disabilities may be suspended up to 10 consecutive school days (equal to their peers without disabilities), but must continue to be educated and receive services during this time if the suspension is considered a “change in placement” (removed more than 10 days in a row or removed for more than 10 school days for behaviors that are similar). 

1414(k)(1)(E): During the 10 day suspension, the IEP team needs to determine if the behavior was manifested from the student having a disability. 

1415(k)(1)(C): If it is determined that the behavior was not manifested from having a disability, disciplinary procedures applicable to students without disabilities will be applied in the same manner. 

1415(k)(1)(F): If it is determined that the behavior is manifested from having a disability,

• The educational team will conduct a functional behavior assessment

• Implement the behavior intervention plan (or review and revise a necessary that plan)

• Return the child to the placement in which the child was removed, unless parents and the local school system agree to change placement (as part of the modification to the behavior intervention plan).

Note: 

1. Behavior is a form of communication. 

2. The best strategy is to collaborate with the educational team and use consistent strategies throughout all settings. 

3. If a strategy is needed, it should be indicated in the PLAAFP and in the supplemental aid, program modification, support, and service section.

Using a picture exchange communication system (PECS) consists of six phases that uses picture communication symbols to teach individuals how to request a desired item or action and become a communicative partner.

*Providing students a voice in making choices gives them a sense of ownership over their learning.

An educational team process to identify the function (the reason behind engagement in a behavior) of specific undesirable behaviors displayed by a student. The information collected during the assessment process is used to discuss and identify effective positive behavior supports.  

Three Parts of an FBA
How to Collect ABC Data Analysis
Blank ABC Analysis Form 

A detailed plan that is developed based off of the FBA data and includes specific information regarding the target behavior and behavior goals. It consists of 4 areas: Function, Frequency, Severity, and Consequence. 

• Steps are designed to decrease the occurrence of undesirable behaviors and increase occurrences of desired or replacement behaviors. 

• Sample BIP from PBISWorld.com 

Click Below and Download Sample BIP in Word Document

• • BIP for students with ADD, ADHD, poor organization, inattentive, unfocused, off task, distracted, fidgety, hyperactive, and more

  • BIP for students that have a lot of anxiety, poor self-esteem, poor self-concept, lack confidence, are timid, shy, withdrawn, and more

  • BIP for students that argue, bully, annoy others, instigate, and more

  • BIP for students that are easily or overly frustrated, give up when challenged with difficult tasks, cease effort quickly, disengage with difficult work, and more

  • BIP for students that do little to no work, put forth little to no effort, don’t turn in or do homework, do not take homework home, participate and volunteer little or not at all, are disinterested in the class and content, and more

  • BIP for students that are oppositional, defiant, refuse to follow directives and directions, argue, have a bad attitude, are disrespectful, use profanity, talk back, do not like to be told what to do, are combative, reactive, have issues with authority, adults, and peers, and more

  • BIP for students that have poor attendance, are frequently tardy and late to school and classes, take too long in between classes, are frequently absent, miss a lot of school, skip school, avoid testing days, and more

  • BIP for students that have tantrums, cry, get upset easily, cannot cope with being told “no”, destroy property, act out, scream, yell, and become uncontrollable

Positive Behavior Interventions and Supports (PBIS)

PBIS World - A website that directs step by step from the identified behavior through the Tiers and offers data tracking sheets. 

• PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.

• It is a Three-Tiered Approach: Tier 1 (All) - Tier 2 (Some) - Tier 3 (Few)

• A school-wide behavior intervention system with set expectations. 

• Students receive a reinforcement (often in the form of a ticket) from the teacher when an expectation is met and the students are responsible for keeping their tickets. (Token Economy System)

• The school sets a range of rewards worth various amounts of tickets. Students save their tickets to earn a desired reward (reinforcement). 

• The most important aspect of the PBIS program is the Teacher-Student conversations focused on changing or reinforcing behavior. During the conversation. The ticket is used to provide the opportunity for the conversations.

PBIS Rewards - A digital form allowing a school to go paperless

A specific process that responds to wrongdoing and harm placed on someone with a focus on repairing relationships rather than applying punishment. It brings together those who have caused harm with those they have directly or indirectly harmed. It focuses on supporting needs, honoring inherent value, strengthening relationships between individuals, as well as social connections within communities. 

There are 3 conditions that must occur: 

1. The harm or injustice must be acknowledged 

2. Equity must be restored or developed

3. Future intentions must be addressed

Foundations to Successful Restorative Practice:

• Trust

• Positive conflict engagement

• Equity 

  • The core principle of the Individuals with Disabilities Education Act’s Procedural Safeguards is parental and student engagement. All efforts need to be made to dissolve barriers that would keep all parties from participating in the restorative practice process. This includes, but is not limited to: 

    • Limited English proficiency, transportation, work schedules, cultural and socioeconomic differences

Based on individualized need, a student with a disability may require accommodations, modifications, or pre-teaching to participate meaningfully in the process.

Restorative Dialogue using “I” Affective Statements:

This allows an individual to make an emotional connection with others without judgement or blame. It is a process of communicating a need while building, trust, empathy, and mutual concern. 

Sample Affective Statement Starters: 

• When I see/hear…

• I feel…

• Because I need…

Using a ‘Social Story’ can support students with disabilities in recognizing their behavior. A ‘Social Story’ is specific information regarding what to expect and/or the expected behavior while engaged in a particular situation, event, or activity. Using picture communication symbols combined with words, the student will either read or have the story read to them.  Example, 'When I Go to Physical Education' Example

Restorative Dialogue using Questions: 

This provides an opportunity to reflect on harmful behavior and the impact it has had on others. 

Sample Restorative Questions: Video 1 / Video 2  

• What happened?

• What were you thinking when it happened?

• What have you thought since? 

• What has been the worst part?

• What did you want to happen? 

• What needs to happen to make things right?

Students with disabilities may have a difficult time understanding the questions or how to answer if they are the individuals who conducted the harm. 

• Possible strategies to support comprehension:

  • Picture communication symbols 

  • Relating the wrongdoing or harmful act to a personal experience

  • Visual reenactment

  • Use a social story to support the understanding and answering of the questions.  

Restorative Circles and Conferences: 

A formal dispute resolution option facilitated by a trained restorative practice facilitator. It supports everyone involved to recognize their role in the dispute, and determine the best way to repair the harm.

• Occurs after the IEP team uses a dispute resolution option outlined in the Individuals with Disabilities Education Act. It offers participants an opportunity to repair the strained relationship so the team can continue to function together while engaging in the ongoing process of planning for the needs of the student.

This section addresses sensory implications for individuals who are challenged to discriminate, control, and organize sensory input, causing hypersensitive (over-sensitive or easily impacted) or hyposensitive (under-sensitive or needs more input to react) reactions that impact performance of desirable behaviors. 

Recommendation: Collaborate with an occupational therapist (OT) to discuss interventions and strategies that can be applied to individual needs. The OT may request to observe the child in your class. You can fill out the Sensory Processing Assessment of Responses Form (SPAR) to guide your discussion with our OT. 

Five Senses That Typically Impact Students in Physical Education