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Tuesday's Tip: 5 IEP Curriculums - #5 Behavior


The last of the five curriculums you will find in an IEP is that for behavior. The behavior curriculum is implemented when a scholar’s behavior impedes the scholar’s learning or that of others. When this occurs the IEP team must consider the use of positive behavioral interventions and supports, and other strategies, to address a broad base of behaviors. This includes the major goal of any Social Emotional Learning (SEL) behavioral curriculum - the development of healthy, happy scholars that develop into independent productive adults:

  • Improved academic (functional or age appropriate) achievement

  • Increased self-determination and happiness

  • Improved health

  • Emotional literacy and well-being

  • Improved self-control, & problem-solving skills

  • Healthy relationships

  • Social Cognition and skills in societal, hidden or covert curriculum

  • Competitive workforce preparation

  • Post-secondary education preparation

  • Independent living and citizenship skills

  • Coping with anger / Self-regulation

  • Conflict resolution

  • Developing friendships

  • Keeping oneself safe, and

  • Cultural acceptance

The IEP team may document how behavior is being addressed in three ways:

  1. Goals and Objectives – measure the change of current behavior and replacement behavior which is being addressed.

  2. Special Factors, Supplementary Aids and Assessments

  • Noting modifications in their program, support for their teachers, and any related services necessary to achieve those behavioral goals.

  1. Functional Behavior Assessment (FBA) and Positive Behavior Support Plan

  • If the scholar needs a behavior intervention plan to improve learning and socialization, the behavior intervention plan should be included in the IEP and aligned with the goals in the IEP.

  • IEPs must include a behavior intervention plan when the scholar’s behavior has “risen to the level of serious behavioral issues.”

  • IEPs can also include a behavior intervention plan for scholars whose behavior is not at that level.

  • The IEP must reference and make the connection that the plan exists and attach it to the IEP

  • A new IEP or Amendment would be required every time the plan is adjusted

  • If a scholar participates in a program that includes specific behavioral supports for all scholars within the program, those supports should be documented under present levels as a DEFINED program they are participating in to address behavioral concerns.

Interventions Vary Based On a Scholar's Needs

Interventions vary among specialty area. These include but aren't limited to the following:

  • Applied Behavioral Analysis (ABA)

  • Cognitive Behavior Therapy (CBT)

  • Dialectical Behavior Therapy (DBT)

  • Relationship Development Intervention (RDI)

  • Training and Education of Autistic and Related Communication Handicapped Children (TEACCH)

  • Music Therapy

  • Play Therapy

  • Animal Assisted

  • Registered Behavior Analyst (RBT)

  • Sensory Integration Therapy

  • Art Therapy

  • Anger Management

  • Social Emotional Learning

  • Behavioral chaining

  • Computer assisted instruction

  • Discrete Trial Instruction

  • Errorless Learning

  • Functional Communication Training (FCT)

  • Picture Exchange Communication System (PECS)

  • Pivotal Response Training (PRT)

  • Natural Language Paradigm (NLP)

  • Precision teaching /Fluency teaching

  • Lovaas Approach to Applied Behavior Analysis

  • Verbal Behavioral Programming

  • Home-based Programming Criteria

  • SCERTS Model (Social Communication, Emotional Regulation and Transactional Support)

  • The Miller Method

  • The Son-Rise /Options Program

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