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

BEHAVIORAL CURRICULUM

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