Challenging Behavior
How do you support a child who has
challenging behaviors at school?
Children do well when the can. This is especially important to remember with children who have communication difficulties. If your student is pre-verbal or non-speaking, ensuring the faculty and staff who work with them know how they best communicate is imperative.
Once/if your child has been diagnosed with a disability and if behavior is an issue at school, you can request a Functional Behavior Assessment (FBA). From this FBA, a Behavior Intervention Plan (BIP) is created. A BIP is part of your child's IEP or is attached to it. The FBA should include all Team members. The FBA can be done by the school (school behaviorist) or by an outside behaviorist. In either case the FBA report should be discussed at the Team meeting with the school.
Compliance should not be a goal; however, non-compliance is an acceptable concern if it interferes with your child's access to the curriculum. It's important to look at the data collected in the FBA and interpret the antecedents and triggers so the child can be set up for success as often as possible.
Open and clear communication with your child's primary teacher and team about the expectations of the classroom they're in will help guide the creation of supports (accommodations and/or modifications) in their IEP/504.
Wrightslaw Guide to Parents provides information on FBA and positive intervention.
Once/if your child has been diagnosed with a disability and if behavior is an issue at school, you can request a Functional Behavior Assessment (FBA). From this FBA, a Behavior Intervention Plan (BIP) is created. A BIP is part of your child's IEP or is attached to it. The FBA should include all Team members. The FBA can be done by the school (school behaviorist) or by an outside behaviorist. In either case the FBA report should be discussed at the Team meeting with the school.
Compliance should not be a goal; however, non-compliance is an acceptable concern if it interferes with your child's access to the curriculum. It's important to look at the data collected in the FBA and interpret the antecedents and triggers so the child can be set up for success as often as possible.
Open and clear communication with your child's primary teacher and team about the expectations of the classroom they're in will help guide the creation of supports (accommodations and/or modifications) in their IEP/504.
Wrightslaw Guide to Parents provides information on FBA and positive intervention.