Behavior


Positive behavioral supports or interventions, which are based on functional behavioral assessment, attempt to understand the purpose of a problem behavior so the problem behavior is replaced with new and more appropriate behaviors that achieve the same purpose.

In general, positive approaches are developmentally, chronologically, cognitively, and functionally appropriate for the student and focus on two areas: (1) modifying the environment to try to prevent challenging behaviors; and/or (2) addressing behavior programmatically by teaching replacement behaviors and skills.

There are three reasons why school personnel should strongly consider positive behavioral supports and interventions:

  • Simply suppressing a problem behavior does not have long-term effects and often leads to increased counter-aggressive behaviors from students.

  • Once school personnel know why a student’s behavior occurs, they can respond more appropriately by teaching the student a more appropriate way of responding. This serves the long-term interests of both student and teacher.

  • Traditional punishment focuses on "fixing the student." The focus of positive behavioral support is fixing student skill deficiencies, classroom settings, instructional delivery, and/or curricular adaptations.

Some examples of positive interventions, strategies and supports include but are not limited to:

  • modifying or adjusting instructional strategies, curriculum and materials

  • modifying or adjusting classroom seating, arrangement, or traffic patterns

  • modifying or adjusting testing and evaluation procedures

  • providing increased opportunities for students to make choices

  • providing predictable classroom routines

  • foreshadowing change

  • cueing students

  • having clear, consistent expectations and consequences in classrooms and throughout the school.

Functional Behavior Assessment (FBA)

FBA is a continuous process (not a one-time event) for identifying, (1) the purpose or function of the behavior, (2) the variables that influence the behavior, and (3) components of an effective behavioral intervention plan (BIP). If the hypothesis about the function or purpose of a problem behavior is correct, it results in ideas for alternative skills or strategies that can be taught, as well as ideas for meaningful consequences for the student.

Behavior Intervention Plan (BIP)

It is important to include an operational definition of the problem behavior(s); summary statements resulting from a functional behavioral assessment addressing setting events, antecedents to the problem behavior, and maintaining consequences for the problem behavior. The plan should address expected outcomes and goals and a general approach for making problem behaviors ineffective. Intervention strategies will consist of setting event strategies, immediate predictor strategies, teaching strategies, and consequence strategies.

The BIP should include:

  • specific descriptions of typical routines and most difficult problem situations for the student;

  • a monitoring and evaluation plan;

  • identification of the case manager who will be responsible for the overall coordination of the behavior intervention plan; and

  • identification of individual responsibilities for data collection, specific interventions described in the plan, and reporting.

If it is necessary to have a crisis intervention plan for the student, be sure to also include the positive interventions, strategies, and supports to balance the plan. A crisis intervention plan should address the least restrictive alternative related to interventions, and should include plans to intervene during escalation of the behavior, during eruption of the behavior, and during de-escalation.

Manifestation Determination (MDR)

A manifestation determination is the process used to determine whether the behavior that resulted in the proposed disciplinary change of placement is a manifestation or result of the student’s disability. Manifestation determinations are only required when the proposed disciplinary action is to change the student’s current placement.

If the behavior is a manifestation of the student’s disability, then except under limited circumstances, the LEA cannot unilaterally proceed with changing the student’s placement. The parent and the LEA, however, could agree to a change of placement.

Behavior is determined to be a manifestation of a student’s disability if:

  • the conduct in question was caused by or had a direct and substantial relationship to the student’s disability; or

  • the conduct in question was a direct result of the LEA’s failure to implement the student’s individualized education program (IEP).

  • The behavior is a manifestation of the student’s disability if either one of the above conditions apply. This is determined on a case-by-case basis, and the analysis is dependent upon the particular circumstances involved. For example, if as part of the disability, a student has difficulty with impulse control, the team may consider whether the incident involved an impulsive action or whether the actions demonstrated planning and forethought. See Traverse City Area Public Schools, 45 IDELR 47 (SEA MI 2005).

A manifestation determination must occur whenever an LEA decides to change the student’s placement because of a violation of the code of student conduct. A disciplinary change of placement occurs when the student’s removal is for more than 10 consecutive school days (10 school days in a row) or when a series of removals constitutes a pattern.

When a student has been removed for more than 10 cumulative school days during the school year, the LEA must determine whether there is a pattern of removals that constitutes a change in placement. A series of removals constitute a pattern when:

  • the student has been removed for more than 10 cumulative school days in a single year;

  • the behavior is substantially similar to previous incidents; and

  • other additional factors are considered, such as the length of each removal, the total amount of time removed, and the proximity of the removals to one another.

After the student has been removed for more than 10 cumulative school days, the LEA must review each subsequent removal to determine if a pattern of removals exist. The decision as to whether there is a pattern of removals is made on a case-by-case basis by the LEA. If the parent disagrees with the LEA’s decision as to whether there is a pattern of removals, then the parent may request a due process hearing, mediation, or file an Individuals with Disabilities Education Act (IDEA) complaint.

If the behavior is found to be a manifestation of the student’s disability, the IEP team must conduct a FBA, unless one has been conducted before the behavioral incident, and implement a BIP to address the student’s behavioral needs. However, if a BIP has already been developed, then the IEP team must review the BIP and modify, as necessary, to address the behavior.

The student must also be returned to the placement from which he or she was removed unless the parent agrees to a change of placement, the code of conduct violation involves weapons, drugs, or serious bodily injury, or a hearing officer orders a change of placement.

If the behavior is not a manifestation of the student’s disability, the student may be disciplined in accordance with the disciplinary procedures followed for non-disabled students under similar circumstances.

The student must continue to receive educational services in order to continue to progress in the general curriculum, although in another setting, and to progress toward meeting his or her IEP goals. The IEP team determines the services and the setting(s) in which the services will be provided. The LEA maintains the responsibility to provide a free appropriate public education (FAPE) to the student.

The student must also receive, as appropriate, a FBA and BIP using positive behavior interventions and supports designed to address the conduct so it does not recur.

If a parent disagrees with the manifestation determination, the parent may utilize any of the three dispute resolutions options under state and federal special education law: mediation, due process hearing, or IDEA state complaint.


Resource: Manifestation Determination WI Dept of Education Information Update Bulletin

Additional Resources

Addressing the Behavioral Needs of Students with Disabilities - WI Dept of Education Informational Bulletin