When serving individual students with more extensive behavioral needs, effective teams use collaborative processes, student-centered problem solving, and evidence-based practices for social, emotional, and behavioral health (SEBH) support. For students with the most intensive needs, these practices typically include the development of a functional behavioral assessment (FBA) and behavioral intervention plan (BIP). This section describes each of these areas of support in detail.
Although this section focuses on developing effective individual supports for students, the classroom environment, interactions, and relationships are important predictors of student interfering behavior. In other words, successful behavior support requires that teams create welcoming and inclusive schools and classrooms that support students where they are. Individual behavior supports will not be as effective without these features in place. The problem solving and collaboration processes described in this section are also opportunities for teams to review, reflect, and address needed practices in areas related to school climate, school and district SEBH support, and classroom practices. For related resources, refer to Sections 1, 2, and 3 of this manual.
Throughout this section, the term behavioral intervention plan (BIP) will be used to refer to an intensive and individualized behavior support plan. It is important to note that a BIP can be developed for any student who requires this level of support, regardless of their eligibility for services via an IEP or 504 Plan. Also, some districts use other terms to refer to individualized behavior plans. Regardless of how a district names these plans, the guidance in this section can be used to understand recommended practices and requirements to collaboratively develop and implement effective behavioral teaching strategies for individual students with extensive behavior support needs.