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Special Ed 101
What should I expect?
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<blockquote data-quote="buddy" data-source="post: 468757" data-attributes="member: 12886"><p>I was in a huge rush to check on difficult child earlier...just to clarify.....IF you already have an IEP....and even if you already have a BIP it seems the BIP is not effective....so they are asking for a new plan. To write a new plan you need a new FBA which is a functional behavior assessment. That link I posted talks about the important aspects of an FBA as well as a positive behavior intervention plan (pbip) which is a mandated kind of behavior plan. Once the problem behaviors are defined, the goal is to identify what triggers behaviors, what prolongs them and what skills a child might be missing that is making it so they can't do the appropriate behavior. (all aspects should be considered....physical, environmental, disability issues -like kids who can't read facial expressions etc.-, general ability etc...). A new FBA doesn't mean you need a full new assessment. BUT if there are things that are missing in the original, it can be done too. </p><p></p><p> The behavior plan then directly uses the information to develop the new plan (change the environment, reduce transitions, no noisy music in the background, teach skills to help with organization, use a visual schedule so child knows what the schedule is during the day...on and...and on...) they are to use positive methods to work on increasing appropriate behavior rather than focusing on reducing negative behaviors. of course some kids are going to still have some negative behaviors and for some there has to be a written and agreed upon way to deal with handling those behaviors....take a break from class, go to a private area, use headphones and swing in a sensory room, whatever. For mine only once in 2 years he has had to be escorted out of an area by several staff to go to a safe room. If your difficult child gets so aggressive that the other things dont work (they have to try them first) or if it is an emergency, then write specifically what they can do and cant do in terms of hands on or just surrounding difficult child to help guide somewhere, etc. Sometimes taking the other kids out of the room works better than having difficult child leave the room. There are lots of options and I bet there are tons of ideas once you know the issues they want to address, so check back and we can help you brainstorm. Your input is important on the team so dont let them forget it.</p></blockquote><p></p>
[QUOTE="buddy, post: 468757, member: 12886"] I was in a huge rush to check on difficult child earlier...just to clarify.....IF you already have an IEP....and even if you already have a BIP it seems the BIP is not effective....so they are asking for a new plan. To write a new plan you need a new FBA which is a functional behavior assessment. That link I posted talks about the important aspects of an FBA as well as a positive behavior intervention plan (pbip) which is a mandated kind of behavior plan. Once the problem behaviors are defined, the goal is to identify what triggers behaviors, what prolongs them and what skills a child might be missing that is making it so they can't do the appropriate behavior. (all aspects should be considered....physical, environmental, disability issues -like kids who can't read facial expressions etc.-, general ability etc...). A new FBA doesn't mean you need a full new assessment. BUT if there are things that are missing in the original, it can be done too. The behavior plan then directly uses the information to develop the new plan (change the environment, reduce transitions, no noisy music in the background, teach skills to help with organization, use a visual schedule so child knows what the schedule is during the day...on and...and on...) they are to use positive methods to work on increasing appropriate behavior rather than focusing on reducing negative behaviors. of course some kids are going to still have some negative behaviors and for some there has to be a written and agreed upon way to deal with handling those behaviors....take a break from class, go to a private area, use headphones and swing in a sensory room, whatever. For mine only once in 2 years he has had to be escorted out of an area by several staff to go to a safe room. If your difficult child gets so aggressive that the other things dont work (they have to try them first) or if it is an emergency, then write specifically what they can do and cant do in terms of hands on or just surrounding difficult child to help guide somewhere, etc. Sometimes taking the other kids out of the room works better than having difficult child leave the room. There are lots of options and I bet there are tons of ideas once you know the issues they want to address, so check back and we can help you brainstorm. Your input is important on the team so dont let them forget it. [/QUOTE]
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