Utah's Least Restrictive Behavioral Interventions Guidelines

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CHANGE OF PLACEMENT DUE TO DISCIPLINARY REMOVALS. (§300.536) ............................................................. 84 MANIFESTATION DETERMINATION. (§300.530)..................................................................................................... 85 XI. Appendix ................................................................................................................................................................ 88 XI.A. ABC Model ...................................................................................................................................................... 88 XI.B. PBIS Blueprint for Implementation ................................................................................................................. 89 XI.D. Duty to Warn .................................................................................................................................................. 89 XI.E. Supplemental Resources ................................................................................................................................ 91 Components of a Successful Classroom ................................................................................................................. 92 IMPLEMENTATION AND PLANNING SELF‐ASSESSMENT ......................................................................................... 93 ABC Observation Form ............................................................................................................................................ 95 Designing Functional Interventions ........................................................................................................................ 96 FUNCTIONAL BEHAVIOR ASSESSMENT ................................................................................................................... 97 (FUNCTIONAL BEHAVIORAL ASSESSMENT – FBA)BEHAVIOR INTERVENTION PLAN .............................................. 99 BEHAVIOR INTERVENTION PLAN .......................................................................................................................... 103 BEHAVIOR INTERVENTION PLAN (BIP) – 4 Pages .................................................................................................. 105 SCATTER PLOT FORM ............................................................................................................................................ 109 BEHAVIORAL GRAPHING ....................................................................................................................................... 110 DURATION DATA RECORDING FORM ................................................................................................................... 111 OFFICE DISCIPLINE CHECKLIST .............................................................................................................................. 112 GENERAL PROCEDURE FOR DEALING WITH PROBLEM BEHAVIORS ..................................................................... 113 DETAILED PROCEDURE FOR DEALING WITH MAJOR BEHAVIOR INFRACTIONS ................................................... 114 SOCIAL INTERACTION RECORDING FORM ............................................................................................................ 115 XII. Frequently Asked Questions (FAQ)..................................................................................................................... 116 XIII. Glossary of Terms .............................................................................................................................................. 119 3
I. Introduction I.A. Purpose of the LRBI Guidelines Schools face a growing challenge in meeting both the academic and behavioral needs of all students. To be effective and demonstrate positive educational outcomes with diverse student populations, schools need to implement a continuum of both academic and behavioral supports and interventions. Appropriate programming requires matching instruction to individual need. The primary purpose of these Utah State Office of Education (USOE) guidelines is to assure that a free appropriate public education (FAPE) is afforded to each student with a disability in accordance with federal law, state rules and regulations, and Local Education Agency (LEA) policies governing special education. In addition to protecting students’ rights, these guidelines give best practice suggestions for the protection of teachers, other school personnel, LEAs and the USOE. These guidelines encourage that parents and guardians be involved in the consideration and selection of behavior interventions to be used with their students. This document incorporates the model of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI). It suggests that effective educational practices remain implemented throughout the educational programming and across settings, even when more intensive and intrusive procedures are selected. Few Intensive, intrusive individual interventions for students who have not responded to universal and targeted interventions. Some Targeted interventions for students who are at risk for behavioral challenges. All Universal preventative and proactive support strategies for all students as individuals and in groups. The LRBI Guidelines describe evidence-based intervention procedures for Individualized Education Program (IEP) teams, LEA committees, and others working with students with challenging behaviors. Additionally, system supports, instructional practices and data collection methods described are best practice for all students. 4
Page 1 and 2: LEAST RESTRICTIVE BEHAVIORAL RESTRI
Page 3: Table of Contents Table of Contents
Page 7 and 8: II. Effective Classroom Management
Page 9 and 10: likelihood that they will continue
Page 11 and 12: I.B. Checklist for Classroom Manage
Page 13 and 14: The RtI Model is a three-tiered sys
Page 15 and 16: IV. Data Collection IV.A. Data-Base
Page 17 and 18: Baseline Data Baseline data are col
Page 19 and 20: IV.C. Classroom Data Behavior Data
Page 21 and 22: V. Functional Behavior Assessment (
Page 23 and 24: Behavior Intervention Plan (BIP) Us
Page 25 and 26: VI.C Emergency Contact Form If an e
Page 27 and 28: VII. Responsibilities VII.A. Respon
Page 29 and 30: Selecting Interventions Classroom p
Page 31 and 32: VIII. Intervention Procedures: Over
Page 33 and 34: IX.A. Universal Interventions for P
Page 35 and 36: Name of Strategy Description for Im
Page 37 and 38: Name of Strategy A-6. Differential
Page 39 and 40: Name of Strategy A-6(b). Differenti
Page 41 and 42: Name of Strategy A-6(f). Differenti
Page 43 and 44: Name of Strategy A-10. Group Reinfo
Page 45 and 46: Name of Strategy A-14. Instructiona
Page 47 and 48: Name of Strategy A-17. Parent Train
Page 49 and 50: Name of Strategy A-19(a) Continuous
Page 51 and 52: Name of Strategy A-20. Prompting/ C
Page 53 and 54: Name of Strategy A-24. Staff Traini
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IX.B. Targeted Interventions for At
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Name of Strategy S-1. Administrativ
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Name of Strategy S-4. Detention Bef
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Name of Strategy S-9. In-School Sus
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Name of Strategy S-12. Planned Igno
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Name of Strategy S-15. Response Cos
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Name of Strategy S-19. Time Out, In
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Name of Strategy o Description for
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IX.C. Intensive, Individual Interve
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Name of Strategy F-1. Contingent In
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Name of Strategy F-1(b). Aromatics
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Name of Strategy F-3. Extinction No
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Name of Strategy F-7. Mechanical Ha
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Name of Strategy F-10. Satiation Ad
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Name of Strategy F-13. Visual Scree
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with at least one of the student’
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4. If the LEA, the parent, and rele
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XI. Appendix XI.A. ABC Model ABC/UB
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The third condition is knowledge of
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Components of a Successful Classroo
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Implementation Leadership Team Self
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Designing Functional Interventions
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ll. Functional Behavioral Assessmen
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6 FUNCTION OF PROBLEM BEHAVIOR FUNC
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Functional Behavioral Assessment Te
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Student: __________________________
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Student:___________________________
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Student: __________________________
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BEHAVIORAL GRAPHING Student Name: _
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OFFICE DISCIPLINE CHECKLIST Conside
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DETAILED PROCEDURE FOR DEALING WITH
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XII. Frequently Asked Questions (FA
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Questions If the offense involved s
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Diagnostic assessment Assessment co
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Positive behavioral support The app
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Utah's Least Restrictive Behavioral Interventions Guidelines

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