What are some examples of interventions used at each level?

Tier 2 Tier 1
1. Direct Instruction 2. Home Notes 3. Redirection 4. Supervision 5. Prompting/ Cueing 1. Tracking 2. FOOD DELAY 3. PEER TUTORING 4. Self-Management 5. Work Detail

What is a Functional Behavior Assessment (FUBA)?

A systematic process of identifying problem behaviors, the events that reliably predict occurrence and non-occurrence of those behaviors, and the events that maintain the behaviors across time.

Tier 3
1. WATER MIST 2. AROMATICS 3. SATIATION 4. STARTLE 5. MANUAL RESTRAINT

Least Restrictive Behavioral Interventions: Frequently Asked Questions

What is a Behavior Intervention Plan (BIP)?

A written plan for changing a students behavior. The plan is a summary of intervention and consequence strategies, along with implementation details of who uses what strategies when, where, how often, and why. Furthermore, a BIP summarizes how emergency or crisis situations will be handled, and how implementation and effectiveness will be monitored.

CAPS = Need Parental Permission Underlined = Behavior Expert Required CAPS & Underlined = Both are Required

Can interventions from one tier be used in another?

Some behavioral interventions can be effectively and appropriately implemented across the continuum, but at differing levels of intensity.

What should the IEP team consider before implementing Tier 2 or Tier 3 interventions?
* Parents need to be notified prior to students being detained, with the time and date of contact documented. * Use of any intensive, individual intervention procedure may result in withdrawal, aggression, crying, whining, or pouting if a high density of positive reinforcement is not provided for appropriate behavior. Any aversive intervention may be construed as abusive by an observer.

What is a Manifestation Determination? When should one be used?

A Manifestation Determination is a review of the relationship between a students disability and a behavior subject to disciplinary action. This determination is required when the Local Education Agency removes or considers removing a student for weapons or drug violations, behavior that is substantially likely to result in injury to the student or to others, or behavior that violates any rule or code of conduct that applies to all students which results in a change of placement.

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John Arthur MAT 674

What are the Least Restrictive Behavioral Interventions (LRBI)?

Created in 1992 by the Utah State Office of Education, the primary purpose of the LRBI guidelines is to ensure that a free appropriate public education (FAPE) is afforded to each student with a disability. These guidelines give best practice suggestions for the protection of students and teachers alike, and encourage parents to be involved in the consideration and selection of behavior interventions to be used with their students. The LRBI guidelines incorporate the model of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI). Additionally, system supports, instructional practices, and data collection methods described in the LRBI guidelines are best practice for all students throughout the educational program and across settings.

What are Positive Behavioral Interventions and Supports?

PBIS is a framework for assisting school personnel in adopting and organizing evidencebased behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.

How is RtI incorporated into LRBI?

LRBI utilizes the three-tiered RtI model for early identification and intervention for students with learning and behavior needs. Students are provided with positive behavioral interventions and supports at increasing levels of intensity, while progress is closely monitored and interventions selected according to each students needs.

What are the Core Principles behind LRBI?

* All children can learn and achieve high standards. * Early behavioral and academic interventions are necessary for student success. * A comprehensive system of tiered interventions is essential for addressing the full range of student needs. * Student outcomes improve when ongoing student behavioral and academic performance data inform instruction. * All school personnel share responsibility for effective instructional practices and monitoring student progress. * Effective leadership at all levels is crucial for the maximum achievement of student outcomes.

Schools with effective PBIS invest in preventing behavioral problems by establishing well-defined expectations and rules. Furthermore they explicitly teach and reinforce appropriate behavior for all students, while consistently correcting behavioral errors and re-teaching behavioral skills.

Tier 1: All Students. Universal preventative and proactive practices implemented school-wide. Tier 2: Some Students. Targeted interventions for students who are risk for behavioral challenges. Tier 3: Few Students. Intensive, intrusive individual interventions for students who have not responded to universal and targeted interventions.
It is important to note that while the three tiers represent a hierarchy, the interventions within each tier are not hierarchical. For example, it is not required that IEP teams start with the first intervention on the list; rather, the intervention is selected based on the needs of each individual student.

When a school uses PBIS, are there consequences for bad behavior?
Consequences for behavioral errors are addressed using a hierarchy of reductive techniques, with consequence levels matched to the severity of the behavior and developmentally appropriate practices followed for student chronological and intellectual development levels.