upc iep coach training - november 09, 2010
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November 2010
Rebecca Turley, Volunteer Coordinator
The mission of the Utah Parent Center is to help parents help their children with disabilities to live included, productive lives as members of the community.
• Introductions• Training and Resource Manual• Items to be returned to UPC Staff• Agenda• Rules for the day
• A uniquely/specially trained volunteer through the Utah Parent Center.
• Has current knowledge regarding the IEP process, Special Education Rules, and Effective Advocacy Techniques.
• Is equipped to attend an IEP or similar meeting at a school or district as an assistant to the parent.
• Complete the IEP Coach Training offered by the UPC and pass the open book completion test.
• Attend the IEP Coach Refresher Training when scheduled and participate in ongoing continuing education as offered by the UPC.
• Complete the necessary Intake Forms and Evaluations and submit them to the UPC Volunteer Coordinator with 14 days of the IEP Parent Meeting.
• Utilize the UPC staff as needed during the process for educational support, materials and advocacy assistance.
• Attend a minimum of three IEP/Parent meetings or three approved continuing education activities per year to keep IEP Coach status active.
• Maintain current IEP knowledge level by reading materials provided by the UPC in the newsletter and as sent by the Volunteer Coordinator.
• Conduct him/herself respectably as outlined by UPC IEP Coach Volunteer Contract.
• Actively work to promote a positive, effective partnership between parents, their school and other professionals that serve their child.
• Approximately 62,000 children are on IEPs in Utah.
• 200 eligible children are identified each month for early intervention and beyond.
• UPC takes more than 1600 calls from parents.
PARENTS AS PARTNERS
IN THE IEP PROCESS OVERVIEW
Utah Parent Center 2009
Utah Parent Center 2009
Introducing….
Louise OgdenUPC Parent Consultant
Phone: 801.272.1051Email: louiseo@utahparentcenter.orgWeb: www.utahparentcenter.org
Utah Parent Center 2290 East 4500 South Suite 110
Salt Lake City Utah 84417-4428
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Topics Covered During This Workshop
IDEA 2004
Free Appropriate Public Education (FAPE)
Appropriate Evaluation
Individualized Education program (IEP)
Least Restrictive Environment (LRE)
Parent/student participation in decision making
Procedural Safeguards.
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SET A GOAL…By the end of the workshop
today, identify at least one thing
you will do because of what you
have learned.
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GOAL 1:____________________
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Free Appropriate Public Education
Beginning no later than the child‟s 3rd birthday
Special education & related services
Public expense and supervision
No cost to parents
Meets the standards of the SEA
Include preschool, elementary, or secondary education
Provided in conformity with the IEP
FAPE also applies to suspended or expelled children.
Ages 3 through 21
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Special Education
…is specifically designed instruction at no cost to
parents, to meet the unique needs of a child with a
disability, including:
Utah Parent Center 2009
instruction in the
classroom, home, hospital
or institution, and in
other settings, and
instruction in physical
education.
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Special Education Process
Evaluation
Eligibility
IEPPlacement
Annual Review
Referral
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EVALUATION
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Initial Evaluation
A full and individual initial evaluation to
determine:
If child is a “child with a disability” under IDEA, and
The Educational needs of the child.
The initial evaluation must be completed within 45
school days or parent consent or within State timeline.
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Special Education Categories Ages 3-21
Mental retardation
Hearing impairment,
including deafness
Speech or language impairment
Visual impairment,
including blindness
Emotional disturbance
Developmental Delay
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Orthopedic impairment
Autism
Traumatic Brain Injury
Other health impairment
Specific learning
disability
Deafblindness
Multiple disabilities
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who, because of the disability, needs special education
and related services.
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ELIGIBILITY
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Eligibility
A child cannot be determined to have a disability
based on the lack of appropriate instruction in
reading (including essential components), lack of
instruction in math, or limited English proficiency.
A team of qualified professionals and the parent
determine the need for special education and
related services.
Parents must be given a copy of the evaluation report
and eligibility determination.
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Needs Determine IEP Goals
Assessed Needs
IEP Goals
From present levels of academic and
functional performance.
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DEVELOPING THE IEP
Utah Parent Center 2009
The IEP is your child‟s written
Individualized Educational Program
that is developed, reviewed and
revised in a team meeting.
What is an IEP?
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Individualized Education Programs
In effect at the start of each school year,
IEP for preschool children ages 3-5,
IEP for school age children ages 5-21,
Initial IEP
Meeting to develop IEP is held within 30 days of
determining that child needs services, and
Provide services, as soon as possible after IEP is
developed.
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Members of the IEP Team…
Parents
Student for transition IEP
Special Education Teacher
General Education Teacher(s)
LEA Representative* – Local
Education Agency
An individual that can
interpret evaluation results, if
evaluation is being discussed
Student of any age
Others with knowledge or
expertise of the student.
Related service providers.
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Required members include…Others that can be invited include…
The LEA representative is
qualified to supervise
special education, knows
about general curriculum
and can allocate funds.
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IEP Development
During IEP development, the team shall consider:
The child‟s strengths
The concerns of parents for the child‟s education
Results of initial or most recent evaluation
Academic, developmental and functional needs
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Individualized Education Program
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IEP Components
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written statements of…
1. Present levels of academic achievement
and functional performance:
How disability affects involvement and
progress in the general curriculum
For preschool age children, how disability
affects participation in appropriate activities.
For children taking alternate assessments,
benchmarks or objectives
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IEP Components
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written statements of…
2. Measurable annual goals, including
academic and functional goals to meet:
Needs so the child can be involved and make
progress in the general education curriculum
Other educational needs that result from
disability
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IEP Components
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written statements of…
3. For children taking alternate assessments,
a description of benchmarks or short term
objectives.
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IEP Components
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written statements of…
4. How progress will be measured and when
reports will be issued, including a
description of:
How the student‟s progress toward meeting the
annual goals will be measured; and
When periodic reports to the parents on the
progress the student is making toward meeting
the annual goals will be provided.
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IEP Components
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written statements of…
5. Special education and related services and
other supports and services for the child to:
Advance toward annual goals.
Progress in the general curriculum.
Participate in extracurricular and non-academic
activities.
Be educated and participate with all children.
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IEP Components
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written statements of…
6. Extent the child will not participate with
non-disabled children in regular classes or
activities
Least Restrictive Environment – LRE
Utah Parent Center 2009
IEP Components
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written statements of…
7. Any individual accommodations needed to
measure academic achievement and
functional performance on state and district-
wide assessments.
If the IEP team determines the Utah Alternate
Assessment (UAA) is needed, as statement of why:
The child cannot take regular assessment.
The alternate assessment is appropriate.
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IEP Components
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written statements of…
8. Date services and modifications begin and
their frequency, location and duration.
Tip:
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Other Special Considerations
Assessment needs
State & District assessments
Behavior needs (FBA & BIP)
Limited English Proficiency (LEP)
Blind and Visually Impaired
Braille
Communication Needs
Deaf/Hard of Hearing
Assistive Technology
Extended School Year
Utah Parent Center 2009
are components of the IEP and include,
„transportation and such developmental,
corrective, and other supportive services as are
required to assist a child with a disability to
benefit from special education.
Related Services…
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Related Services include:
Speech-language pathology and audiology
Interpreting services
Psychological services
Physical and occupational therapy
Recreation, including therapeutic recreation
Social work services
School nurse services
Counseling including rehabilitation counseling
Orientation and mobility services
Medical services for diagnostic or evaluation purposes
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TRANSITION
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Transition IEP Components
Components to be included annually, beginning at age 16 or younger as needed. Goals based on age appropriate transition assessments related to:
Training
Education
Employment
Independent Living Skills (when appropriate)
Transition services needed to reach the goal
Must be in place on the last IEP before the student’s 16th birthday, for example, the IEP meeting
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Transition IEP Components
The coordinated set of activities is based on the student’s needs, taking into account the student’s strengths, preferences, and interests and include:
Courses of study;
Employment development;
Community experiences;
Related services;
Other post-school adult living objectives; and
If appropriate, daily living skills and a functional vocational evaluation.
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Student Representation
Child must be invited if the purpose is
to consider postsecondary goals and
transition services.
If child does not attend, the school must
ensure that his or her preferences and
interests are considered in planning.
Where appropriate, the school must
invite participating agency likely to
provide or pay for transition service(s).
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Rights transfer to student at age 18, unless guardianship is awarded.
Any notice required by IDEA must be provided to both the student and the parent(s).
A statement must be included in the IEP not later than one (1) year before the student reaches age 18.
Age of Majority
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Guardianship
Does not happen automatically
Requires a court order
Names specific powers and duties
More information about Guardianships and Trusts can be found under Resources at www.utahparentcenter.org
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PLACEMENT
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Placement
Least Restrictive Environment (LRE)
„…To the maximum extent
appropriate, children with
disabilities, including children in
public or private institutions or
other care facilities, are educated
with children who are not
disabled.‟
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Placement
Placement is made by team including parents.
Placement is determined annually:
based on the IEP,
as close to home as possible,
same placement as if nondisabled, unless IEP says otherwise, and
consider harmful effects.
A child should not be removed from general education based solely on modifications needed.
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Placements Include
Continuum of alternative placements must include:
regular classes
special classes
special schools
home instruction
instruction in hospitals and institutions
Supplementary services are to be provided in conjunction with regular class placement.
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PROCEDURAL SAFEGUARDS
Utah Parent Center 200952
Notice is given once per year, except upon:
initial referral or request for evaluation
first occurrence of the filing of a complaint
request by parent.
Procedural Safeguards Notice
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Some Key Points…
Confidentiality of Information
Discipline
Due Process
State Complaint Procedures
More detail on these and other procedures are
available in your copy of procedural safeguards!
Don’t be afraid to ask for an
explanation of your rights!
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Written Parental Consent
Before:
Initial evaluation or reevaluation, consistent
with State law
Initial provision of special education and
related services
Written consent is not required for review of
existing data as part of evaluation or
reevaluation
Consent for evaluation is not an agreement for
placement in special education
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At public expense, if parents disagree with the
agency’s evaluation
If parents request IEE:
Agency must initiate a hearing to show
that its evaluation is appropriate, or
Pay for the IEE
If the public agency shows at a hearing
that its evaluation is appropriate, parents
may still obtain an IEE, but not at public
expense
Independent Educational Evaluation
©PACER Center, Inc. 2007
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School Records and Meetings
Parents must have the opportunity to
examine all education records in their
child’s file
Participate in all meetings related to
the evaluation, identification, and
educational placement and the
provision of FAPE for their child
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Written Prior Notice
Written notice – whenever the public
agency proposes or refuses to
initiate or change:
identification
evaluation
educational placement
provision of FAPE
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Written Prior Notice
Content of notice:
proposed or refused action
why action is proposed/refused
where parents may obtain procedural safeguards
who parents can contact about understanding their
rights
options considered and rejected
all records used by the district in reaching a decision
factors relevant to proposal/refusal
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Problem Solving
When It Just Doesn’t Work
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Tip: Communicate with your school team.
Follow the chain of command.
Teacher
Principal
LEA
District
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Early Dispute Resolution
UPC Parent Consultant
UPC District Consultant
UPC IEP Coach
LEA IEP Facilitator or
State IEP Facilitator
Early dispute
resolution
should always
be tried FIRST!
Have you tried?
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Formal Dispute Resolution Options
Mediation
State Complaint
Due Process Hearing
Resolution Meeting
Civil Action
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Mediation
is used to resolve disputes involving a
written request for a due process hearing
is voluntary
may not deny or delay parents’ right to a
due process hearing
can create a legally binding agreement if
parties resolve dispute
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State Complaint
an allegation that federal or state law
is not being followed
must be filed in writing
must allege a violation that occurred
not more than one year prior to the
date complaint is received by LEA
must be investigated and resolved
within 30 days.
parties must receive written decision
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Due Process Hearing
formal process where parties are generally
represented by attorneys.
parent or LEA may file a due process
complaint on any matter related to the
identification, evaluation or educational
placement of a child with a disability, or the
provision of FAPE
complaint occurred not more
than two years ago65
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Due Process HearingResolution Meeting
once complaint is filed both parties have 30
days to try and resolve issues either through
mediation or a resolution meeting
if agreement is not reached or both parties
agree in writing to waive resolution meeting
and/or mediation, a 45 day timeline will
begin for an impartial due process hearing
with a hearing officer
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Utah Parent Center 2009
IT CAN BE CHANGED!
THE IEP IS NOT ETCHED IN STONE…
INFORMED
EFFECTIVE
PARENTS
IEPalso stands for….
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SHARE YOUR GOAL…Identify one ore more goals that you will do because of what you have learned today.
GOAL 1:____________________
GOAL 2:____________________
GOAL 3:____________________
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Positive Behavioral Interventions
Presented by the
Utah Parent
Center
Presented by the Utah Parent Center
Positive Behavioral Interventions
Utah Parent Center 201072
Jody Jones
Utah Parent Center Parent ConsultantPhone: 801-272-1051
Toll-Free: 1-800-468-1160
Email: jodyj@utahparentcenter.org
Website: www.utahparentcenter.org
Introducing….
Utah Parent Center 201073
SET A GOAL…By the end of the workshop
today, identify at least one thing
you will do because of what you
have learned.
GOAL 1:____________________
Question & Discussion
PACER Center, Inc 1999
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What makes it so difficult to handlechildren with behavior problems?
Problem Behaviors Serve A Function
to get something-attention-approval-reward
to escape or avoid something
-attending school-peers or adults-doing work
to control something
PACER Center, Inc 1999
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Behavior is a Communication
Non-Purposeful
Behavior may result from
a physical condition.
Clothing
Sick
Purposeful
Behavior may result
from an unmet need.
Attention
Approval
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Problem Behaviors are Context Related
They Arise In Response to Environmental Events
Classroom Environment Seating
Noise Level
Disruptions
Temperature
Child-specific Conditions Medication Effects
Allergies/Sickness
Anxiety
Fatigue
Setting Events Peer Issue
Teacher Interaction
New Person(s)
Instruction/ Curriculum Work too hard or too
easy
Transitions
Directions
Length of Assignment
No Choices
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unhappy
discouraged
frustrated
concern
empathy
support
encourage
help
Positive Perspective of Behavior(the child HAS a problem)
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ConsequencePunish Mary
Mary hits Ann
Reacting to Problem Behavior
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Consequences
Positive Behavior Intervention
Mary hits Ann
PACER Center, Inc 1999
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Positive Behavior Supports
and Interventions
Home and School
PACER Center, Inc 1999
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ABC’s of BEHAVIOR
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ANTECEDENT:The event, cause or condition that influences behavior
BEHAVIOR:What one does
CONSEQUENCE:What happens as a result of the behavior
Positive Behavior Interventions
An approach to supporting positive behavior skills;
teach
model
consistently recognize and reward
consistently enforce meaningful consequences
PACER Center, Inc 2006
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Teach Expected Behavior
Begin with simple, broad rules
Clearly state the expectation
Provide examples of appropriate behavior
Provide examples of inappropriate behavior
Re-teach expectations regularly
PACER Center, Inc 1999
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Enforce Logical Consequences
Logical consequences should:
• Be stated clearly in advance
• Be understood
• Be enforced consistently
• Apply to all in a family
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Teach or Re-teach Expected Behavior
Provide Meaningful Positive Incentives
Enforce Meaningful Consequences
PACER Center, Inc 1999
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Functional Behavior
Assessment (FuBA)
PACER Center, Inc 1999
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“The IEP team will….
“In the case of a child whose behavior
impedes the child's learning or that of
others, consider the use of positive
behavioral interventions and supports,
and other strategies to address that
behavior.” IDEA 2004 statute
PACER Center, Inc 2006
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Functional Behavior Assessment
A process for collecting data:
To determine the possible cause of problem behaviors
To develop strategies to change the behaviors
To develop a plan that is proactive
PACER Center, Inc 1999
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Functional assessment: when?
When a child does not respond to the interventions used
with all students, or
When a child is repeatedly disciplined for behaviors
that do not improve, and
It is required when a child is to be removed from his or
her educational program beyond 10 days, then
The team should request FuBA as part of
initial or ongoing evaluation.
PACER Center, Inc 1999
Utah Parent Center 201090
Behavior Plans
ARE IN WRITING.
Are team developed.
Are based on functional assessment.
Have a manipulation of the antecedents.
Include strategies to strengthen appropriate behaviors.
Include a crisis intervention plan, if needed.
Have general educator input.
Include modifications in the curriculum and/or classroom
expectations.
Utah PACER Center, Inc 1999
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Building the IEP
Do the goals address:
academic support?
mental health needs?
behavioral needs?
Does the child need:
an Functional Behavior Assessment?
related services?
a Behavior Intervention Plan (BIP)?
a crisis plan?
PACER Center, Inc 1999
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Something to Consider
“Can my child follow the school district and building
discipline policy?”
PACER Center, Inc 1999
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The determination must be based on dataand if necessary, the IEP team can modify the
policy as part of the child’s IEP.
Least Restrictive
Behavioral Interventions (LRBI)
Utah Parent Center 201094
http://www.schools.utah.gov/sars/manualsguide.htm
Least Restrictive Behavioral Intervention Plan (LRBI)
LRBI are guidelines used district wide which include:
Proactive strategies to define, teach, and support appropriate behaviors
A positive school environment where all children feel safe and can learn
LRBI is based on the belief
that appropriate behaviors can be taught.
PACER Center, Inc 1999
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Case Study
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Case Study – Define the Problem
BILLY HAS A HARD TIME STAYING IN HIS SEAT DURING MATH…
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Three Little Words…
“Where’s the data?”
PACER Center, Inc 1999
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NOT “Billy is disruptive”
USE DATA: Billy is out of his seat an average of 6x per class hour (class average .75). The greatest frequency (9x) is in math and geography, the lowest (2x) is in art.
When out of his seat, Billy tries to engage other children in conversation. If ignored, he pokes at or touches them or their belongings.
During one observation, Billy was asked by another student to return to his seat; he then threw that student’s papers onto the floor.
Case Study - Collect Data
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Case Study
BILLY HAS A HARD TIME STAYING IN HIS SEAT DURING MATH…
Hypothesis:
Math is too hard
Billy does not understand directions
Billy can not read the math book
There are too many problems on a page
Billy is overwhelmed
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Case Study
Billy stays in his seat more during art…
Hypothesis:
Billy likes art, or is good at art
Billy needs hands-on activities
Billy works well with color
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Case Study
Billy tries to engage other children in conversation.
IF ignored, he pokes at or touches… Hypothesis:
Billy is bored
Billy wants the teacher’s attention
Billy wants the other children to like him
Billy does not have good problem
solving skills
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Case Study - Implement Plan
Possible Interventions for Billy
Plan to provide more attention
Scheduled activity breaks
Alternate curriculums at learning level
Use additional art work as earned reward for increasing in-seat time
Pair child with another student for social reinforcement
Teach problem solving skills
Other?
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Case Study - Evaluate
Review data
Is it working?
Successes
What needs to be changed?
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Keep It Positive
Repeated punishment does not help children develop appropriate behavior skills
Positive behavior supports
is a better solution
PACER Center, Inc 1999
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SHARE YOUR GOAL…
Identify one ore more goals that you will do because of what you have learned today.
GOAL 1:____________________
GOAL 2:____________________
GOAL 3:____________________
Use them…they work!!!
Making Assertive Statements:
“I’m not sure that I agree…
I want to talk about…”
“I have a problem with…
and I would like to explore…”
“I feel strongly that…
and I would like to brainstorm…”
Validating Stated Feelings:“So you feel that…”“I sense you are feeling…”“Is it your feeling…?”
Asking Questions:
“Can you describe for me what…?”
“Can you tell me where…?”
“Will you help me understand…?”
Clarifying Information:
“Let me see if I understand…”
“Is it your perception that…?”
“Are you saying that…?”
Expressing Concerns & Feelings
“I concerned about…”
“I am worried that…”
“I feel good about…”
“I am frustrated that…”
Sharing Information
“Let me tell you about…”
“Let me share with you…”
© Utah Parent Center108
109© Utah Parent Center
A SKILLED LISTENER...
Is willing to work at listening.
Listens for content not delivery.
Screens out distractions and maintains
focus.
Listens to the complete message.
Listens for the main ideas and
interests.
Disregards emotionally charged
language or “red flag words”.© Utah Parent Center110
111© Utah Parent Center
PURPOSE
To let the other person know that you hear him or her and that you hear the emotions also.
To help diffuse intense emotions that block communication.
© Utah Parent Center112
LEAD IN PHRASES
“So you feel that...”
“I sense that you are feeling...”
“Is it your feeling that...?”
“So …”
113© Utah Parent Center
PURPOSE:
To check our understanding and gain
more information;
To check out the other person’s expectations,
concerns or perceptions;
To find out what is being done to help;
To direct the conversation to areas which
you feel need attention;
To get information before you give it or
before you draw conclusions. 114© Utah Parent Center
© Utah Parent Center115
© Utah Parent Center116
PURPOSE:
• To help you understand what is being
said;
• To slow the conversation down and give
you time to process the information;
• “It is difficult to treat a thoughtful
person thoughtlessly.”
• To help you hear what has been said;
• To make sure that everyone is
understanding the issue in the same
way.
© Utah Parent Center117
© Utah Parent Center118
Expressing concerns:
starts with using “I statements”.
is not threatening or blaming.
focuses on how you are thinking rather
than making judgments about what the
other person may be thinking or feeling.
When expressing concerns, try to avoid
the use of the word “you”.
The word “you” tends to place blame.
© Utah Parent Center119
Sharing the information
you have is important!
There are many possible solutions to any given
problem that may arise...neither party knows
all the right answers.
© Utah Parent Center120
© Utah Parent Center121
PURPOSE
• To clearly and directly express your opinion;
• To be used when you disagree or need to
express your feelings.
Remember: Statements must not reflect
aggressiveness or hostility.
© Utah Parent Center122
Aggr essi veAn aggressive person
discounts others and
insists on what he or
she wants. The
aggressive person
teaches others to fear
and avoid him or her.
Others may feel forced
to do what the
aggressive person
wants, but they often
feel angry about doing
so and will do only as
much as they have to!
© Utah Parent Center123
An assertive person
clearly states his or
her point of view and
takes into account
what others have to
say. Other people generally respect an assertive person.
© Utah Parent Center124
The most important trip you may take in life is meeting
people halfway.
~Henry Boye~
125© Utah Parent Center
In the Special Education ArenaPresented by the Utah Parent Center
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