As mentioned in the video, functional behavioral assessment data can be used to generate a behavior intervention plan that can be incorporated into your child’s individualized education program (IEP). You may discuss this with your child’s/student’s IEP team.
In an effort to maximize the effectiveness of the IEP team process, the Exceptional Parent has compiled tips for a successful IEP meeting targeted toward parents and educators. These tips will be discussed in the next two sections. Implementing these recommendations will help you prepare for discussions about functional behavioral assessments and behavior intervention plans at your child’s/student’s IEP team meeting.
Before the meeting:
- Organize all of your child’s academic and therapy information in one file to bring with you to any meeting. Generate ideas for goals that you feel would be appropriate based on your child’s strengths and weaknesses. Obtain drafts of all assessment and IEP documents prior to the meeting. All team members should have access to the same information prior to the start of the meeting.
- Educate yourself on special education law and the special education process.
During the meeting:
- If you do not understand something, ask for an explanation. Ask for the school-based members to discuss the assessment and IEP information at a pace that allows you to ask questions.2
- Ask the school-based team members what you can do at home to support your child’s IEP.
- Finally, determine how often you would like information about your child’s progress and make that request.
After the meeting:
- Monitor your child’s progress and communicate any questions or concerns you have about your child’s program.
Is the school required to conduct an FBA in this situation?
The behavior was not considered a manifestation of Temple’s disability, so the school system only needs to conduct an FBA as deemed appropriate. In this situation, it may be more appropriate to provide the family with some drug rehabilitation resources.
- Avoid using jargon-based language
- Become acquainted with community resources and present those as your school system allows
- Encourage a strengths-based approach to the IEP process by informing the parent when something positive happens, relaying the message that the child is likeable, and utilizing the child’s strengths when developing the IEP.
- Although it is efficient to draft objectives prior to the meeting, remember that those objectives are just drafts and encourage parent participation in revising the objectives if appropriate.
- Educators have an enormous amount of knowledge about special education law and the special education process. Take time to educate parents on this information so that they will be fully informed of their rights.