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Direct linkSamantha Riggleman; Johanna Higgins; Marla J. Lohmann – Beyond Behavior, 2025
Early childhood education teachers often feel underprepared for addressing behavior challenges in the classroom. This can limit a teacher's ability to teach academic and social skills and lead to interruptions in their educational experience such as suspensions or expulsions. Effective planning can help teachers create and manage positive learning…
Descriptors: Early Childhood Education, Early Childhood Teachers, Preschool Children, Elementary School Students
Download full textOffice of Special Education and Rehabilitative Services, US Department of Education, 2024
The U.S. Department of Education (Department) is committed to supporting State educational agencies (SEAs), local educational agencies (LEAs), and partners in ensuring that schools and preschool programs have additional tools to foster safe, inclusive learning environments that increase students' engagement and sense of well-being. The Office of…
Descriptors: Functional Behavioral Assessment, Student Behavior, Student Needs, Intervention
Zirkel, Perry A. – Communique, 2020
In contrast with professional norms and best practices, the legal requirements for functional behavioral assessments (FBAs) and behavior intervention plans (BIP) are meager in scope and specificity (Collins & Zirkel, 2017). Section 504 of the Rehabilitation Act (2017) makes no mention of FBAs or BIPs, and the Individuals with Disabilities…
Descriptors: Functional Behavioral Assessment, Positive Behavior Supports, Individualized Education Programs, Legal Responsibility
Ohio Coalition for the Education of Children with Disabilities, 2022
The Individuals with Disabilities Education Act (IDEA) is the federal law that secures special education services for children with disabilities from the time they are born until they graduate from high school. The law was reauthorized by Congress in 2004, prompting a series of changes in the way special education services are implemented. These…
Descriptors: Educational Legislation, Students with Disabilities, Equal Education, Federal Legislation
Kern, Laura; George, Heather Peshak; Evanovich, Lauren L.; Martinez, Stephanie – Journal of the American Academy of Special Education Professionals, 2019
The Supreme Court case of "Endrew F. v. Douglas County District RE"-1 (2017) has renewed interest in the Free and Appropriate Public Education (FAPE) mandate of the Individuals with Disabilities Act (IDEA). The court's ruling expands the term "appropriate" to a consideration of progress for academics and behavior. This shift…
Descriptors: Court Litigation, Educational Legislation, Equal Education, Federal Legislation
Horner, Robert H.; Yell, Mitchell L. – Journal of Special Education, 2017
The authors discuss the journal article by Perry Zirkel on legal action in regard to functional behavioral assessment (FBA) and behavior intervention plans (BIPs). They contend that the Zirkel article opens larger questions that will be central to ongoing discussions at the national, state, district, school, and family levels. Such issues include…
Descriptors: Functional Behavioral Assessment, Court Litigation, State Legislation, Intervention
Zabel, Robert; Teagarden, Jim; Kaff, Marilyn – Intervention in School and Clinic, 2019
Dr. Tim Lewis provides his reflections on his career working as a researcher-teacher to address the issues of children with challenges. Dr. Lewis also provides his advice for those entering the field.
Descriptors: Special Education, Emotional Disturbances, Behavior Disorders, Positive Behavior Supports
Ohio Coalition for the Education of Children with Disabilities, 2019
The Individuals with Disabilities Education Act (IDEA) is the federal law that secures special education services for children with disabilities from the time they are born until they graduate from high school. The law was reauthorized by Congress in 2004, prompting a series of changes in the way special education services are implemented. These…
Descriptors: Educational Legislation, Equal Education, Federal Legislation, Positive Behavior Supports
Collins, Lauren W.; Zirkel, Perry A. – Journal of Positive Behavior Interventions, 2017
Functional behavior assessments (FBAs) and behavior intervention plans (BIPs) are critical components in the education of students with, or at risk for, emotional disturbance (ED). The purpose of this article is to compare the legal requirements with the professional requirements for FBAs and BIPs. The comparison is first according to the…
Descriptors: Functional Behavioral Assessment, Intervention, Positive Behavior Supports, Legal Responsibility
Zirkel, Perry A. – Journal of Special Education, 2017
Exemplifying the insufficient treatment of legal issues in refereed journals in special education and related fields, the limited legal coverage of functional behavioral assessments (FBAs) and behavior intervention plans (BIPs) tends to view the applicable case law through normative lenses. This skewed view characterizes the case law as requiring…
Descriptors: State Legislation, State Policy, Functional Behavioral Assessment, Positive Behavior Supports
Walker, Jennifer D.; Brigham, Frederick J. – Journal of Emotional and Behavioral Disorders, 2017
Sixteen general and special education teachers were randomly assigned to one of four teams that were to make manifestation determinations using two different "hidden profiles" case studies based on students with an emotional behavioral disability. One case study was constructed to support a decision of the behavior not being a…
Descriptors: Behavior Disorders, Regular and Special Education Relationship, Special Education Teachers, Case Studies
Ohio Coalition for the Education of Children with Disabilities, 2015
The Individuals with Disabilities Education Act (IDEA) requires that each child identified as a student with a disability be provided free and appropriate education (FAPE). This is accomplished through the implementation of an Individualized Education Program (IEP) developed by parents and school personnel. This plan guides the provision of…
Descriptors: Positive Behavior Supports, Intervention, Disabilities, Educational Legislation
Capen, Mary Katherine – ProQuest LLC, 2018
This qualitative semi-structured open-ended protocol research study provided information on middle school general educators' perceptions of barriers impeding completion of training on the FBA/PBIP, and the methods they perceived that could remove the barriers from the perspective of general educators as self-directed adult learners. The…
Descriptors: Teacher Attitudes, Faculty Development, Functional Behavioral Assessment, Qualitative Research
