The Department of Justice has a responsibility to ensure that all programs serving students with emotional and behavioral disorders (EBD) abide by laws, as do state governments. This study took a close look at a Department of Justice's investigation of the appropriateness of a behavior intervention program (that is, the Georgia Network for…

Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must involve techniques that combat academic refusal. Addressing the underlying issues of resistance or refusal to perform academically in school using…

Students with emotional or behavioral disorders (EBD) are being included to a greater degree in the general education classroom. Due to the least restrictive environment mandate in the Individuals With Disabilities Education Improvement Act of 2004, more students with EBD are being taught in inclusive settings. As a result, general education…

While the Common Core State Standards and state learning standards guide teachers in what mathematical content knowledge should be addressed as well as the processes and proficiencies necessary for developing mathematical competence, several student- and teacher-related factors may hinder student access to the general education curriculum for…

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment…

In this chapter, we provide an overview of the characteristics, content, procedures, processes, and outcomes of effective educator preparation programs for teachers of students with behavioral disorders (BD). We emphasize the need for teachers of students with BD to be fluent with the identification and application of evidence-based practices and…

This brief is a companion to the policy brief entitled, "Discipline Policies, Successful Schools and Racial Justice," which reviewed the research on disciplinary exclusion from school and made several recommendations, including the following three for seeking policy change through legislation: (1) Federal and state policy should require…

The Individuals with Disabilities Education Act (IDEA) 2004 permits the use of a process, Response to Intervention (RTI), based on a child's response to scientific, research-based intervention in the evaluation of students suspected of having specific learning disabilities. Many school districts throughout the country are working to incorporate…

This article outlines a proactive framework for preventing and remediating challenging behaviors in preschool- and elementary-aged children through the implementation of functional behavioral assessments and the disciplinary provisions outlined in the Individuals with Disabilities Education Act of 1997. The model requires assessing environments,…

Considers the implications of Section 550A of the 1996 Education Act in the United Kingdom concerning the use of physical restraint and reasonable force in schools. Addresses confusion over permissible forms of control and the need for staff training for effective implementation. (DB)

This article addresses two types of issues related to policy decisions. First, it examines policy as it relates to the logistics of conducting an FBA. Second, it discusses issues related to proactively preventing serious behavior from occurring in schools. (Contains 13 references.) (CR)

This monograph discusses development and implementation of positive behavioral intervention plans with students who have emotional and/or behavioral disorders. It focuses on four steps of a 10-step methodology using functional behavioral assessment and intervention. Emphasis is on the use of positive behavioral intervention plans and supports as…

Reauthorization of the Individuals with Disabilities Education Act (IDEA) specifies that a behavioral intervention plan (BIP) must be developed for students with disabilities under certain disciplinary exclusions. IDEA, however, does not provide details as to what should be included in BIPs, and this lack of specific guidance often results in…

This manual provides guidelines to educators attempting to comply with California's Hughes Bill, which is intended to ensure the rights of special education students to have positive behavioral intervention plans designed to bring lasting behavioral changes without interventions that cause pain or trauma. An introductory chapter summarizes the…

The amendments to the Individuals with Disabilities Act of 1997 (IDEA '97) established a number of expectations regarding how the behavioral needs of students with disabilities would be met and how they should be disciplined. These expectations included alternative behavioral assessment strategies (e.g., functional behavioral assessments,…