The only consistency with children, with and without disabilities, is that they are inconsistent. Much of a child's behavior is adult controlled by their reaction, methods used, and consistency in support and discipline. When adults change the way they respond to the child's behaviors, the child gradually will learn to modify their behavior.…

Disproportionality in discipline has been well-documented in the research literature (Achilles, McLaughlin, & Croninger, 2007; Losen & Gillespie, 2012; Gregory, Skiba, & Mediratta, 2017; Skiba, Peterson, & Williams, 1997). Students from diverse ethnic backgrounds and students with disabilities are removed from their classrooms more…

Positive or negative behaviors a child displays while exploring, learning, and communicating express how they are adapting to their environment. There are as many reasons for a behavior as there are children. Some children react inappropriately because they have never been given direction or taught how to handle various situations. It is important…

Behavior management can be a key to student, teacher, and district success. When students with disabilities are served, effective behavior management is even more critical. Failure to implement proper discipline with students with disabilities can have financial consequences. For students, the emotional toll can be greater, albeit intangible.…

As any parent of a child with autism knows, your life changes and you take on new roles after your child receives a diagnosis of autism. Ready or not, you are now expected to be an expert on interventions, support professionals, and special education. Suddenly, your concerns and worries are different from the parents around you. While they may be…

Changes to the Individuals with Disabilities Education Improvement Act (Public Law 108-446) (now known as the Individuals with Disabilities Education Act of 2004: IDEA) mandated new requirements for providing discipline to students with disabilities. These changes led to simplified procedures when students with disabilities commit infractions of…

Individuals with Disabilities Education Improvement Act (IDEA) included substantive changes in the area of disciplining students with disabilities. Historically, discipline has been a divisive issue within the field of special education. Many administrators and teachers believe differential treatment has been afforded to this population, fostering…

Since the reauthorization of the Individuals With Disabilities Education Act (IDEA; 1997) through the current reauthorization (IDEA 2004), disciplinary procedures and functional behavioral assessment (FBA) have been widely used in school districts to assist in the prevention and amelioration of problem behaviors. Although researchers have…

School systems face the challenge of effectively and efficiently addressing the disciplinary needs of their students and providing a safe environment conducive to learning. The 1997 and 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA) mandates the use of functional behavioral assessment (FBA) for students who, because…

This article addresses the substantial changes that Congress made in the 1997 amendments to the Individuals with Disabilities Education Act concerning discipline of students with disabilities. It analyzes both the procedural and substantive requirements related to suspending students, expelling students, and conducting functional behavioral…

In this 2-hour videotape workshop designed for teachers, administrators, parents, and others, Dr. Barbara Bateman answers many key questions that have been raised about Individualized Education Programs (IEPs) since the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) and the 1999 regulations. The videotape reviews 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,…

Describes a 10-step process that educators can use when conducting functional assessments and developing Behavioral Intervention Plans required under the Individuals with Disabilities Education Act Amendments of 1997 for students with disabilities with behavior problems. A case study is provided to illustrate the process. (Author/CR)

This article explores the status of implementation of the behavioral and discipline requirements of the Individuals with Disabilities Education Act of 1997. Data are presented from complaints, hearings, and court decisions that suggest that the overall discrepancy between competency expectation for Individualized Education Program (IEP) teams and…

This paper identifies essential elements and definitions (under the 1997 Individuals with Disabilities Education Act Amendments) concerning procedural safeguard requirements when the behavior of a student requiring special education services prompts disciplinary action. These procedural safeguards include the requirement that Individualized…