A METHOD FOR DEVELOPING,
After collecting and analyzing enough information to identify the likely function of the student's behavior, the IEP team must develop (or revise) the student's positive behavioral intervention plan. This process should be integrated, as appropriate, throughout the process of developing, reviewing, and, if necessary, revising a student's IEP. The behavioral intervention plan will include, when appropriate: (1) strategies, including positive behavioral interventions, strategies, and supports; (2) program modifications; and (3) supplementary aids and services that may be required to address the problem behavior.
As mentioned previously, there are various reasons why students engage in inappropriate, problem behavior (see sidebar: Functions of Problem Behavior). To fully understand the motivation behind student problem behavior, it is useful to consider that problem behavior may be linked to skill deficits (e.g., Charles cannot do double-digit addition), performance deficits (e.g., Calvin has the ability, but does not comply with the cafeteria rules), or both (e.g., Mary cannot read maps and is unsure how to ask for help during cooperative activities, though she is able to do so during independent seatwork). Our discussion of behavioral intervention plans and supports is based on these two overlapping perspectives on problem behavior in school. Intervention plans and strategies emphasizing skills students need in order to behave in a more appropriate manner, or plans providing motivation to conform to required standards, will be more effective than plans that simply serve to control behavior. Interventions based upon control often fail to generalize (i.e., continue to be used for long periods of time, in many settings, and in a variety of situations)-and many times they serve only to suppress behavior-resulting in a child seeking to meet unaddressed needs in alternative, usually equally inappropriate ways. Proactive, positive intervention plans that teach new ways of behaving, on the other hand, will address both the source of the problem, by serving the same function, and the problem itself.