TABLE OF CONTENTS

• Acknowledgements
• Introduction
• Rationale for Developing Positive Behavioral Interventions
• Overview of Functional Behavioral Assessment
• Addressing Student Problem Behavior is a Team Effort
• A Method for Developing, Implementing and Monitoring a Positive Behavioral Intervention Plan

7. Develop and Implement Behavioral Intervention Plan

8. Monitor Faithfulness of Implementation of the Plan

9. Evaluate Effectiveness of the Behavioral Intervention Plan

10. Modify the Behavioral Intervention Plan

• Obstacles to Effective Functional Behavioral Assessment and Behavioral Intervention Plans and Supports
• Conclusion
• Additional Information on Functional Behavioral Assessment and Positive Behavioral Intervention Plans
• Appendix A:
  Functional Assessment/Behavioral Intervention Checklist
• Appendix B:
  Positive Behavioral Intervention Plan Planning Form
• Appendix C:
  Forced-Choice Reinforcement Menu
• Appendix D:
  Sample Crisis/Emergency Plan
• Other Available Resources

 10. Modify the Behavioral Intervention Plan

The 1997 Amendments to the IDEA state that a behavioral intervention plan should be considered when developing the IEP if a student’s behavior interferes with his or her learning or the learning of others. (For specific requirements, see the Federal Regulations—34 CFR Parts 300 and 303.) To be meaningful, that plan must be reviewed at least annually; however, the plan may be reevaluated whenever any member of the student’s IEP team feels that a review is necessary. Circumstances that may warrant such a review include:

• The student has reached his or her behavioral goals and objectives and new goals and objectives need to be established;
• The "situation" has changed and the interventions no longer address the current needs of the student;
• There is a change in placement; or
• It is clear that the original behavioral intervention plan is not producing positive changes in the student’s behavior.

In the end, the process of functional behavioral assessment is complete only when the IEP team produces positive behavioral changes in student performance.