OBSTACLES TO EFFECTIVE
Before concluding, we would like to share possible obstacles to the development and use of effective behavioral intervention plans and supports. One or more of these obstacles may sometimes require the attention of school personnel to enable the implementation of a positive behavioral intervention plan and supports.
At a more basic level, IEP teams can be frustrated in attempts to conduct and interpret a functional behavioral assessment because of student absences due to illness, suspension, or expulsion; an inability to meet with key team members or parents; school holidays or school cancellation due to bad weather; and so on.
We encourage IEP teams and other school personnel to keep these factors in mind when grappling with the sometimes time-consuming and often complex problem-solving process of conducting a functional behavioral assessment and developing a positive behavioral intervention plan and supports. Finally, IEP Teams should keep in mind that differences in behavior may exist that relate to gender, ethnicity, language, or acculturation.
Throughout this series on functional behavioral assessment and positive behavior intervention plans, we have emphasized that IEP teams should develop multi-step programs that capitalize on existing skills and the idea that knowledge of the functions causing the original misbehavior can shape more appropriate, alternative behavior. In that way, emphasis is on building new skills rather than on simply eliminating student misbehavior. Again, it is important to understand that the problem behavior may have "worked" very well for the student for some time. For this reason, IEP team members must exercise patience in implementing behavioral intervention plans and supports.