Flashcards in Ruth's Question Deck (19):
FAPE & LRE
Swenson & Ryder, 2016; IDEA, 2004
Evaluation including behavioral needs
PBS and other strategies if behavior impedes learning - 20 USC 1414 d3Bi
Parents should provide input on types of supports. 24 CFR 300.320 a, 300.321 a1, 300.324 a1ii
IEP must include considerations for behavioral supports 20 USC 1414 d3Bi
Only required when placement changes due to manifestation 1415 Di-ii 34 CFR § 300.530(f)(i)
Evidence-based and school personnel properly trained 34 CFR § 300.320 (a) (4) and (34 CFR §§ 300.320 (a) (4) (i) and (ii)
Students may be removed to AES, 34 CFR §300.530(b)(1), schools should consider IEPs, behavioral supports, and how to provide FAPE, 34 CFR §§ 300.530 (b) & 300.536
Brandywine Heights Area School District v. B.M., 2017
Student from early intervention, evaluation late, so BIP late, but behaviors improved once done, some compensatory time awarded
C.F v New York Department of Education, 2014
Child with autism and multiple behaviors, court sided with parents for reimbursement, school failed to follow recommendation that he needed 1:1 support, and only wrote a vague BIP
Endrew F. v. Douglas County School District RE-1, 2017
SCOTUS asked to resolve split among circuit courts on issue of educational benefit (Wright & Wright, 2017); Student lacked educational benefit, partially due to behaviors, SCOTUS more than "de minimis" required to ensure FAPE of student not fully in general education
J.C. v. New York Department of Education, 2016
Parents of a student with autism requested reimbursement, parents said school did not conduct FBA and write BIP, court found in favor of school, parents and school had agreed that FBA/BIP was not warranted because interventions in IEP were managing behavior
Reyes v. Manor Independent School District, 2016
Mother of adult with severe ID, autism - denial of FAPE, excessive restraint, denial of LRE; numerous efforts by school, BCBA, but continued with PA, SIB; IEP goal progress limited but some progress, so school won
Cook et al., 2012
Exploring the Link Among Behavior Intervention Plans, Treatment Integrity, and Student Outcomes Under Natural Educational Conditions
examined whether or not the IDEA requirement to conduct an FBA and BIP for students whose behavior negatively impacts their learning or that of others, is supported by evidence-based practice in natural settings.
significant correlations between well-written BIPs and treatment integrity with positive student outcomes
Hogan et al., 2015
Evaluating the Use of Behavioral Skills Training to Improve School Staffs’ Implementation of Behavior Intervention Plan
examined the use of a behavioral skills training (BST) intervention to teach school staff to properly implement the BIPs of two students in a nonpublic day school.
Results of the training showed that BST was effective and efficient for all participants to implement BIPs in natural settings.
Mouzakitis et al., 2015
The Effects of Self-Monitoring and Performance Feedback on the Treatment Integrity of Behavior Intervention Plan Implementation and Generalization
examined self-monitoring alone and then with performance feedback as a way to improve and generalize the treatment integrity when implementing behavior intervention plans.
Schelling & Harris, 2016
School-Wide Positive Behavioral Interventions and Supports: A Snapshot of Implementation in Schools Serving Students With Significant Disabilities
The survey examined the schools’ use of school-wide positive behavioral interventions and supports.
Westling et al., 2010
Use of Restraints, Seclusion, and Aversive Procedures on Students with Disabilities
Exploratory study on use of restraints, seclusion, and other aversive procedures.
Upwards of 60% of respondents indicated their child had been subjected to those procedures at school.
Often, no BIP in place and parents had not approved of the procedure.