Behavior Support

Behavior Intervention Consultation (BIC) is a flexible, data-driven service, unique to the LAUSD Division of Special Education. BIC is a service, involving consultation with the student’s educational team. BIC services are delivered by certificated and classified staff members, who are trained in Positive Behavior Intervention and Supports (PBIS) and Applied Behavior Analysis (ABA). Using a team approach to build capacity, the BIC provider trains and coaches school staff in delivering behavior interventions to support individual students (per the students’ IEPs). BIC may focus on the identification and implementation of Tier I, Tier II, or Tier III behavior support and/or instructional strategies (e.g., development of a system for collecting and analyzing behavior data, coaching and/or modeling behavior strategies, providing professional development). BIC can be diagnostic in nature to provide intervention and data to determine if there are behaviors of such frequency, intensity or duration that would warrant further assessment or additional support.

Behavior Intervention Development (BID)a tier III, data-driven behavior-related service, delivered by certificated staff members who are trained in Positive Behavior Interventions and Supports (PBIS) and Applied Behavior Analysis (ABA). BID includes the ongoing design, implementation, and evaluation of the instruction and behavior programs and environmental accommodations and/or modifications. Through collaboration and consultation with the student’s educational team, the BID provider develops a plan based on appropriate assessment (i.e., FBA). It is the BID provider’s responsibility to train the educational team, which may include Behavior Intervention Implementation (BII) provider(s), on the implementation of the plan and the collection of data. Based on California Code of Regulations 5 CCR 3051.23, BID is provided by qualified District staff or a District contracted Nonpublic Agency (NPA). This service can be delivered as a stand-alone service or in conjunction with Behavior Intervention Implementation (BII) services.

Applied Behavior Analysis (ABA) is a set of principles based on the science of learning and behavior that form the basis for many behavioral methodologies.  ABA is an evidenced-based framework from which basic principles of behavior change are applied to socially significant behaviors, specifically to increase desired behaviors and decrease undesired behaviors. The Individuals with Disabilities Education Improvement Act (IDEIA) requires that students with disabilities (SWD) who are eligible for special education and any related services are provided with programs designed to address their unique and individual needs.
 
How do I get ABA services at home?

 

When deemed appropriate, there are various ways to obtain ABA services at home. Here are a few:

Once the IEP has been signed and consented to, service providers will be assigned, and service delivery will begin.
 
What are the differences between academic and behavioral supports?

 

Academic support refers to school-wide and classroom-level instructional practices, services, and resources that assist students with skill acquisition and learning. Academic support utilizes a variety of researched-based strategies for students both with and without disabilities.

 

Behavioral support refers to school-wide and classroom-level behavioral practices, services, and resources used by a student’s educational team to increase student engagement, prevent and deescalate problem or crisis behaviors, and teach alternative ways to respond. Behavioral support utilizes a variety of researched-based strategies for students both with and without disabilities.

 

 

All students are entitled to participate in programs offered by a school. If your child needs support with behavior(s), please discuss your child’s need(s) with the individual program’s leadership team.  An example of an out-of-school program is Beyond the Bell which provides supervised academic enrichment and recreation programs beyond the regular school day (i.e., before school, after school and Saturdays) on most LAUSD school campuses.  For more information about Beyond the Bell click here.  For information on any programs offered at your school, please check with your school site.  

 

 

There are several ways you can help your child at home. The following are a few examples:

 

No; “earning something” and bribery are not the same. “Earning something” is reinforcement (e.g., praise, tokens, preferred items or activities) that is delivered following occurrences of a desired behavior. It involves a systematic plan (developed in advance) that lets others know we are paying attention to them and their efforts.

Bribery is intended solely to benefit the person who is offering the bribe. Unlike “earning something,” bribery is meant to stop someone from engaging in a behavior and does not teach desired behaviors.  Bribery can be delivered with preferred items, activities or any other form of “payment.”

 

NCLB (No Child Left Behind) states, “the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities including ensuring that (a) parents play an integral role in assisting their child’s learning; (b) parents are encouraged to be actively involved in their child’s education at school; and (c) parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child” (NCLB, 2002, § 9101, [32] “Parental Involvement”).

The following are a few ways that you can support your child when asked to assist with behavior(s):

Concerns related to behavioral services should be discussed with your school-site administrator. If the issue(s) of concern is not resolved, there are other steps that you can take. See “A Parent’s Guide to Special Education Services" for more information.

 

 
Can my child with a disability be suspended from school and/or expelled from the District?

When it comes to suspension or expulsion, there are many factors that must be considered, and each event is analyzed on a case-by-case basis. All students, including those with disabilities, can be suspended or expelled for violating the school's code of conduct. However, IDEIA provides some additional procedures and safeguards schools and Districts must follow when considering suspension/expulsion of students with disabilities (SWD). When a school disciplinary action leads to consideration of a long-term suspension and/or expulsion, an IEP meeting must be convened and the parent/guardian must be invited to participate. 

A Functional Behavior Assessment (FBA) is a process to identify and understand behavior(s) that impedes learning.  The assessor conducts a record review, interviews and observations regarding the student’s problem behavior(s) in the school environment and analyzes the results to identify the function (i.e., why) of the behavior(s). Function-based interventions are developed based on the results of the assessment.

 

An FBA may be appropriate when one or more of the following apply:

 

BII services are a related service provided based on assessed need. If you believe that your child would benefit from a related service, discuss your concerns with the school-site administrator.

 

No, an FBA does not give BII services. The purpose of an FBA is to determine why a problem behavior(s) is occurring and to create interventions for the development of alternative and prosocial behaviors that serve the same purpose as the problem behavior(s). The determination of BII services is based on data and the individual needs of the student. At the Individualized Education Program (IEP) meeting, the IEP team will discuss the FBA results using relevant data when considering the type, level, frequency, and duration of supports.

The role of the Behavior Intervention Implementation (BII) service provider is to provide behavioral interventions, including implementation of a Behavior Intervention Plan (BIP), to support a student’s problem behavior(s) that impedes learning.  Per California Ed Code 5 CCR § 3051.23 § 3051.23, personnel who implement behavioral interventions shall deliver services under the supervision of qualified staff who have designed and planned said interventions. A BII service provider must possess a high school diploma or its equivalent, and receive the specific level of supervision as required in the student’s IEP.

 

Academic concerns are addressed by the teacher(s) through instruction and the accommodations identified in the student’s IEP.  Please address any academic concerns you may have with the classroom teacher(s).

 

Social-emotional learning is embedded in the daily instructional program. Students have opportunities to practice social skills throughout the school day in a variety of settings. Please address any concerns you may have related to social-emotional learning with the classroom teacher(s)/school administration.

 

Communication related to your child’s progress is the responsibility of certificated staff {e.g., classroom teacher(s), case-carrying teacher, teacher(s) providing BIC/BID service}. BII service providers are typically classified staff who implement the behavioral interventions developed by certificated staff.

Behavior Intervention Implementation (BII) is not a specific person, but rather a service.  It is the school-site administrator’s responsibility to assign one or more personnel to deliver BII services. Utilizing different BII service providers increases opportunities for the student to acquire and use learned skills with different people in various settings.

This is an IEP team decision, however typically behavioral intervention service is provided during the school day. Behavior Intervention Implementation (BII) is a service that is typically provided during the instructional day as outlined in the student’s IEP. 

 

Yes, there are various ongoing trainings that are offered and available to BII service providers and other paraprofessionals.

 

Research indicates that there are potential harmful side effects of this individualized service.  BII services may create dependence on the service provider(s) if the student looks for support and encouragement solely from the BII service provider rather than the teacher(s) and their peers.  The presence of the BII service provider(s) may inhibit age-appropriate social interactions and cause the student to feel stigmatized as well as embarrassed with having the additional support.

 

BIC and BID are data-driven services offered by an IEP team based on student need. Delivery of prescribed service minutes are established in collaboration with the student’s educational team.
 
What is the difference between Behavior Intervention Consultation (BIC) and Behavior Intervention Development (BID)?

 

Behavior Intervention Consultation (BIC) is a consultative, data-driven, and flexible service unique to the LAUSD Division of Special Education, while Behavior Intervention Development (BID) is a targeted, data-driven service in which a Behavior Treatment Plan (BTP) is developed for implementation. BIC services are delivered by certificated and classified staff members from the Division of Special Education Behavior Support Department who are trained in Positive Behavior Interventions and Supports (PBIS). The BIC service provider(s) trains and coaches the student’s educational team in delivering behavioral interventions within the Multi-Tiered Systems of Support (MTSS) continuum to address individual student need. Behavior Intervention Development (BID) services are delivered by staff in alignment with California Code of Regulations 5 CCR § 3051.23 § 3051.23. The BID service provider(s) develops and delivers targeted, evidence-based interventions through ongoing implementation and evaluation of behavioral programs. The BID service provider collaborates and consults with the student’s educational team to develop a Behavior Treatment Plan (BTP) based on data, and trains staff on data collection and implementation of the BTP.