Behavior Support,

Interventions and
Specially Designed
Instruction
Ian Molay
Molalla Special Education TOSA

Overview of Agenda
Introduction to students with SEL needs
Review FBA/BIP Process
Functions of Behavior
Aces, Stress, Maslow, Carl Rogers
Intervention Strategies: Point systems, token systems,
level systems
The IA Role with behavior supports/plans
Tips and Tricks

Behavior Basics Who are we

talking about?
SPED eligibility and Behavior (ASD, EBD, OHI any!)
Social-Emotional Learning (SEL)
Generally, need significant support with Social interactions and
social problem solving.
Have difficulty coping with situations, escalate due to triggers and
require support to find alternative pathways.
Often require additional supports and alternative placements
Have difficulty with self-monitoring, mindfullness, regulating
emotions.
Executive functioning skills are generally low.

Students with Significant

Behavior - Factors
ACES Study and the Stress Axis Childhood trauma
Abuse
Neglect
Family member in Prison
Substance abuse
Multiple home environments
Domestic Violence

ACES Outcomes
Increased score = increased likely of negative life
outcomes

Students with Significant

Behavior - Factors
Environmental Considerations
Physiological Needs Maslow
Food and Hunger, Sleep, Medication etc.

Carl Rogers Unconditional Positive Regard

Often sabotage relationships
Reactive Attachment

Behavior the Pattern

Interventions such
as increased adult
supports dont
work
Student behaviors
seem to escalate
further,
academics
disappear

Student acts out,

disrupts class
frequently

BEHAVIOR!

What is a Functional Behavior

Assessment (FBA)
Based on ABA concepts
A process to determine why the behaviors occur?
Adult Attention seeking
Peer Attention seeking
Task Avoidance
Others?

Goal of FBA: To find the function of the undesired

behavior and create replacement options to drive
positive behaviors (BSP).

The ABCs of Behavior

Antecedent

Behavior

Consequence

The FBA/BSP Process

Student
exhibits
undesired
behaviors

Team
collects
data on
specific
behaviors

Team
meets,
gets
consent for
FBA

FBA is
completed
and review
with the
team

BSP is
created
and
reviewed
as team

Tools used within an FBA

BASC or other Questionnaire
Observation
Data reports
Parental Reports
Referral data discipline data
Medical reports
File Review

Behavior Support Plans

Should include the following:
Instructional Component!
Student Strengths
Data on the frequency, duration, latency of the problem behavior.
Environmental/physical factors.*
Steps staff can take to avoid the behavior (proactive steps).
Steps staff can take to deescalate the behavior once it occurs.
Crisis Plan.
Reinforcement system.
Data collection procedures.

BSP Who Does it?

General Education teachers
Special Education teachers
Instructional Assistants
Service Providers
Parents!

Evidence-Based: What works?

Systems that provide points not taken away.
Systems that use supportive language and empathy.
Systems that are individualized according to need.
Systems with restorative justice or behavior restoration.
Systems that use data to drive decisions.
Systems that include frequent communication and collaboration.
Specially Designed Instruction (Social skills, SEL)
Many other indicators!

How far in the future can you

visualize?
2 Years Old Now
3-5 Years Old 15-20 Minutes
1st Grade Several Hours
3rd Grade 8-12 Hours
12-16 Years Old 2 to 3 days
17-23 Years Old 2 to 3 weeks
23 35 Years Old 3-5 weeks

Reinforcement Systems
Point systems students earn points based on specific
criteria and at predetermined intervals.
Token systems students earn tokens based on specific
criteria and can use toward earning privileges and
increasing levels.
Level systems based on trust, privileges (1-3).
Others: smiley card, sticker cards, ticket systems etc.

Reinforcement Systems

Instructional Assistants Role

Implementation of Reinforcement plans
Provide Instruction! (social, emotional)
Data collection
Supporting students with inclusion
Driving the tone of support
Momentary decisions on next levels of need
Reporting changes and updates to Learning
Specialist/Case Manager

Tips and Suggestions

Avoid showing frustration when possible but use I
language.
Use I statements in reference to rewards and
consequences.
Use student interests and strengths as much as possible.
Keep in mind what the student is bringing with him/her
emotionally.
Keep in mind the cognitive/executive functioning
abilities. (Wheelchair example)

Questions/Comments?
Ian Molay
Ian.Molay@molallariv.k12.or.us
503-759-7474