When a child with an Individualized Education Program (IEP) has challenging behaviors in school that are not improving, parents may request a re-evaluation to more closely examine the behaviors of concern. As part of that re-evaluation, a district may conduct a Functional Behavioral Assessment (FBA) to identify special education and related services and develop or modify a behavioral intervention plan.
When a child with a disability engages in behavior or breaks a code of conduct and the school proposes to remove the child, the school must hold a hearing to determine if the child’s behavior was caused by his disability. This hearing, a Manifestation Determination Review (MDR), is a process to review all relevant information and the relationship between the child’s disability and the behavior. Consequences for problem behaviors should not discriminate against a child based on his disability. Yet, schools continue to suspend and expel students with disabilities for behavior caused by their disabilities. Based on practical experience, Attorney Bill [...]
Sometimes, a little knowledge is a dangerous thing. Consider, for example, the widespread belief that there is a ten day limit on the number of days that a child with disabilities can be suspended from school. As with many widespread beliefs, the common version of the rule is only partially true. Here are nine things that every parent should know about the so-called “ten-day” rule and the laws governing the suspension of children with disabilities who are entitled to services under IDEA: […]
Many children struggle with transitions, which are common triggers for behaviors that range from annoying (whining, stalling) to upsetting (tantrums and meltdowns). There are many ways parents and teacher can help kids have an easier time with transitions — and be able to behave better—but it may take a little experimentation to find out what clicks with each particular child. These tools are useful to help kids of all stripes with transitions. But for kids with ADHD, anxiety, autism, or sensory processing, this kind of scaffolding is particularly crucial and can make the difference between a good day and a bad one. Over a period [...]
Texas regulations (TAC 89.1055) require ARD/IEP committees to consider eleven strategies for students with autism. Schools sometimes use the term “Autism Supplement” to refer to a form that they use at ARD/IEP meetings to address these strategies. This fact sheet can help parents in the development of adequate and appropriate strategies for their child with autism.
Childhood is full of new experiences that can feel scary to young kids. Think about learning to ride a bike or starting at a new school, for example. Kids with learning and attention issues may be even more likely than their peers to worry about school, social activities and change. And they may be more likely to develop anxiety. Do you think your preschooler or grade-schooler may be struggling with anxiety? Here are some signs you might see, according to John Piacentini, Ph.D., and Lindsey Bergman, Ph.D., experts from the UCLA Child Anxiety Resilience Education and Supports (CARES) Center. [...]