Definition:
Behavioral Intervention is used to assist the student to access the educational environment through a consistent, assertive and continuous intervention process. It includes the development of replacement behaviors with the purpose to prevent or treat behavioral conditions of individuals who exhibit maladaptive behaviors.
Purpose:
Behavior Intervention is used to promote the student’s ability to participate in educational services through a consistent, assertive, and continuous intervention process to address behavior goals identified on the IEP. It includes the development of replacement behaviors by conducting a functional behavior assessment and behavior implementation plan with the purpose of preventing or treating behavioral conditions for students who exhibit maladaptive behavior.
Eligibility:
- Meet criteria for developmental disabilities: A developmental disability, as defined in Section 66-402, Idaho Code, means a chronic disability of a person which appears before the age of twenty-two (22) years of age; and
- a. Is attributable to an impairment, such as intellectual disability, cerebral palsy, epilepsy, autism or other condition found to be closely related to or similar to one (1) of these impairments, which requires similar treatment or services or is attributable to dyslexia resulting from such impairments;
- b. Results in substantial functional limitations in three (3) or more of the following areas of major life activity; self-care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, or economic self-sufficiency; and
- c. Reflects the need for a combination or sequence of special, interdisciplinary or generic care, treatment or other services which are of lifelong or extended duration and individually planned and coordinated.
- Student must exhibit maladaptive behaviors as determined by an approved eligibility assessment such as SIB-R or ABS, that may include but are not limited to frequent disruptive behaviors, aggression, self-injury, criminal or dangerous behavior.
- These maladaptive behaviors impede the student’s learning or that of others.
- Documentation to support eligibility must exist including approved eligibility assessment such as, Functional Behavioral Assessment, IEP behavior goals, BIP implementation, progress monitoring of BIP, evidence behaviors are impeding learning of student and/or learning of others.
- The district must have conducted and have on file a functional behavioral assessment and created and implemented a behavior implementation plan, prior to providing BI services.
***To be eligible for behavioral intervention, the student must meet all criteria listed above as addressed in the IEP.***
Services:
Behavior Intervention Services may include individual or group behavior interventions. Group services must be provided by one (1) qualified staff providing direct service for a maximum of three (3) students. As the number of students with severe behavioral issues increases, the staff-to-student ratio must be adjusted accordingly. Group services should only be delivered when the child’s goals relate to benefiting from group intervention.
A paraprofessional delivering behavioral intervention services must be under the supervision of a behavioral intervention professional or behavioral consultation provider. The professional must observe and review the direct services performed by the paraprofessional on a monthly basis, or more often as necessary, to ensure the paraprofessional demonstrates the necessary skills to correctly provide the behavioral intervention service.
An appropriate plan for transitioning students off behavior intervention services according to individual needs must be included in the student's IEP.
All decisions regarding behavior intervention services for individual students shall be determined by the IEP team. Students receiving behavior intervention services under Medicaid reimbursement may be subject to additional eligibility and service requirements.
Reference:
Idaho Medicaid Guidance Handbook For Educators, August 2016
Policy History:
First Reading: 09/20/17
Adopted on: 10/18/17