Special Education, Behavior, and the IEP

Behavior Goals and the IEP

While most people associate IEPs with academic support, addressing behavioral challenges is equally important, particularly for students whose disabilities manifest in ways that impact their ability to follow school rules, interact positively with others, or engage in the learning process.

Behavior challenges can be directly related to a student’s disability. For example, a child with Autism Spectrum Disorder (ASD) may experience difficulty with social interactions, leading to outbursts or withdrawal in certain situations. Similarly, a child with Attention-Deficit/Hyperactivity Disorder (ADHD) may have trouble remaining focused or sitting still, resulting in disruptive behavior and impulsive decisions. Students with Language Delays may exhibit behaviors when frustrated, as they are unable to communicate their needs effectively. In such cases, the student’s behavior is not a matter of conscious choice or defiance but a manifestation of their disability.

Addressing these behavioral challenges through an IEP is essential to helping children succeed academically and socially. The IEP can include behavior goals, behavior intervention plans (BIPs), and a range of supports aimed at reducing problematic behaviors and encouraging positive behavior patterns. However, this process must be tailored to each individual student’s needs, and often requires caregivers to advocate for these supports themselves.

Under the Individuals with Disabilities Education Act (IDEA) and Tennessee law, students with disabilities are entitled to certain protections when facing disciplinary measures. However, while behaviors may be linked to a student’s disability, schools may still take necessary actions—such as temporary suspension—to ensure the safety of the student and others. In these cases, it’s imperative that the IEP team reviews and adjusts the student’s IEP to better address the behavior and provide the necessary support to allow the child to attend school without disruption.

What Role does Behavior Play in a Child’s Disability?

Behavioral challenges can significantly impact a student’s experience in school, especially those with disabilities. These behaviors can include difficulties maintaining focus, controlling impulse, following routines, or maintaining appropriate social interactions, and may vary greatly depending on each child. Addressing these behaviors effectively within an IEP requires understanding they are not typically a result of intentional disruption, but are instead manifestations of the student’s disability and aid to identify an unmet need or skill deficit.

Behavior is often a form of communication, especially for students who have difficulty expressing themselves verbally or socially. For example, a student with Autism who engages in repetitive behaviors or has a meltdown during a change in routine is communicating distress or discomfort with the environment. Similarly, a student with ADHD who continuously interrupts the teacher may be struggling with impulse control due to their disability.

Understanding that behavior is functional—it serves a purpose or meets a need for the student—is key to addressing it effectively in the IEP. This is where an individualized approach comes into play. Each student’s disability is unique, and their behavior must be viewed through the lens of that disability to develop appropriate strategies and supports.

Given that behavior can often be a manifestation of the student’s disability, the IEP must incorporate strategies that not only address the behavior itself but also the underlying causes related to the disability. It is the IEP team’s responsibility to ensure that students with disabilities are not unnecessarily penalized for behaviors they cannot control and that interventions are designed to help the student develop the skills needed to improve behavior over time.

For example:

A student with ASD who has trouble transitioning between activities may need a visual schedule or social story to help them understand the sequence of events and reduce anxiety.
A student with ADHD might benefit from frequent breaks or the use of fidget tools to help manage hyperactivity without disrupting the classroom.
A student with emotional disturbances may require access to a counselor or safe space to de-escalate when overwhelmed, as well as social-emotional learning (SEL) interventions.

When the IEP team acknowledges behavior as part of the overall disability, it creates the opportunity to develop meaningful interventions that promote positive behavior change while also supporting the student’s academic and social-emotional growth.

IDEA and Behavior in the IEP

The Individuals with Disabilities Education Act (IDEA) provides the legal foundation for addressing behavior in an IEP. Under IDEA, schools are required to provide a Free Appropriate Public Education (FAPE) to all students with disabilities. This includes addressing not only the academic needs of the student but also any behavioral challenges that impact their ability to access the curriculum. IDEA requires behavior to be considered as part of the IEP process when it interferes with the student’s or others’ learning.

Consideration of Special Factors:

Under IDEA, there are specific provisions related to behavior that the IEP team must consider. These fall under the consideration of special factors (IDEA Sec. 1414(d)(3)(B)):

The IEP team must consider whether the student’s behavior impedes their learning or the learning of others.

If behavior is a concern, the team must also consider the use of positive behavioral interventions and supports (PBIS) to help reduce problematic behavior and teach alternative, appropriate behaviors. This is a proactive approach that focuses on prevention rather than punishment.

In Tennessee, this consideration is broken down into two questions on the TN Pulse IEP:

“Does the student exhibit a pattern of behaviors that impede their learning or that of others?”
1. While a behavior may interfere with their learning or the learning of others, it may not reach the level of impediment. A Functional Behavior Assessment should be requested (in writing) and completed to determine if the behaviors in question do impede their learning or that of their classmates.
“Does the student exhibit a pattern of behavior that places the student or others at risk of harm or injury?”
1. In the event that your child has behaviors that put their own safety (elopement, self-injurious behaviors), or the safety of others (physical aggression such as hitting, kicking, biting) at risk of harm or injury, this should be noted on the IEP immediately. A safety plan should be created, documented, and implemented to ensure your child’s safety as well as those around him. Additionally, selecting “yes” to this item should prompt the IEP team to further discuss behavioral supports and goals. While an FBA is not required, it is something that should be considered and discussed by the team at this time.

Positive Behavioral Interventions and Supports (PBIS)

PBIS is an evidence-based approach that focuses on the use of proactive strategies to improve behavioral outcomes. In a school-based setting, PBIS focuses on creating a positive school environment where appropriate behaviors are taught, reinforced, and supported. Within the context of an IEP, PBIS can take many forms, including:

Behavioral goals and interventions: These are designed to teach the student new skills that replace the problematic behavior. For example, a student who struggles with following directions may have an intervention plan that includes teaching them how to ask for clarification or additional time when confused.
Modifications to the environment: Sometimes, behaviors are a reaction to the physical or social environment. For instance, a student with sensory sensitivities might have their classroom modified to reduce noise or visual distractions.
Positive reinforcement: This involves rewarding the student for demonstrating appropriate behaviors. Reinforcements might include praise, tangible rewards, or privileges.
Staff training: Educators and support staff must be trained in implementing PBIS strategies effectively. This includes understanding how to de-escalate situations, provide appropriate feedback, and reinforce positive behavior consistently across different settings (classroom, cafeteria, playground, etc.).

By including PBIS in the IEP, the team ensures that behavior is addressed through positive, skill-building methods rather than punitive measures that may not result in long-term improvement.

Developing an Effective Behavior Plan

When behavior is identified as a concern, the IEP must include a clear plan for addressing it. This often includes behavior goals, services such as counseling or behavior therapy, and accommodations to support the student. The team may also decide to conduct a Functional Behavioral Assessment (FBA).

Behavior interventions must be tailored to the student’s individual needs and should be reviewed regularly to ensure they are effective. If the student’s behavior is not improving or worsens, the IEP team is responsible for revising the plan and adding or adjusting supports as needed.

Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP)

When behavior issues are significant enough to impede a student’s learning or the learning of others, conducting a Functional Behavioral Assessment (FBA) is often the first step in developing a more targeted intervention. The purpose of an FBA is to identify the reasons behind the behavior—also referred to as the “function” of the behavior—and to use that information to create a more effective Behavior Intervention Plan (BIP).

What is an FBA?

An FBA is a process designed to gather information about a student’s behavior in order to determine its purpose. All behavior serves a function, whether it’s to gain attention, escape a task, seek sensory input, or fulfill another need. The FBA process involves collecting data from various sources to form a hypothesis about why the student is exhibiting a specific behavior or behaviors.

Here are the key steps involved in an FBA:

Identifying the Target Behavior(s): This involves clearly defining the behavior that is causing concern. The behavior must be specific and observable ( “Student hits peers during group work” rather than “Student is disruptive,” for example).
Gathering Data: Data is collected from multiple sources, including observations of the student in different settings, teacher reports, disciplinary records, and input from caregivers. The team should look at when the behavior occurs, what triggers it, and what consequences follow the behavior. Data should gathered across all areas of the students environment, from bell to bell.
Formulating Hypotheses: Based on the data, the team develops hypotheses about the function of the behavior. For example, they might determine that the student hits peers during group work because they want to escape the task, which may be too challenging for them. Functions are broken down into specific categories:
- Attention-Seeking
- Escape/Avoidance
- Tangible Reinforcement/Control
- Sensory Stimulation
Developing the Behavior Intervention Plan (BIP): Once the function of the behavior is understood, the IEP team creates a BIP that outlines specific interventions aimed at reducing the behavior and teaching alternative behaviors. The BIP should include:
- Preventive strategies: Changes to the environment or routine that reduce the likelihood of the behavior occurring.
- Teaching replacement behaviors: Helping the student learn new skills to replace the problematic behavior. For instance, if the behavior is attention-seeking, the student might be taught to raise their hand to gain attention appropriately.
- Reinforcement strategies: Positive reinforcement for demonstrating appropriate behavior.

When to Request an FBA

Caregivers or educators can request an FBA if the student’s behavior is significantly interfering with their ability to learn or participate in school activities. If a student is frequently disciplined or suspended due to behavior, this is a clear signal that an FBA may be necessary. It is important to note that an FBA must be requested in writing or documented in the Prior Written Notice if requested during an IEP meeting to ensure that there is a formal record of the request.

If the school denies the request for an FBA, they must issue a Prior Written Notice (PWN) explaining the reason for the denial. This PWN is a legal requirement under IDEA, and it provides caregivers with documentation of the school’s decision. Caregivers can then pursue other avenues, such as mediation or filing a due process complaint, if they believe the FBA is necessary and the school is not meeting their child’s needs.

Creating Behavior Goals in the IEP

Once the FBA is completed and the function of the behavior is understood, the next step is to develop behavior goals within the IEP and BIP. These goals should be designed to address the maladaptive behaviors directly and help the student build the skills they need to succeed in the school environment.

Behavior goals are a necessary component of many IEPs because they provide a clear framework for how the school will support the student in improving their behavior. Without specific, measurable goals, it is difficult to track progress or ensure that the interventions are working. Behavior goals also hold the school accountable for providing the necessary supports to help the student achieve those goals.

For example, a student who frequently becomes aggressive during transitions between preferred and nonpreferred activities might have a behavior goal that focuses on improving their ability to transition calmly. The goal might look something like this:

“By the end of the school year, “student” will transition between classroom activities without physical aggression 80% of the time, as measured by daily behavior logs.”

This goal is specific, measurable, achievable, relevant to the student, and tied to a timeline, making it easier to track progress.

Effective behavior goals should follow the SMART framework:

Specific: Clearly define the behavior that needs to change.
Measurable: Determine how progress will be tracked.
Achievable: Ensure the goal is realistic based on the student’s current abilities.
Relevant: The goal should be directly related to the student’s overall behavioral and educational needs.
Time-bound: Set a timeline for when the goal should be achieved.

Examples of SMART behavior goals include:

“By the end of the school year, ‘student’ will decrease physical aggression (e.g., hitting, kicking, biting) during group activities from five times per week to no more than once per week, as measured by teacher observations and weekly behavior tracking forms.”
“By the end of the term, ‘student’ will remain on task for 10 consecutive minutes during independent work, with no more than two prompts, as measured by teacher observation and weekly behavior check-ins.”
“By the end of the semester, ‘’student’ will initiate positive peer interactions (e.g., asking to join a game, giving a compliment) at least three times per day, as tracked by teacher and paraprofessional observations.”

By developing clear and measurable behavior goals, the IEP team can create a clear path for helping the student improve their behavior. These goals should be revisited regularly (every 6-8 weeks based on progress monitoring schedules) to assess progress and make adjustments as needed.

Addressing Behavior During the IEP Meeting

The IEP team plays a central role in addressing behavioral concerns. This team is made up of various professionals who bring their expertise to ensure that the student’s needs are met. The collaboration between caregivers, teachers, special educators, and related service providers (such as behavior specialists or school psychologists) is crucial in developing and implementing an effective IEP.

Behavior is an ongoing topic in IEP meetings, and it should be discussed whenever the team convenes to review the student’s progress. During these meetings, the team should:

Review behavioral data, such as incident reports, teacher observations, and any other documentation related to the student’s behavior.
Assess the effectiveness of current interventions and supports.
Make adjustments to behavior goals or add new interventions if the student’s behavior is not improving.

Caregivers can request an IEP meeting at any time if they are concerned about their child’s behavior or if they believe that additional supports are needed. It is often helpful to bring documentation to these meetings, such as records of behavioral incidents or a log of communications with the school, to ensure that all concerns are addressed.

Discipline and Students with Disabilities Under IDEA and Tennessee Law

Disciplining students with disabilities presents a unique challenge for schools, as these students are entitled to specific protections under IDEA and state laws like Tennessee Code Annotated (TCA). While schools must maintain a safe and orderly environment, they must also ensure that disciplinary actions are consistent with the student’s rights under the law.

Disciplinary Procedures Under IDEA

IDEA establishes a set of procedures that schools must follow when disciplining students with disabilities. These procedures are designed to ensure that students are not unfairly penalized for behaviors that are directly related to their disability.

Manifestation Determination Review (MDR)

If a student with a disability is facing a disciplinary removal from school for more than 10 days—whether consecutively or cumulatively within the same school year—the school must conduct a Manifestation Determination Review (MDR). The purpose of the MDR is to determine whether the student’s behavior was a manifestation of their disability.

The MDR process involves a meeting between the IEP team and the caregivers to review all relevant information, including the IEP, behavioral data, and any other documentation related to the incident. During this meeting, the team will determine:

Whether the behavior in question was caused by or had a direct and substantial relationship to the student’s disability.
Whether the behavior was the result of the school’s failure to implement the IEP.

If the team concludes that the behavior was related to the student’s disability, the school must take steps to address the behavior through adjustments to the IEP or BIP rather than through punitive discipline. For example, the team might add new behavioral supports, modify existing goals, or provide additional services such as counseling. This does not replace discipline, but must be used in addition to the necessary disciplinary measures to keep all students safe.

When Suspension is Necessary

There are circumstances in which a student with a disability may be suspended for up to 10 days, even if the behavior is related to their disability. These include situations where the student’s behavior poses a safety risk to themselves or others. However, schools are still required to provide the student with educational services during this time, ensuring that the student continues to make progress toward their IEP goals. This can be done through virtual learning, emergency homebound, or alternative placement to serve the suspension.

In cases where a student’s behavior is not determined to be a manifestation of their disability, they may be subject to the same disciplinary procedures as their non-disabled peers. However, the school must still provide the student with access to the general education curriculum and related services during any period of removal that exceeds 10 days. This is typically done in an alternative school setting.

Advocating for Behavior Supports

caregivers play a crucial role in advocating for their child’s needs, particularly when it comes to addressing behavioral challenges in the IEP. By taking an active role in the IEP process, caregivers can ensure that their child receives the appropriate supports and interventions to succeed academically and behaviorally.

Documenting Behavioral Concerns

The first step in advocating for behavior supports is to document concerns about the child’s behavior. Keeping detailed records of behavioral incidents, communications with teachers and school staff, and any disciplinary actions taken will help establish a clear pattern of behavior and the need for additional supports. This documentation can also be useful during IEP meetings when discussing the effectiveness of current interventions.

Here are some tips for documenting behavioral concerns:

Behavior Logs: Keep a log of specific incidents, including the date, time, location, and details of the behavior. Note any triggers or antecedents (what happened right before the behavior) and how the behavior was addressed by school staff.
Communication Records: Save copies of emails, notes, and other communications with teachers, principals, or special education staff regarding your child’s behavior. This will help you track the school’s response to your concerns.
Disciplinary Records: Request a copy of your child’s disciplinary records, including any office referrals, suspensions, or other disciplinary actions. This will help you assess whether the school is relying on discipline rather than addressing the root causes of the behavior.

Requesting an IEP Meeting

caregivers have the right to request an IEP meeting at any time if they are concerned about their child’s behavior or if they believe that additional supports are needed. This request should be made in writing and specify that a meeting is being requested to ensure that there is a formal record of the request.

Once the meeting is scheduled, it is important to come prepared with documentation and a list of specific concerns you would like to address. This might include requesting an FBA, revising behavior goals, or adding new supports such as counseling or behavior therapy.

Requesting Specific Behavior Goals

During the IEP meeting, caregivers can advocate for the inclusion of specific behavior goals that address their child’s unique challenges. Behavior goals should be based on the results of the FBA (if one has been conducted) and should focus on teaching the child new skills to replace the problematic behaviors.

If behavior goals are not included in the IEP, caregivers can request that they be added. It is important to ensure that the goals are measurable and that there is a clear plan for tracking progress. Caregivers should also ask for regular updates on their child’s progress toward these goals, which can be reviewed at future IEP meetings.

Dealing with IEP Denials and Disagreements

While the IEP process is meant to be collaborative, there are times when caregivers and schools may disagree about the best way to address a student’s behavioral needs. In these cases, caregivers have several options for resolving the disagreement and ensuring that their child’s needs are met.

What to Do If the School Denies an FBA or Behavior Supports

If the school denies a request for an FBA or other behavior supports, they must provide a Prior Written Notice (PWN) explaining the reason for the denial. The PWN must include:

A description of the action the school refused to take.
An explanation of why the school refuses to take the action.
A description of any other options the school considered and the reasons for rejecting them.
A description of the evaluations, assessments, or data used to make the decision.

If caregivers disagree with the school’s decision, they can pursue other options, including requesting mediation, filing a state complaint, or requesting a due process hearing.

Dispute Resolution Options

If disagreements persist, caregivers have several options for resolving the dispute:

Mediation: A voluntary process in which a neutral third party helps the school and caregivers reach an agreement. Mediation can be a less adversarial way to resolve disagreements and often leads to a mutually satisfactory outcome.
State Complaint: caregivers can file a complaint with the state education agency if they believe the school is violating IDEA. The state will investigate the complaint and issue a decision.
Due Process Hearing: This is a more formal legal process in which a hearing officer listens to both sides and makes a binding decision. Due process hearings can be time-consuming and costly, but they are sometimes necessary when other methods fail.

Caregivers should consider working with an attorney if they are considering a due process hearing, as the process can be complex.

Addressing behavior in an IEP is a critical part of ensuring that students with disabilities receive the support they need to succeed both academically and behaviorally. By incorporating behavior goals, positive interventions, and proactive supports, the IEP team can help students develop the skills they need to thrive in the classroom and beyond.

Caregivers play a key role in advocating for their child’s needs and should be actively involved in the IEP process. By documenting concerns, requesting evaluations, and working collaboratively with the school, caregivers can ensure that their child receives the appropriate supports and services.

Ultimately, a well-crafted IEP that addresses behavior not only benefits the student with the disability but also contributes to a more positive and inclusive learning environment for all students

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