Behavior Instruction and Intervention

Individualized Education Program (IEP) Teams are required to consider the use of positive behavioral interventions, strategies, and supports to address behavior(s) that impede the learning of a student with a disability or that of others. When developing an IEP, it is essential to consider a student’s behavior in relation to their academic performance, social success, and overall student well-being.

Interfering behaviors can significantly affect a student’s ability to learn and interact with peers, impacting their academic progress, social connections, and future outcomes such as graduation and postsecondary opportunities. Behavior-related instruction as well as other special education services and supports should be considered to help ensure students with disabilities can engage meaningfully in instruction, access their learning environment, build social relationships, and achieve their goals.

Behavior is an action—something a person says or does. It is a form of communication that serves as an external response to the environment and fulfills a purpose for the individual. Behavior can be categorized as prosocial or interfering, depending on the individual’s needs and the context. It is important to presume competence in the student and recognize that most individuals want to engage in prosocial behavior, though may not yet have the skills to do so.

Specially designed instruction (SDI) refers to adapting the content, methodology, or delivery of instruction to address the unique needs of a student with a disability and to ensure their access to the general education curriculum. The purpose of SDI is to meet the educational needs that arise due to the student’s disability, enabling them to make progress toward meeting grade-level standards and IEP goals.

When the impact of a student’s disability affects their ability to access their learning environment, build positive peer relationships, and engage in instruction, behavior-related SDI may be necessary. Behavior-related SDI focuses on teaching specific behavioral skills that allow students to navigate their environment more effectively, including emotional regulation, coping strategies, social interactions, and problem-solving. The goal of behavior-related SDI is to provide students with the skills and supports they need to engage in prosocial behaviors and to promote their overall academic, social, and emotional growth.

In addition to SDI, IEP Teams may need to consider other supports and services to meet the unique needs of students with disabilities. Assistive technology can be a critical tool in helping students engage in instruction and manage behavior. For example, visual supports or communication devices may assist students in understanding expectations or expressing their needs in ways that reduce frustration. Related services, such as speech-language therapy or occupational therapy, may be necessary to address underlying skills that support behavior and communication.

A functional behavior assessment (FBA) is an assessment used to gather information and determine the underlying cause or function of a behavior and the environmental factors that contribute to it. The data from the FBA is used to develop a behavior intervention plan (BIP), which outlines positive behavioral interventions and supports aimed at reducing the interfering behavior and encouraging prosocial alternatives. The FBA and BIP together provide a proactive, individualized approach to addressing behavioral challenges and supporting student success.

• The Functional Behavior Assessment and Behavior Intervention Plan: Guidelines for Effective Development and Implementation (PDF) provides Virginia school divisions support for developing and implementing effective practices for conducting an FBA and developing a BIP.
• The Functional Behavior Assessment and Behavior Intervention Plan: Guidelines for Effective Development and Implementation Module Series - A six-part module series developed to expand on the Virginia guidelines to further support educators about function-based supports, including the use of FBAs and BIPs.

• Cooperative for Effective Behavior Intervention and Supports (CEBIS) – The CEBIS is a cooperative effort working collaboratively with stakeholders across the Commonwealth of Virginia to support effective behavior supports for students with and without disabilities in Virginia public schools. The CEBIS provides resources and professional learning opportunities to promote effective and high-quality behavior and instructional programming.