Behavior Assessment Training | STEM Education Research Center | SIU

Examples of Behavioral Interventions Across the Continuum

Positive Behavioral Supports and Interventions

Positive Behavioral Supports and Interventions are prevention strategies and are preferred because of the low rise of negative side effects, and the high priority placed on teaching behavior opposed to managing and controlling behavior. They may be used without the development of a written behavioral intervention plan and without documentation in the individualized educaiton program (IEP). 

Reactive Nonrestrictive Interventions

Reactive nonrestrictive interventions assist in supporting behaviors and in preventing escalation of inappropriate behaviors.

Restrictive Interventions

Restrictive interventions are to be used for the minimum amount of time necessary to control the student's behavior. After three restrictive interventions over a 30 school-day period, a functional behavior assessment must be completed, and a behavior intervention plan developed and documented in the student's IEP.

Restrictive interventions shall only be used in the following situations:

• In emergencies
• After nonrestrictive interventions have been attempted and documented
• In conjunction with positive interventions designed to strengthen replacement behaviors.

Highly Restritive Intervention

Highly restrictive interventions can be used only as a means of maintaining disciplin in schools (that is, as means of maintaining a safe and orderly environment for learning) and only to the extent that they are necessary to preserve the safety of students and others. They cannot be used in administering discipline to individual students, i.e., as a form of punishment. For further information, please see ISBE Restraint and Time Out and ISBE Discipline.

Examples of Data Collection

Examples of Technical Adequacy Tools

• TATE Assessment
  • TATE Scoring Form
  • TATE Scoring Guide
• IL Technical Adequacy Tools

Online Resources

Illinois State Board of Education (ISBE)

IL Technical Assistance Projects

IRIS Center

CEEDAR Center

IEP Quality Project

PBIS World

Council for Exceptional Children

National Center on Intensive Intervention

Family Matters

ISBE IEP Instructions

Outside Conferences

• Slide Deck 
  •  CEC International Division on Autism, Intellectual and Developmental Disabilities (DADD) conference - 1/20/2023
  • Illinois Council for Children with Behavior Disorders conference 2/4/23
  • Council for Exceptional Children (2023) National Conference - 3/3/2023
  • A+ Conference - 4/26/2023
  • Illinois Special Education Director's Conference - 6/8/2023
  • Illinois Council for Children (ILCEC) conference 11/4/2023
  • CEC International Division on Autism, Intellectual Disability & Developmental Disabilities (DADD) conference 1/17/2024
  • SELA Zoom at Noon series - 1/31/2024
  • Illinois Technical Assistance Projects (ITAPS) virtual conference 10/11/24
  • Illinois Council for Children (ILCEC) conference 11/16/2024

2024 Conference - Stay Tuned!

Behavioral Interventions in Schools: Guidelines for Development of District Policies for Students with Disabilities - Coming soon!

Companion Handbook: Evidence-Based Culturally Responsive Behavior Interventions and Practices for Students with Disabilities - Coming soon!

Resources:

•  July 19, 2022: Letter from Secretary Cardona to Nation's Educators, School Leaders, Parents and Students About the Importance of Supporting the Needs of Students with Disabilities
• July 19, 2022 OSEP Dear Colleague Letter on Implementation of IDEA Discipline Provisions
• OSEP FAQ: Addressing the Needs of Children with Disabilities and IDEA's Discipline Provisions
• Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders
• OCR 504 Discipline guidance
• OCR 504 Discipline Factsheet

Video Library of All BAT Video Recordings

Prior Webinar Slide Decks and Supporting Documents

Topic 1: Implicit Bias

• Part 1: Implicit Bias & Stereotype Awareness: Viewing student behavior through a personal lens
  • Frequently Asked Questions (FAQ) Topic 1, Part 1
• Part 2: Evaluating Our Own Bias: Viewing student behavior through a contextual lens
  • Frequently Asked Questions (FAQ) Topic 1, Part 2
• Part 3: Legal and Ethical Requirements of FBAs and BIPs: Viewing student behavior through a professional lens
  • Frequently Asked Questions (FAQ) Topic 1, Part 3
• Part 4: Viewing student behavior through an action plan
  • Frequently Asked Questions (FAQ) Topic 1, Part 4
• Glossary of Terms

 Topic 2: Culturally Relevant Behavior Interventions, FBAs, & BIPS

• Part 1: Culturally Relevant Evidence-Based Behavior Interventions
  • Frequently Asked Questions (FAQ) Topic 2, Part 1
• Part 2: Culturally responsive evidence-based FBAs
  • Frequently Asked Questions (FAQ) Topic 2, Part 2
• Part 3: Culturally Responsive Evidence-Based BIPs
  • Frequently Asked Questions (FAQ) Topic 2, Part 3
• Part 4: Expanding on Major Themes
  • Frequently Asked Questions (FAQ) Topic 2, Part 4
• Glossary of Terms

Topic 3: Restorative Practice: Building a Restorative Leadership Vision through Challenging Times

• Frequently Asked Questions (FAQ) Topic 3
• Glossary of Terms

Topic 4: Staff, Community & Family Collaboration to Address Implicit Bias

• Frequently Asked Questions (FAQ) Topic 4

Topic 5: Impact of Trauma and Other Adverse Circumstances

• Frequently Asked Questions (FAQ) Topic 5

Topic 6: The Impact of Significant Behavioral Needs on the FBA/BIP Process

• Frequently Asked Questions (FAQ) Topic 6

Topic 7: Review of FBA & BIP Best Practices and Replacement Behavior

• Frequently Asked Questions (FAQ) Topic 7

Topic 8: Culturally Responsive Data Collection

• Frequently Asked Questions (FAQ) Topic 8

Topic 9: Implementation Fidelity

• Frequently Asked Questions (FAQ) Topic 9

Topic 10: Recommendations for Implementing Evidence-Based and Culturally Responsive FBAs and BIPs

• Frequently Asked Questions (FAQ) Topic 10

Topic 11: Early Childhood through Multiple Lenses

• Frequently Asked Questions (FAQ) Topic 11

Topic 12: A Rock and a Rug: Restorative Practices and its use throughout the K-12 Educational Experience

• Frequently Asked Questions (FAQ) Topic 12

Topic 13: Early Development and Challenging Behavior

• Frequently Asked Questions (FAQ) Topic 13

Topic 14: Internal States and Dysregulation within Early Childhood

• Frequently Asked Questions (FAQ) Topic 14

Prior Conference Slide Decks and Supporting Materials

2023 Autumn Special Education Behavior Assessment Training Project Conference 

• 2023 Conference Schedule
• Session 1 Slide Deck

2022 Fall Conference (November 29 - December 1, 2022)

• 2022 Conference Schedule

Day 1 Slide Decks & FAQs

• Session 1: Introduction to the BAT Project
  • Frequently Asked Questions (FAQ) Session 1
• Session 2: Overview of Topic #1: Implicit Bias
  • Frequently Asked Questions (FAQ) Session 2
• Session 3: Overview of Topic #2: Culturally Responsive Evidence-Based FBAs & BIPs
  
  • Frequently Asked Questions (FAQ) Session 3
• Session 4: Overview of Topic #3: Collaborating with Family, Staff, & Community Members 
  • Frequently Asked Questions (FAQ) Session 4
• Session 5: Special Topics
  • Frequently Asked Questions (FAQ) Session 5

Day 2 Slide Decks & FAQs

• Session 1: BCBA Panel
  • Frequently Asked Questions (FAQ) Session 1
• Session 2: K12 Panel
  • Frequently Asked Questions (FAQ) Session 2
• Session 3: The Impact of the BAT Project and Freeport School District #140
  • Frequently Asked Questions (FAQ) Session 3

Day 3 Slide Decks & FAQs

• Session 1: FBA Data Collection to BIP Translation
• Session 2: Troubleshooting Reinforcement
  • Frequently Asked Questions (FAQ) Session 2
• Session 3: The TATE Assessment
  • Frequently Asked Questions (FAQ) Session 3

Behavior Assessment Training Project Manager

• Dr. Daniel L Brown
  •  
  • Contact information: daniel.l.brown@siu.edu

Behavior Assessment Training Project Coordinator

• Michelle Connet, M.Ed. 
  • Michelle Connet taught special education K-12 for ten years. She became a principal for three years in a separate public day school. In 2022, she transitioned to the BAT Project as the project coordinator. Mrs. Connet served as a former school board member. She currently is a member of the Council for Exceptional Children (CEC), Council for Children with Behavioral Disorders (CCBD), and Division of Autism and Developmental Disabilities (DADD). She is also a member of the Towards Ending School Exclusion (TESE) Advisory Council.   
  • Contact information: michelle.connet@siu.edu

Behavior Assessment Training Content Experts

• Dr. Louise Yoho
  • Dr. Louise Yoho is an Assistant Professor in the School of Education located at Southern Illinois University. 
  • Contact information: louise.yoho@siu.edu

• Dr. Deborah Bruns
  • Dr. Deborah Bruns is a Professor and Program Coordinator in the School of Education located at Southern Illinois University. Dr. Bruns' area of interests are effective practices in early childhood special education, addressing feeding difficulties in young children, and developing a profile of care and interventions for children with low incidence trisomy conditions including trisomy 18, trisomy 13, and trisomy 9.
  • Contact information: dabruns@siu.edu

Regional Specialists

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Region 5