Behavioral intervention plans: Legal and practical considerations for students with emotional and behavioral disorders

Behavioral Disorders

Volumn 31, Issue 4, 2006, Pages 348-362

  Maag, John W ^a   Katsiyannis, Antonis ^b  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^b CLEMSON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33750414531     PISSN: 01987429     EISSN: None     Source Type: Journal    
DOI: 10.1177/019874290603100403     Document Type: Article

References (97)

1. Adams, G. L., & Engelmann, S. (1996). Research on direct instruction: 25 years beyond Distar. Seattle, WA: Educational Achievement Systems.
2. Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River, NJ: Pearson Education.
3. Alex R. by Beth R. v. Forrestville Valley Community Unit School District #221, 41 IDELR 146 (7th Cir. 2004).
4. Anderson, J. A., Kutash, K., & Duchnowski, J.A. (2001). A comparison of the academic progress of students with EBD and students with LD. Journal of Emotional and Behavioral Disorders, 9, 106-115.
5. Baker, D. J. (1998). Outcomes of behavior support training to an agency providing residential and vocational supporttopersons with developmental disabilities. Journal of the Association for Persons with Severe Handicaps, 23, 144-148.
6. Braaten, S. (1998). Behavioral objective sequence. Champaign, IL: Research Press.
7. Bradley, R., Henderson, K., & Monfore, D. A. (2004). A national perspective on children with emotional disorders. Behavioral Disorders, 29, 211-223.
8. Carr, E. C., Horner, R. H., Turnbull, A. P., Marquis, J. G., McLaughlin, D. M., McAtree, M. L., Smith, C. E., Ryan, K. A., Ruef, M. B., Doolabh, A., Braddock, D. (1999). Positive behavior support for people with developmental disabilities: A research synthesis. Washington, DC: American Association on Mental Retardation.
9. Carrollton-Farmers Branch Independent School District, 29 IDELR 665 (SEATX 1998).
10. CJN by SKN v. Minneapolis Public Schools, 38 IDELR 208 (8th Cir. 2003).
11. Codding, R. S., Feinburg, A. B., Dunn, E. K., & Pace, G. M. (2005). Effects of immediate performance feedback on implementation of behavior support plans. Journal of Applied Behavior Analysis, 38, 205-219.
12. Colvin, C., Kameenui, E. J., & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16, 361-381.
13. Colvin, G., Sugai, G., Good, R. H., & Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-363.
14. Doren, B., Bullis, M., & Benz, M. R. (1996). Predicting the arrest status of adolescents with disabilities in transition. The Journal of Special Education, 29, 363-380.
15. Duckworth, S., Smith-Rex, S., Okey, S., Brookshire, M. A., Rawlinson, D., Rawlinson, R., Castillo, S., Little, J. (2001). Wraparound services for young school children with emotional and behavioral disorders. TEACHING Exceptional Children, 33(4), 55-60.
16. Dunlap, G., & Kern, L. (1993). Assessment and intervention for children within the instructional curriculum. In J. Reichle & D. Wacker (Eds.), Communication alternatives to challenging behavior: Integrating functional assessment and intervention strategies (pp. 177-203). Baltimore, MD: Brookes Publishing.
17. Edwin K. v. Jackson, 2002 WL 1433722, (N.D. III. 2002).
18. Ellingson, S. A., Miltenberger, R. G., Stricker, J., Galensky, T. L., & Garlinghouse, M. (2000). Functional assessment and intervention for challenging behaviors in the classroom by general education classroom teachers. Journal of Positive Behavior Interventions, 2, 85-97.
19. Etscheidt, S. (2006). Behavioral intervention plans: Pedagogical and legal analysis of issues. Behavioral Disorders, 31, 223-243.
20. Forness, S., Kavale, K., Blum, I, & Lloyd, J. (1997). A mega-analysis of meta-analyses: What works in special education and related services. TEACHING Exceptional Children, 13(1), 4-9.
21. Frank, A. R., Sitlington, P. L., & Carson, R. R. (1995). Young adults with behavioral disorders: A comparison with peers with mild disabilities. Journal of Emotional and Behavioral Disorders, 3, 156-164.
22. Goliad Independent School District, 34 IDELR 133 (SEATX 2001).
23. Gottfredson, D. C., Gottfredson, G. D., & Hybl, L. G. (1993). Managing adolescent behavior: A multi-year multi-school study. American Educational Research Journal, 30, 179-215. Hall County (GA) School District, 32 IDELR 70 (OCR 1999).
24. Heckaman, K., Conroy, M., Fox, J., & Chait, A. (2000). Functional assessment-based intervention research on students with or at risk for emotional and behavioral disorders in school settings. Behavioral Disorders, 25, 196-210.
25. Heidemann v. Rother, 24 IDELR 167 (8th Cir. 1996).
26. Henry County (TN) School District, 29 IDELR 489 (OCR 1998).
27. Honig v. Doe, 479 U.S. 1084 (1988).
28. Horner, R. H., Sugai, G., Todd, A.W., & Lewis-Palmer, T. (2000). Elements of behavior support plans: A technical brief. Exceptionality, 8, 205-215.
29. Hughes, J. N., & Sullivan, K. A. (1988). Outcome assessment in social skills training with children. Journal of School Psychology, 26, 167-183.
30. Individuals with Disabilities Education Improvement Act [IDEA], H.R. 1350, 108th Cong. (2004).
31. Jefferson v. Yselta Independent School District, 817 F.2d 303 (5th Cir. 1987).
32. Jones, R. S., & Baker, L. J. (1990). Differential reinforcement and challenging behaviour: A critical review of the DRI schedule. Behavioural Psychopathology, 18, 35-47.
33. Jonesboro Public Schools, 26 IDELR 1073 (SEA AR 1997).
34. Katsiyannis, A., & Maag, J. W. (1998). Disciplining students with disabilities: Practice considerations for implementing IDEA '97. Behavioral Disorders, 23, 276-289.
35. Katsiyannis, A., & Maag, J. W. (2001). Educational methodologies: Legal and practical considerations. Preventing School Failure, 46, 31-36.
36. Katsiyannis, A., & Smith, C. (2003). Disciplining students with disabilities: Legal trends and the issue of interim alternative education settings. Behavioral Disorders, 28, 410-418.
37. Kauffman, J. M. (2001). Characteristics of emotional and behavioral disorders of children and youth. (7th ed.). Columbus, OH: Merrill Prentice Hall.
38. Kazdin, A. E., & Bootzin, R. R. (1972). The token economy: An evaluative review. Journal of Applied Behavior Analysis, 5, 343-372.
39. Kennedy, C. H., Long, T., Jolivettel, K., Cox, J., Tang, J., Thompson, T. (2001). Facilitating general education participation for students with behavior problems by linking positive behavior supports and person-centered planning. Journal of Emotional and Behavioral Disorders, 9, 161-171.
40. Koyangi, C., & Gaines, S. (1993). All systems failure: An examination of the results of neglecting the needs of children with serious emotional disturbance. Washington, DC: National Mental Health Association.
41. Kramer, T. J., & Rilling, M. (1970). Differential reinforcement of low rates: A selective critique. Psychological Bulletin, 74, 225-254.
42. Lancioni, G. E., & Hoogeveen, F. R. (1990). Nonaversive and mildly aversive procedures for reducing problem behaviours in people with developmental disorders: A review. Mental Handicap Research, 3, 137-160.
43. Larson ex rel. Larson v. Independent School District No. 361 et al., U.S. Dist. LEXIS 3322, Civ No. 02-3611 2004 WL 432218 (D. Minn. 2004).
44. Leone, P. E., Mayer, M. J., Malmgren, K., & Meisel, S. M. (2000). School violence and disruption: Rhetoric, reality, and reasonable balance. Focus on Exceptional Children, 33(1), 1-20.
45. Leone, P., Rutherford, R.B., Jr., & Nelson, C.M. (1991). Special education and juvenile corrections. Reston, VA: Council for Exceptional Children.
46. Letter to Anonymous, 30 IDELR 707 (OSEP 1998).
47. Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of precorrection and active supervision on the recess behavior of elementary students. Education and Treatment of Children, 23, 109-121.
48. Lewis, T. J., & Garrison-Harrell, L. (1999). Effective behavior support: Designing setting-specific interventions. Effective School Practices, 77(4), 38-46.
49. Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-459.
50. Lewisville Independent School District, 35 IDELR 236 (SEA TX 2001).
51. Litow, L., & Pumroy, D. K. (1975). A brief review of classroom group-oriented contingencies. Journal of Applied Behavior Analysis, 3, 341-347.
52. Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional Children, 67, 173-186.
53. Maag, J. W. (2004). Behavior management: From theoretical implications to practical applications (2nd ed.). Belmont, CA: Wadsworth/Thomson Learning.
54. Maag, J. W. (2005). Social skills training for youth with emotional and behavioral disorders and learning disabilities: Problems, conclusions, and suggestions. Exceptionality, 13, 155-172.
55. Maag, J. W. (in press). Behavioral theory and practice: Current and future issues. In L. Florian (Ed.), Handbook of special education. London: Sage.
56. Maag, J. W., & Katsiyannis, A. (1998). Challenges facing successful transition for youths with E/BD. Behavioral Disorders, 23, 209-221.
57. Maag, J. W., & Kemp, S. E. (2003). Behavioral intent of power and affiliation: Implications for functional analysis. Remedial and Special Education, 24, 57-64.
58. Marquis, J. C., Horner, R. H., Carr, E. G., Turnbull, A. P., Thompson, M. Behrens, C. A., Magito-McLaughlin, D., McAtee, M. L., Smith, C. E., Anderson Ryan, K., Doolabh, A. (2000). In R. M. Gersten, E. P. Schiller, & S. Vaughn (Eds.), Contemporary special education research: A syntheses of the knowledge base on critical instructional issues (pp. 137-178). Mahwah, NJ: Lawrence Erlbaum.
59. Mason City Community School District and Northern Trails Area Education Agency 2, 39 IDELR 25 (SEA IA 2003).
60. McClean, B., Dench, C., Gery, I., Shanahan, S., Fitzsimons, E., Hendler, J., Corrigan, M. (2005). Person focused training: A model for delivering positive behavioural supports to people with challenging behaviours. Journal of Intellectual Disability Research, 49, 340-352.
61. McConnell, S. R. (1987). Entrapment effects and the generalization and maintenance of social skills training for elementary school students with behavioral disorders. Behavioral Disorders, 12, 252-263.
62. M.H. by Mr. and Mrs. H. v. Bristol Board of Education, 36 IDELR 123 (D. Conn. 2002).
63. Modesto City School District, 30 IDELR 170 (SEA CA 1998).
64. Myhill, W. M. (2004). FAPE for children with disabilities in the Milwaukee parental choice program: Time to redefine a Free Appropriate Public Education, 89. Iowa Law Review 1051.
65. Nelson, C. M., & Rutherford, R. B., Jr. (1983). Timeout revisited: Guidelines for its use in special education. Exceptional Education Quarterly, 3(4), 56-67.
66. Nelson, J. R., Colvin, G., & Smith, D. J. (1996). The effects of setting clear standards on students' social behavior in common areas of the school. Journal of At-Risk Issues, 3(1), 10-19.
67. Neosho R-V School District v. Clark ex rel. Clark, 38 IDELR 61 (8th Cir. 2003).
68. Neshaminy School District, 29 IDELR 493 (SEA PA 1998).
69. O'Brien, S., & Repp, A. C. (1990). Reinforcement-based reductive procedures: A review of 20 years of their use with persons with severe or profound retardation. Journal of the Association for Persons with Severe Handicaps, 15, 148-159.
70. O'Leary, K.D., & Drabman, R. (1971). Token reinforcement programs in the classroom: A review. Psychological Bulletin, 75, 379-398.
71. O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.
72. Osborne, A. G. (2001). Special issue: Education law and policy: Discipline of special-education students under the Individuals with Disabilities Education Act, 29 Fordham Urban Law Journal, 513.
73. Ronnie Lee S. v. Mingo County Board of Education, 27 IDELR 202 (OCR 1997).
74. Ryan, J. B., & Peterson, R. L. (2004). Physical restraint in school. Behavioral Disorders, 29, 154-168.
75. Safran, S. P., & Oswald, K. (2003). Positive behavior supports: Can schools reshape disciplinary practices? Exceptional Children, 69, 361-373.
76. Special Education Elementary Longitudinal Study [SEELS]. (2003). Facts from OSEP's national longitudinal studies: Use of psychotropic medications by children and youth with disabilities. Menlo Park, CA: SRI International.
77. Sprague, J. Walker, H., Golly, A., White, K., Myers, D. R., & Shannon, T. (2001). Translating research into effective practice: The effects of a universal staff and student intervention on indicators of discipline and school safety. Education and Treatment of Children, 24, 495-551.
78. Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J., Horner, R. H., Sugai, G., Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112.
79. T.J.W. by Butler v. Dotham City Board School of Education, 26 IDELR 999 (M. D. Ala. 1997).
80. Todd, A. W., Haugen, L., Anderson, K., & Spriggs, M. (2002). Teaching recess: Low-cost efforts producing effective results. Journal of Positive Behavior Interventions, 4, 46-52.
81. Todd, A. W., Horner, R. H., Sugai, G., & Colvin, G. (1999). Individualizing school-wide discipline for students with chronic problem behaviors: A team approach. Effective School Practices, 17(4), 72-82.
82. Todd, A. W., Horner, R. H., Sugai, G., & Sprague, J. (1999). Effective behavior support: Strengthening school-wide systems through a team-based approach. Effective School Practice, 17(4), 23-37.
83. Todd, A. W., Horner, R. H., Vanater, S. M., & Schneider, C. F. (1997). Working together to make change: An example of positive behavioral support for a student with traumatic brain injury. Education and Treatment of Children, 20, 425-440.
84. Turnbull, H. R., Wilcox, B. L., Turnbull, A. P., Sailor, W., & Wickham, D. (2001). Special education: IDEA, positive behavioral supports, and school safety, 30. Journal of Law and Education 445.
85. U.S. Department of Education. (2002). Twenty-fourth annual report to Congress on the implementation of the Individual with Disabilities Education Act. Washington, DC: Author.
86. U. S. Department of Education. (2005). Individuals with Disabilities Education Act (IDEA) data. Available: http://www.ideadata.org/PartBReport. asp
87. Wagner, M., Marder, C., Blackorby, J., Cameto, R., Newman, L., Levine, P., Davies-Mercier, E. (2003, November). The achievements of youth with disabilities during secondary school. Menlo Park, CA: SRI International.
88. Wagner, M., Newman, L., Cameto, R., Levine, P., & Marder, C. (2003). Going to school: Instructional contexts, programs, and participation of secondary school students with disabilities. Menlo Park, CA: SRI International.
89. Warren County Public Schools, 35 IDELR 22 (SEA PA 2001).
90. Warren, J. S., Bohanon-Edmonson, H. M., Turnbull, A. P., Sailor, W., Wickham, D., Griggs, P., & Beech, S. E. (in press). School-wide positive behavior support: Addressing behavior problems that impede student learning. Educational Psychology Review.
91. Watson Chapel School District, 27 IDELR 899 (SEA AR 1998).
92. Watson Chapel School District, 35 IDELR 288 (SEA AR 2001).
93. Whitaker, S. (1996). A review of DRO: The influence of the degree of intellectual disability and the frequency of the target behaviour. Journal of Applied Research in Intellectual Disabilities, 9, 61-79.
94. White Settlement Independent School District, 24 IDELR 479 (Tex. SEA 1996).
95. Yell, M. L. (1998). The law and special education. Columbus, OH: Merrill.
96. Yell, M. L., Katsiyannis, A., Bradley, R., & Rozalski, M. (2000). Ensuring compliance with the discipline provisions of IDEA '97: Challenges and opportunities. The Journal of Special Education Leadership, 73(1), 3-18.
97. Zhang, D., Katsiyannis, A., & Herbst, M. (2004). Disciplinary exclusions in special education: A four-year analysis. Behavioral Disorders, 29, 337-347.