Making School's Accountable for Behaviors – Some helpful hints and questions to ask the school.

If you are reading this, you probably have experienced some problems with your child's behaviors in school. If your child does not currently have an Individual Education Program (IEP) in place, first step is to request evaluations. To do this, send a letter to the school districts Special Education Director, Principal or Superintendent requesting a "“multidisciplinary evaluation" and a "“Functional Behavior Assessment"” (FBA) by a behavior specialist. If your child does already have an IEP, just request the FBA as stated above (in writing). Because the school district has 60 school days to perform these tests, its also important to call an IEP team meeting if you have an IEP. Or if you do not, just call a meeting with his regular education teacher, the school psychologist, and anyone else who has been involved with disciplining your child (principal, etc.).

Once complete, the FBA should be the outline used to create a Positive Behavior Support plan (PBS).

Studies have shown that Positive Behavior Support plans are key in modifying behavior. Conversely, most schools do not have school wide positive behavior support plans. Many schools still employ the "“spare the rod, spoil the child" methods. And even if they have done away with corporal punishment, many still use other forms of psychological and physical punishment in an attempt to reform behaviors. However, for children with disabilities who have limited control over emotional states and other factors, punishment often encourages the very problem behaviors the staff is attempting to extinguish.

An argument for PBS that I often use is this. Adults crave positive reinforcement in lieu of negative consequences (punishment). For instance, if your boss says "“Do this extra work for me, and I'll give you a bonus"” or "“Do this extra work for me or I will dock your pay", which will make you work harder? Which will make you want to quit? Our society is driven by a token economy which is a positive behavior support. Do the work, earn your pay. And we get bonus incentives for extra hard work. Our children are no different (except the rewards tend to be less costly).

Add to this that children with disabilities that interfere with social skills, such as Pervasive Development Disorders, Mental Health issues, and other neurological disorders need to be taught essential skills that most take for granted. Your boss cannot expect you to do the extra work if it's out of your realm of experience. You must be trained. Training our children to behave in social situations, then reinforcing those skills with positive support makes all the difference.

When your child is disciplined for manifestation of disability, prepare to ask the school the "“tough"” questions. Generally, most districts will state that they have "“done all they can"” and really "“want this to work" and that your child just "“lacks or needs discipline"”. Some have involved the police. Some have already labeled your child a deviate. However, the questions formulated below will help turn the tables on accountability. After all, we cannot control their behavior when they are out of our care. Someone must teach them appropriate skills in the classroom setting. And that obviously cannot be the parents.

Aggression

Physical [defined as purposeful physical contact that results in injury]

Verbal [defined as threats and inciting others to act out]

1. It is a known fact that my child's disability of [insert here] causes easy frustration and anxiety which when not addressed can lead to explosive behaviors. What positive supports have you put in place to help him/her be less stressed and have less frustration in:

   1. Physical Education Class [aka gym]

   2. Academic Instruction

   3. Recess/Leisure time

   4. Bus/Transportation

   5. Lunchroom

   6. Assemblies, etc.

2. Where did it take place, What time, Who was present, What what said and by whom, What happened right before, What took place right after.

3. Is someone charting ABC [antecedents, behavior and consequences]? If so, please be sure to forward us a copy. (note: if not, call an IEP meeting to get this written in)

4. When can we meet to revise/create the Positive Behavior Support plan?

Screaming

1. My child was screaming. What proactive measures did the school staff take to determine what causes our child to reach this level of frustration?

2. How many scheduled breaks is our child getting on a daily basis to alleviate stress?

3. Where can our child go for some "“quiet time"” where he/she feels safe when his/her stress level is high?

4. What methods are you using to teach our child to deal with his/her frustration and anxiety?

5. What can we do as a team to help our child learn to deal with frustration in a more appropriate manner?

Defiance

1. What exactly did our child refuse to do?

2. Was he/she presented any choices?

3. Was he/she offered an explanation of "“why" they were told to do something (many children need to know why before they can comprehend necessity. This is very common in gifted and high functioning children).

4. Was the behavior in question in line with rules our child has been taught?

5. What has the school done to teach our child about compliance?

6. What positive behavior supports are in place to encourage compliance?

Disrespect

1. Who is responsible for teaching the children proper social etiquette in this setting?

2. What classroom methods are used to teach the children tolerance for differences?

3. What positive behavior supports are in place to encourage proper etiquette and tolerance?

4. How can we, the team, ensure that our child is taught appropriate tolerance and social skills?