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Behavioral Support



Behavior Web Site

Additional Information Regarding Accessing Behavioral Support

Objective data collection (i.e., frequency and/or duration measures) will expedite the process in most cases. Return to Step 1 at any point during the process if necessary. There are no specified/legal timelines regarding behavioral supports (with the exception of formal requests for assessment made to an IEP team) but the Behavior Team will attempt to respond to all Behaviorist Observation and Consultation Requests within 2 weeks of receipt of the form. Questions about the process/procedures can be addressed by the Behaviorist Team at

Examples and non-examples of behaviors that may merit additional behavioral support:

Examples (occurring at least once per week for at least 3 weeks)

Non-examples (to be addressed via basic classroom management strategies, school-wide supports, possibly a BSP)

Occurring in isolation or in combination with other behaviors:

  • Aggression including hitting, kicking, biting, pushing, grabbing, throwing objects at people, any behavior causing injury to others
  • Self-injurious behavior including head-banging, self-biting, any behavior causing injury to the student
  • Major property destruction including damaging or destroying objects that are expensive, irreplaceable, or belonging to another student
  • Severe tantrums including crying/screaming/flailing for longer than 2 minutes
  • Elopement including leaving the classroom or school without permission
  • Bullying including making threats to other students or physical violence
  • Severe disruption including constant disruptive classroom behavior demonstrated by other students’ inability to attend to their tasks or severely impacting teacher instruction time.

Occurring in isolation:

  • Playful behavior
  • Noncompliance
  • Minor disruption including talking out in class, walking around the classroom
  • Behavior in which other students also engage regularly
  • Inappropriate language including swearing, insults
  • Spitting
  • Crying/minor tantrums (lasting less than 2 minutes)
  • Verbal defiance
  • Refusal to engage
  • Sleeping

Note: Any combination of the above behaviors may constitute “Severe disruption” as described in the other column.  In addition, behaviors listed here (or not listed here) that severely impact the education of the student may also merit support.  Data should support all such claims.

Behavior Support Forms


Accessing Behavior Support- BORF