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 behavior@mdusd.org.
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.
