Legal issues in Behavior Management

Module 4: Legal issues in Behavior Management

Focus

This module will focus on the candidate developing an understanding of the policies that impact the

management of behavior for students with IEPs .

Textbook Support

Yell, M. (2019). The Law and Special Education, (5th ed.). Upper Saddle River, NJ: Pearson.

Chapter 13 and 14

Directions

Complete the Activities Section and Application Section of Module 1. All responses must be written in

Word and submitted through Blackboard by the date articulated on the course syllabus.

Activities

1. As your district’s “expert” on behavior issues and protocols you have been called into a meeting

to serve as a reference in regard to a child who has experienced several behavior issues both

inside and outside of school. Prior to discussing the individual child’s issues, you are asked to

describe the characteristics of a child who would be diagnosed as emotionally

disturbed/behavior disordered. Provide an explanation for this category of disability by

paraphrasing the federal definition of this category of disability (5 points).

2. A child with an IEP in your district is experiencing significant behavior issues, but is not

diagnosed as ED/BD. Prior to enforcing discipline measures the regulations state that a

Manifestation Determination (MD), Functional Behavior Analysis (FBA) , and a Behavior

Intervention Plan BIP) must all be put in place. While meeting with the administration and a

group of the child’s teachers, you are asked to discuss what each of these measures includes. In

terms that can be understood by a non-special educator, provide a narrative (of not more than

one page for each) that describes these three regulations (15 Points)

3. You are asked to give a brief staff development program to the teachers in a high school building.

Discuss in a short paragraph (in layman’s terms) what the law requires regarding each of the

following (35 Points):

1. Short Fixed-Term Suspensions

2. Accumulated Suspensions

3. In-School Suspensions

4. Expulsions ; Long-Term Suspensions

5. Interim Alternative Setting

6. Home-Bound Settings

7. Stay-Put Application

In the building in which you work, briefly meet with the special education building level coordinator and

determine the following (15 Points):

1. How many children in the building are diagnosed as ED/BD?

2. In what types of instructional setting are thy placed (self-contained, full inclusion, full inclusion

with a personal assistant, etc.)

3. How many of the building’s special education teachers have licensure in the area of ED/BD?

Reflection

1. What did you learn in this application? 2. Who helped you access the information?