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Positive Behavior Plan Samples and Templates

California Education Code - Part 30 Special Education Programs
Behavioral Intervention  Chapter 5.5

56520,(b),(1) &(4)

(1) That when behavioral interventions are used, they be used in consideration of the pupil’s physical freedom and social interaction, be administered in a manner that respects human dignity and personal privacy, and that ensure a pupil’s right to placement in the least restrictive educational environment.

(4)  That training programs be developed and implemented in institutions of higher education that  train teachers and that inservice training programs be made available as necessary in school districts and county offices of education to assure that adequately trained staff are available to work effectively with the behavioral intervention needs of individuals with exceptional needs.


56523 (b), (1),(2) (A-F)

(1) specify the types of positive behavioral interventions which may be utilized and specify that interventions which cause pain or trauma are prohibited.

(2) ....the pupil’s individual education plan includes a description of the positive behavioral interventions to be utilized which accomplishes the following:

            A. Assesses the appropriateness of positive interventions.

            B. Assures the pupil’s physical freedom, social interaction, and individual choices.

            C. Respects the pupil’s human dignity and personal privacy.

            D Assures the pupil’s placement in the least restrictive environment

            E Includes the method of measuring the effectiveness and the interventions.

            F. Includes a timeline for the regular and frequent review of the pupil’s progress.


California Code of Regulations Title 5. Education  Division 1. State Department of Education,  Chapter 3. Handicapped Children,  subchapter 1. Special Education, Article 1. General Provisions

 Section 3001( f) “Behavioral intervention” means the systematic implementation of procedures that result in lasting positive changes in the individual’s behavior.  “Behavioral intervention” means the design, implementation, and evaluation of individual or group instructional and environmental modifications, including programs of behavioral instruction, to produce significant improvements in human behavior through skill acquisition and the reduction of problematic behavior.  “Behavioral interventions” are designed to provide the individual with greater access to a variety of community setting, social contacts and public events; and ensure the individual’s right to placement in the least restrictive educational environment as outlined in the individual’s IEP.  “Behavioral interventions” do not include procedures which cause pain or trauma.  “Behavioral interventions” respect the individual’s human dignity and personal privacy such interventions shall assure the individual’s physical freedom, social interaction, and individual choice.

 The U.S. Dept. of Education, Office of Special Education and Rehabilitative Services, Judith Heumann, sent a Memorandum on April 28,1998 to all Directors of Special Education, about these very issues, and the importance of having as a part of an IEP, services addressing positive behavioral strategies!

The 1997 Amendments to IDEA state that, “ the relationship between behavior and learning must not only be considered but acted upon”. The amendments are explicit in what is required in an IEP team addressing behavior problems of children with disabilities”.

IDEA 614(d)(3)(b)(i):

The team must explore the need for strategies and support systems to address any behavior that may impede the learning of the child with the disability or the learning of his or her peers

IDEA 653 (c)(3)(D) (vi).

States shall address the needs of in-service and pre-service personnel (including professionals and paraprofessionals who provide special education, general education, related services, or early intervention services) as they relate to developing and implementing positive intervention strategies.

34 CFR   Parts 300 and 303

300.550  General LRE  requirements

(b) (1) That to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and

(2). That special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and  services cannot be achieved satisfactorily

300.551 Continuum of alternative placements. (b)(2) Make provision for supplementary services... to be provided in conjunction with regular class placement.

300.552 Placements

(a) the placement decision – (1) is made by a group of persons, including the parents, and other persons knowledgeable about the child, the meaning of the evaluation dada, and the placements options; and (2) is made in conformity with the LRE provisions   (c) ...the child is educated in the school that he or she would attend if nondisabled, (e) A child with a disability is not removed from education in age appropriate regular classrooms solely because of needed modification in the general curriculum.  


Copyright © 2001  ASK 
All rights reserved.
Revised: January 25, 2002

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