Lori Meadows
Students with internalizing behaviors often experience feelings of sadness, worry, fear, loneliness, or hopelessness, which can lead to depression, anxiety, poor school attendance, academic challenges, and a risk of suicidal thoughts or attempts. When developing an Individualized Education Program (IEP), the team must consider the social-emotional needs of the student and whether their behavior is impacting their learning or that of their peers. A Functional Behavioral Assessment (FBA) can help identify functions of a student's behaviors and inform interventions and supports, while a Behavior Intervention Plan (BIP) outlines positive behavioral interventions and strategies. Teachers play a crucial role in implementing accommodations and modifications to support students with internalizing behaviors, such as allowing students to choose between classroom tasks and providing consistent praise. Building relationships based on empathy, trust, and mutual respect can also help address problem behaviors and positively impact students' emotional development.
| Characteristics | Values |
|---|---|
| IEP team composition | Parents, teachers, special educators, and counselors |
| IEP team considerations | Social-emotional needs, behavior, daily functioning, instructional time, language needs |
| IEP goals | Academic and behavioral goals achievable within a year |
| IEP strategies | Positive behavioral interventions, classroom rules with student input, trust-building, specific praise, choice between classroom tasks, assistive technology |
| IEP evaluations | Conducted with parental consent and understandable terms |
| IEP accommodations | Modifications for effective learning, statewide or district-wide assessments |
| IEP reviews | Progress monitoring, general education interventions, alternative behaviors, reinforcement, prevention strategies |
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What You'll Learn
Understanding internalizing behaviours
The first step in addressing internalizing behaviours is to recognise their existence and understand their underlying causes. A Functional Behavioural Assessment (FBA) is a valuable tool that helps identify the functions and purposes of a student's behaviours. By conducting an FBA, educators can gather data and gain insights into the student's responses to interventions. This information is crucial for developing effective interventions and supports.
To effectively support students with internalizing behaviours, it is essential to implement strategies that address their specific needs. Positive behavioural interventions play a significant role in teaching behavioural and social skills. These interventions utilise a system of rewards and positive approaches to encourage desired behaviours. Additionally, allowing students to have a say in their classroom tasks can be empowering and help reduce problem behaviours.
Building trusting relationships with students who exhibit internalizing behaviours is of utmost importance. Empathy, trust, and mutual respect are key components in forming these relationships. By establishing solid foundations, students can feel safe and supported, making it easier for them to make positive choices and engage in learning. It is also important to involve the student's parents or caregivers, keeping them informed and seeking their consent for evaluations and interventions.
Lastly, it is crucial to monitor the progress of the interventions. The IEP team should regularly review the student's progress and make necessary adjustments to the plan. This may include providing alternative or replacement behaviours that serve the same function as the behaviours of concern. By continuously evaluating and refining the approach, educators can ensure that the interventions remain effective and aligned with the student's needs.
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Social-emotional support strategies
When developing an IEP, the team must consider the needs of the learner and what social-emotional support strategies and accommodations may be necessary within and outside of the general education classroom. The team should ask themselves: Has the learner been removed from the educational setting for more than 10 cumulative days? What impact does the learner’s social-emotional needs and/or behaviour have on their daily functioning across all settings and/or routines? Are there situations where the learner’s social-emotional needs, social skill development, and/or behaviour make them or other learners at risk of losing instructional time?
A Functional Behavioural Assessment (FBA) can be used to identify the functions of an individual student’s behaviours and provide information leading to effective interventions and supports. The FBA process allows educators to better understand the student’s responses to interventions, which are monitored, and the data is collected by LEA/AEA staff. The analysis and interpretation of the data gathered during the process should be led by someone with a background in functional behaviour assessment.
A Behaviour Intervention Plan (BIP) is a written plan that describes the positive behavioural interventions and supports, as well as the strategies that will be implemented to address goals for a student’s social, emotional, and behavioural development. The BIP should be developed based on the FBA summary and be directly related to the hypothesised function. An alternative/replacement behaviour should be identified that allows the child to reach the same function as identified in the FBA hypothesis.
For students with internalizing behaviours, social-emotional support strategies may include:
- Allowing students to choose between classroom tasks
- Providing consistent, specific, and genuine praise
- Forming relationships with students that are built on empathy, trust, and mutual respect
- Addressing any stigma or assumptions associated with emotional disorders
- Providing comfort, safety, love, and reassurance
- Considering the use of assistive technology, such as a computer or software, to aid in attention, note-taking, or study skills
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Functional Behavioural Assessment (FBA)
Functional Behavioral Assessment (FBA) is a process that identifies the functions of an individual student's behaviours and provides information that can lead to effective interventions and support. The purpose of an FBA is to enhance the understanding of the purpose and function of a student's behaviours and provide information leading to interventions and needed support.
During the process, the student's responses to the interventions are monitored, and LEA/AEA staff are involved in collecting data. Ultimately, the analysis and interpretation of data gathered during the process should be led by someone with a background and knowledge of functional behaviour assessment. The FBA process allows educators to better understand the student's needs and what supports may be necessary within and outside of the general education classroom.
The IEP team, including parents, develops academic and behavioural goals they think a child can accomplish in one year. These goals become an important part of the IEP. The FBA may be updated with existing information and with the conclusions drawn from existing data without parent consent for re-evaluation. However, if creating an FBA meets the IDEA's definition of an evaluation, the IEP team must obtain parental consent for a re-evaluation.
A Behaviour Intervention Plan (BIP) is a written plan that describes the positive behavioural interventions and supports, as well as the strategies that will be implemented to address goals for a student's social, emotional, and behavioural development. The BIP should be developed based on the FBA summary and be directly related to the hypothesised function. An alternative/replacement behaviour should be identified that the child can use to reach the same function as identified in the FBA hypothesis. The alternative behaviour will replace the behaviours of concern for the student to obtain the same results.
The FBA process is particularly important for students with internalizing behaviours, which occur when students feel sad, worried, fearful, lonely, or hopeless. Interventions and supports for internalizing behaviours focus on strategies to decrease anxiety and/or depressive symptoms, as well as improving self-esteem and coping skills. For students with internalizing behaviours, accommodations such as allowing a student to choose between classroom tasks can be an effective way to decrease problem behaviours.
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Behaviour Intervention Plan (BIP)
When developing an Individualized Education Program (IEP), the team must consider the social-emotional behaviour of the student and whether it impacts their learning or that of others. If a child's behaviour is interfering with their learning or that of others, the team will discuss using positive behaviour interventions and supports, which may include a Behaviour Intervention Plan (BIP).
A BIP is a written plan that outlines the positive behavioural interventions, supports, and strategies that will be implemented to address a student's social, emotional, and behavioural development goals. It is based on the results of a Functional Behavioural Assessment (FBA), which identifies the functions of a student's behaviours and provides information to develop effective interventions and supports. The FBA process involves monitoring the student's responses to interventions and collecting data to enhance understanding of the student's behaviours.
The BIP should be directly related to the hypothesized function of the FBA and include an alternative or replacement behaviour that the child can use to achieve the same function. It is important to determine the level of reinforcement necessary to maintain the desired behaviour. The plan should also include appropriate prevention strategies and be regularly reviewed and updated based on progress monitoring information.
For students with internalizing behaviours, such as feelings of sadness, worry, fear, loneliness, or hopelessness, interventions and supports may focus on decreasing anxiety and depressive symptoms, improving self-esteem, and enhancing coping skills. Accommodations such as allowing students to choose between classroom tasks or providing consistent praise can also help decrease problem behaviours. Building relationships based on empathy, trust, and mutual respect can be effective in addressing problem behaviours and promoting emotional development.
It is important to note that teachers may feel ill-equipped to support students with emotional disturbances, and assumptions about the family should not be made. Stigma and labels can damage the self-esteem of emotionally disturbed children, and forming classroom rules with input from students and counselors can help prevent feelings of unfairness.
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Assistive technology
When creating an Individualized Education Program (IEP) for a student with internalizing behaviours, it is important to consider the use of assistive technology (AT) as a means of supporting the student's educational goals.
The Individuals with Disabilities Education Act (IDEA) requires public schools to provide eligible students with disabilities a free and appropriate education in the least restrictive environment. This includes the use of assistive technology, which can be listed in the IEP as "accommodations, supports, program modifications, or supplementary aids and services."
The IEP team, which includes the student's teacher, parents, and other professionals, determines the student's assistive technology needs through an assessment process. This process considers the student's strengths and weaknesses, likes and dislikes, and effective interaction strategies. The team may need to try out different AT devices to find the most appropriate one for the student.
The selected AT device(s) should be included in the written IEP, along with specific goals and objectives that address the student's educational, behavioural, and social needs. For example, a student may need assistive technology to improve their academic skills, such as adding or subtracting. The IEP should also specify any modifications required for standardized tests.
It is important to note that the IEP is a living document that should be reviewed annually or as needed to ensure the student is receiving the necessary support and making progress. The IEP team should also consider that the student's needs may change over time, and they should be prepared to adapt the assistive technology provided accordingly.
In summary, when creating an IEP for a student with internalizing behaviours, the inclusion of assistive technology can be a valuable tool to support the student's educational journey. By assessing the student's needs and providing appropriate AT devices and services, the IEP team can help the student develop academically, behaviourally, and socially.
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Frequently asked questions
Internalizing behaviors occur when students feel sad, worried, fearful, lonely, or hopeless. They can lead to depression and anxiety, poor school attendance, falling behind academically, and risk for suicidal ideation and attempts.
Students with internalizing behaviors often face challenges with their academic performance, attendance, and social skills. They may also exhibit signs of anxiety and depression, such as low self-esteem and poor coping skills.
Interventions and supports for internalizing behaviors aim to reduce anxiety and depressive symptoms while improving self-esteem and coping skills. Accommodations such as offering choices between classroom tasks, providing consistent praise, and forming relationships based on empathy, trust, and respect can be effective.
Individualized Education Programs (IEPs) can provide positive behavioral interventions, academic accommodations, and assistive technology to support students with internalizing behaviors. The IEP team, including parents, develops academic and behavioral goals for the student. Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs) are also used to understand and address the student's behaviors.
