Topic 3 DQ 2 / ECS-220
40615Consider the following scenario:
Francisco is a third grade student who meets the eligibility requirements for emotional/behavioral disorder (EBD). While his testing indicates no cognitive deficiencies, he consistently performs in the average to below average range in most subjects. He has current IEP goals to work on requesting assistance, anger and stress management, and completing requested tasks.
In the past two weeks, Francisco has had five referrals for behaviors such as yelling at the teacher, tossing paper and books on the floor, refusing to comply with requested tasks, and pushing another student while on the way to the office.
The IEP team has been working with Francisco on his goals and a functional behavior assessment (FBA) has already been completed. The function of behavior has been determined as task avoidance. His work has already been reduced and modified to make sure it is at the correct level of difficulty and prompts and frequent breaks have been offered.
Positive behavior supports have also been put in place to help Francisco in meeting his goals (i.e., cue card to remind him of his options when he is frustrated, praise reinforcement, and earned breaks to work or play on the computer before returning to work when a task is finished).
Despite the interventions, the team feels Francisco’s disruptive behavior is escalating. On two recent occasions, the class had to be moved because of his outbursts when he refused to go to the office.
What steps might the team take to further assist Francisco? How should they determine whether a different placement is needed? Rationalize your choices and discuss how FAPE/LRE are taken into consideration.
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