Behavior Support

• During the intake process, in-school observations and consultations are utilized to inform parents and the district in choosing an appropriate school environment referencing the Least Restrictive Environment (LRE) process. These services are meant to evaluate the likelihood of the student's success at BCCD, and help facilitate conversation to provide the most appropriate resources for the student and their family.
   

• Functional Behavior Assessments (FBAs) are used as necessary to assist in determining the function(s) of a student's behaviors. An FBA is a crucial component in designing an individual’s behavior intervention plan and/or implementing positive behavior supports.
   

• Positive Behavior Supports (PBS) and Behavior Intervention Plans (BIP), which are derived from an FBA outline the behaviors that will be targeted for reduction while teaching alternative replacement behaviors. Behavior plans are created as needed using a least restrictive approach guided by the principles of Applied Behavior Analysis (ABA).

​

• BCCD administers several assessments including but not limited to The Assessment of Basic Language and Learning Skills-revised (ABLLS-R), and the Assessment of Functional Living Skills (AFLS), to develop individualized learning goals which are included in the student's Individualized Education Plan (IEP).
   

• BCBAs work collaboratively with teachers and related service providers to individualize the student's learning process and address challenges in the core content areas by using the principles of ABA, academic/ environmental modifications, differentiated instruction, and breaking down skills into smaller components.

​

• BCBAs collect data to track progress, assist in clinical decision making, and coordinate care with student's home providers and physicians including psychiatrists.