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Marie:  I know that when a child has an IEP, there is also a team formed specifically for that child. I am wondering when the child’s teacher is not trained in ABA(applied behavior analysis) and the outside agency’s practice and philosophy are ABA driven, who has the last say? Example , student has unpleasant behavior that the teacher doe not like, he will yell at the child and also bench the child for recess. When the outside agency is working in the classroom and the child has an undesired or inappropriate behavior , they will try to identify the antecedent , redirect, and try to have the student get compliant and be praised and encouraged to continue with desired behavior. I am an aide and I see these as complete conflicts of interest. It sets the student up for inconsistency and rough days.

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09/25/2016 9:20 pm

Great comment by Chuck. Additionally:

For some children, it is helpful to put in the IEP or 504: “Do not restrict access to recess except for misbehavior during recess.” Also: “Student will be given positive feedback for desired behavior.” I have never seen this, but what the heck, you could give it a try: “Avoid raising voice or displaying anger with student.”

An FBA-PBIP can be helpful when staff is responding to problem behaviors in a negative way.

Sometimes the adult’s behavior is more of a problem, actually, than the child’s. (Of course, we can’t SAY that.)

09/21/2016 2:17 pm

Part of the IEP process involves determining what supports (training, consultation, etc.) the teachers & staff need, Any one involved in the process could bring up the need for this. If you have not done so, you could bring this need to the principal. You could address it in terms of a staff need that includes you.