Behavior Assessment to Bullying

The topics listed are informational areas and individual websites that can be accessed by members of The American Academy of Special Education Professionals (AASEP). If you are not a member of AASEP, and would like to join AASEP, click on the following link: Join AASEP to Register .

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Behavioral Assessment to Bullying


Behavior Assessment, Plans, and Positive Supports

  • This article provides you with sources of information for helping children who have behavior challenges.: This Connections page focuses on Behavioral Assessment, Plans, and Positive Supports. Without a doubt, a critical first step in addressing problem behavior is determining why the student is exhibiting the behavior. To do so, a behavior assessment must generally be conducted. Only when more is known about the cause or causes of the student's behavior can appropriate positive supports be identified and provided.  

Behavior Contracts 

  • Here you can purchase on issues such as: driving, substances, school, allowance, chores, working, citizenship, dating, and more.: KidsContracts are very simple to use, fill-in-the-blank, agreements which cover a wide variety of important health, safety, social and educational issues. We think you will find that these contracts are one of the most important things that you and your child will ever agree to. We also think your investment (time and money) in these agreements will be one of the best investments you ever made. 
  • Steps in implementing behavior contracts between students and teachers, pros and cons, sample contract, discussions.: The behavior contract spells out in detail the expectations of student and teacher (and sometimes parents) in carrying out the intervention plan, making it a useful planning document. Also, because the student usually has input into the conditions that are established within the contract for earning rewards, the student is more likely to be motivated to abide by the terms of the behavior contract than if those terms had been imposed by someone else. 

Behavior at Home

  • This article provides you with sources of information for helping parents cope with their child with his or her behavior at home.: Challenging behavior, of course, often occurs outside the home and may need to be addressed in other environments as well. Because behavior is such a huge topic, we've split up our resource lists into separate Connections pages, as follows... read more 

Behavior at School

  • This article provides you with sources of information for helping children with disabilities with respect to behavior at school.: Having a child with challenging behavior can affect the entire family, and family members often find the need for more information and guidance in this difficult area. The resources listed below are intended to connect families with resources and support.  

Behavior Expertise

  • This particular page is one of many focusing on behavior issues and the various areas of behavior that need to be addressed.: Within this page, you'll find who's who in the behavior field, and where to go for more information, reading, links, and assistance. The list below isn't intended to be exhaustive of the behavior resources and expertise available to you---it's ever-growing. 

Behavior Intervention Plans

  • Offers services and resources to parents of autistic children.: From the Behavioral Intervention Association 
  • Evaluating the behavior intervention plan: This site  provides tips on how to use the information gathered during the functional behavioral assessment process to develop and implement positive behavioral intervention plans that address both the short- and long-term needs of the student.  Blank forms and sample completed forms that might be used for developing positive behavioral intervention plans and crisis/emergency intervention plans are included in the Appendices on this site. 
  • The Behavior Home Page: This site provides information on the three-tiered model of behavioral support. Interventions are developed at Universal (school-wide), Targeted (small groups or individual students), and Intensive (wraparound) levels to teach all students what they must do to be successful. This page identifies and provides links to resources for each level of behavioral support. 
  • Functional Behavior Assessment: This site provides its viewers with all of the resources needed to understand the usefulness of functional behavioral assessments and behavioral intervention plans in addressing student problem behavior, as well as what the law requires of school districts with regard to these topics. 
  • Developing Behavioral Intervention Plans: This site contains an article called, “Developing Behavioral Intervention Plans: A Sequential Approach,“ which explains the requirements of the IDEA regarding addressing problem behavior. It provides a step-by-step guide to conducting a functional behavioral analysis, and writing a behavior plan. 
  • Intervention Central: This site provides newly posted academic and behavioral intervention strategies, publications on effective teaching practices, and use tools that streamline classroom assessment and intervention. 
  • This site provides information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.: The Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. 
  • Addressing Problem Behaviors in Schools: Use of Functional assessments : Educators have long recognized that behavior difficulties can keep students from performing successfully in class. The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) address the issue of classroom behavior problems by requiring school- based IEP (Individualized Education Program) teams to use positive behavioral interventions and supports to address behaviors that interfere with the learning of students with disabilities and that of others (or that require disciplinary action).  
  • Addressing student problem behavior: This article describes the need for behavior intervention plans, lists some techniques, and goes into the topics surrounding behavior issues and how to address them using the behavior intervention plan. 
  • This site describes IEPs under the IDEA, functional assessment, and what you need to build a behavior intervention plan. It also lists the sources where the information was gathered from.: For some time, researchers and school personnel have been studying the effects of a wide range of problem behaviors on classroom learning. Research funded by the Office of Special Education Programs (OSEP) and other government agencies corroborates educators' concerns that behavior difficulties interfere with the learning of both the student exhibiting the behavior problem and his or her peers. 

Behavior Modification

  • ADHD behavior modification across the ages of students, and what techniques work – a good cross-section of suggestions for parents.: AD/HD behavior modification techniques. 
  • Identifies, discusses, and suggests techniques for teachers in handling difficult students in the classroom. : A reference for handling over 117 behaviors at home and school. 
  • Offers youth programs and crisis intervention to bring about lasting change – help for parents of struggling teens.: Lifelines Crisis Intervention represents programs which have assisted families from all corners of the nation in finding the best program for their teen. We represent only the finest programs in the U.S. that will help your teenager internalize lasting changes and assist you in rebuilding family unity.
  • Discussion of the guidelines for ADD in children.: New Guidelines for the Treatment of ADHD were issued by the American Academy of Pediatrics in September 2001.  They state that Behavior Modification should be used with medication and that some children may be helped by Behavior Modification alone. 
  • This is a very informative site that explains behavior modification, its history, techniques, factors influencing the effectiveness of it, and several reference sites with articles about it.: The basic idea behind behavior modification is to change one's behavior from being an undesired act to one that is desired or more acceptable. There are many different definitions of behavior modification. It seems as though each psychologist has a definition of his /her own for behavior modification. 
  • This article clears up conflicts people have about behavior modification. It gives examples of children who may need it and how to implement it.: All adults who deal with children develop strategies to shape their behavior. Children need basic tools of language, learning, emotional maturity and self-control to function effectively with others. The principles of Behavior Modification describe a formalized method that observes behavior and seeks to shape it in positive ways. The purposes of Behavior Modification in the education of children are NOT brainwashing, bribery or mind control. 

Bilingual and Culturally Diverse Students

  • A discussion on “Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students”: The disproportionate referral of bilingual and culturally diverse students to special education and related services is a pressing challenge in public school systems. Not only are unnecessary services a drain on resources, but they are harmful to children, taking them away from the classroom and inevitably stigmatizing them. In addition, an incorrect diagnosis may mean that a child does not receive the services he or she does need.  
  • Identifying learniong disabilities in cultually diverse students: As you probably know, appropriate identification and placement of English language learners who may also have learning differences/special needs can be quite difficult, as it's often hard to tell what may be a language problem and what may be a learning problem—the two often look very similar. There is quite a bit of research available on this topic that may be of help to you.  
  • Educating lingually and culturally diverse students: This page explains the important role of teaching bilingual and culturally diverse students. It goes over several Acts such as the Improving America’s Schools Act of 1994, which describes the rights of these students. 
  • This is a very thorough article that explains how culturally diverse and bilingual students are affected in schools, their characteristics, why they may have problems succeeding, and many procedures to help them to improve their educational experiences.: The increasing diversity of student populations creates problems for many school systems (Weismantel & Fradd, 1989). The need to provide meaningful instruction to students who are not proficient in English creates difficulties for educators. Many limited-English proficient (LEP) students also have special educational needs.  
  • This is a highly informative module presentation of topics that surround diverse students. It gives many suggestions and strategies on how to teach these students effectively.: This module is designed to take the place of a formal presentation in the Instructional Effectiveness Program (IEP). It is available free for use by all faculty, students, and staff at Oklahoma State University. All participants who wish to obtain course credit or a certificate for completion of IEP and who wish to count this module, as part of their work will complete the activities related to this module. 


  • Bullying is a serious problem with horrible consequences if left unchecked. The good news is that you can do lots to stop it. We hope that the resources listed are useful to you in that effort.
  • Prevention: School is supposed to be a place where students feel safe and secure and where they can count on being treated with respect. The reality, however, is that a significant number of students are the target of bullying episodes that result in serious, long-term academic, physical, and emotional consequences. Unfortunately, school personnel often minimize or underestimate the extent of bullying and the harm it can cause. In many cases, bullying is tolerated or ignored.