Behavior
The Pennsylvania Department of Education estimates that approximately 30 percent of school-aged children will experience a behavioral, mental, or developmental condition in any given year. Challenging behaviors and intense emotional responses can cause distress for children and adolescents, as well as their families. Collaboration between the family and District team members is essential to supporting children exhibiting behavioral needs. The District recognizes that positive behavior support is an integral part of educational programming; the two must complement each other. The use of effective and appropriate strategies for controlling or changing inappropriate student behavior enhances educational success for students. Optimal learning outcomes are achieved in classrooms where a student's opportunity for learning and building self-esteem and individual responsibility is maximized. LMSD Policy and Administrative Regulations 236 guides behavioral supports for special education students within the District. The District provides ongoing professional development in the areas of behavioral regulation and positive de-escalation techniques and strategies.
LMSD prioritizes de-escalation strategies to address challenging behaviors and maintain a safe environment for all. De-escalation techniques may include active listening, using a calm and neutral tone, providing clear choices, removing triggers, and offering time and space for a student to self-regulate. These strategies aim to reduce stress and prevent escalation.
Restraints are used only as a last resort when a student's behavior poses an immediate danger to themselves or others. Their use adheres to strict legal guidelines, focusing on safety, proper staff training, and thorough documentation. Individuals who engage in de-escalation and restraints receive specialized training to ensure safe, effective practices. All restraints must be reported to the state of Pennsylvania. Restraints are never used as discipline, and parents/guardians are notified that school day if possible, but at least within one school day. Each incident is reviewed by the student's IEP team to ensure the student receives appropriate ongoing support.
A Functional Behavior Assessment (FBA) is conducted when a student's behavior interferes with their learning or the learning of others. It identifies the underlying causes of the behavior and how it impacts the student's ability to access their education. This process is essential to developing targeted strategies that address the student's unique needs.
A Positive Behavior Support Plan (PBSP) is created based on the findings of the FBA. The PBSP outlines proactive strategies, supports, and interventions to address the identified behaviors and promote positive, replacement behaviors. The plan is tailored to the student and integrates goals, reinforcement, and data collection to monitor progress, ensuring the student can succeed in their educational environment.
LMSD will review Policy and Administrative Regulations 236 during the 2024-2025 school year; revisions will be discussed during policy committee meetings and shared with the community. This helpful resource can assist parents/guardians in understanding students' behavior and how to support them.