Santa Barbara County Special Education Local Plan Area (SBCSELPA)…………..A Joint Powers Agency
Continuum of Resources for Behavioral Support - Checklist
(not necessarily in order of implementation)
Note: LEA's shall exhaust their local resources, listed below (1-10), including " *Clinical Mental Health - Counseling" prior to accessing
Clinical Mental Health funding for "**Behavior Intensive Services" (Number 11 below: A systematic implementation of procedures
designed to promote lasting, positive changes in the student’s behavior resulting in greater access to a variety of community settings,
social contacts, public events, and placement in the LRE) from the SBCSELPA.
1. School-Wide Discipline Plan is a school-wide system that addresses behavioral support for all students. The plan
addresses three levels of intervention: universal (all students), selected (at-risk students), and targeted intensive (highrisk students). At the universal level, all students receive intervention which consists of clear behavioral expectations,
explicit teaching of school-wide and classroom rules, classroom and school-wide reinforcement systems, and social skills
training. Seventy to eighty percent of students will benefit from the universal level of intervention.
2. Classroom Management System supports set up in the classroom to address behavior and classroom
management (ie., rules/behavior expectations, procedures, reinforcement systems, etc.). Every class should have an
outlined classroom management system.
3. Student Success Plan is an informal individual plan for any student in either general education or special
education who needs individual support in the area of behavior. Examples may include point systems, behavior contracts,
token systems, etc.
4. Behavior Support Plan (BSP) is part of the student’s IEP that addresses behavioral issues. The focus of the plan
is on determining the function of the behavior and the purpose that behavior serves for the student. Addressing predictors
to the challenging behavior, teaching replacement behaviors, and methods of reinforcement are outlined in the plan.
5. School-Based Counseling is primarily provided by school counselors/psychologists on the school grounds and
during the school day. Counseling sessions are either individual or in small groups to address topics such as behavior,
self-control, positive choices, bullying, assertiveness skills, self-care, and healthy boundaries. At the same time, the
counselors strive to build self-esteem in each child to improve their ability to learn and participate in positive relationships.
6. Functional Behavioral Assessment (FBA) is required when conducting a Manifest Determination and the student
does not have a Behavior Support Plan. Functional behavior assessment (FBA) consists of a review of existing
records/information with or without collection of additional assessment data such as interviews, behavior assessment
scales, observation of student behavior and analysis of environmental conditions.
7. *Clinical Mental Health (CMH) - Counseling (Currently, considered the initial referral for CMH services with SBCSELPA)
Clinical Mental Health Counseling is a related service (DIS service) in the student's IEP as required to assist a child with a
disability to benefit from special education, and may include: psychological services, counseling services, and parent
counseling/training.
8. Functional Analysis Assessment (FAA) is conducted for students receiving special education services who
exhibit serious behavioral concerns. Title 5, California Code of Regulations defines a “serious behavior problem” as the
“individual’s behaviors which are self-injurious, assaultive, or cause serious property damage and other severe behavior
problems that are pervasive and maladaptive for which instructional/behavioral approaches specified in the student’s IEP
are found to be ineffective.” Assessment consists of: systematic observation of the student to determine antecedents and
consequences of the target behavior, ecological analysis of settings where behavior occurs most frequently, determining
the function of the behavior, interviews, review of records and previous interventions.
9. Positive Behavioral Intervention Plan (PBIP) is developed after analyzing the data gathered from a Functional
Analysis Assessment. The plan describes what appears to be triggering and reinforcing the problem behavior as well as
the consideration of environmental variable that may exacerbate the behavior. The plan should include the function of the
target behavior, replacement behaviors, reinforcement procedures, and goals and objectives. The Positive Behavior
Intervention Plan will become a part of the IEP.
10. Board Certified Behavior Analyst /Behavior Specialist Consultation coordinates with the student's school
team, reviews the existing PBIP/BSP data, makes classroom/home observations, and then consults with the IEP team to
make recommendations to improve the student's educational program.
11. Clinical Mental Health – **Behavior Intensive Services (Direct/Consult) is a systematic implementation of
procedures designed to promote lasting, positive changes in the student’s behavior resulting in greater access to a variety
of community settings, social contacts, public events, and placement in the LRE.
SELPA13 1-31-12 (E)