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It has been my experience that many children with TS are routinely punished for symptoms of their disorder and for behaviors that are determined by the school to be "disruptive". Under the Individuals with Disabilities Education Act (IDEA) a federal law that is a guide for all state special education regulations, the school is obligated to provide a Functional Behavior Assessment (FBA) for students whose behavior interferes with their education or the education of others. An FBA is a process of examining specific behaviors that require support from the school district in an attempt to limit the likelihood of the behaviors re-occurring.
An FBA is an assessment just like psycho-educational assessments, speech therapy assessments, physical therapy assessments, reading assessments, etc. A parent can request that an FBA be provided when the student's "behavior" is negatively affecting academics (Example: repeatedly being asked to leave the classroom; in-school and out-of-school suspensions, refusals by student to complete work, excessive anxiety that limits a students ability to learn, stress from inadequate social skills that interfere with learning, shouting out in class, etc.)
An FBA should examine where and when a specific behavior occurs and equally as important, where and when the behavior does NOT occur. Examining and discussing information regarding the specifics of a behavior that is interfering with the educational process is critical for the team. The goal of the child's team is to develop hypotheses as to why a behavior occurs, what is the function of the behavior and finally specific positive and proactive supports that can be provided for the student to assist in reducing the behaviors. The team must look at what they can do FOR the child to prevent the behavior instead of looking at what to do TO the child after the behavior occurs.
It is not true (as may people believe) that a student must be previously classified (already receiving special educational services) in order that an FBA be provided. It is an assessment to determine if services are necessary in a specific area of deficit just as other evaluations are accessing different areas of performance. If a child does not know how to read, the school is required to provide reading support. If a child does not know how to do math, the school provides extra math support. If a child does not know how to behave in a manner that supports academic growth, the school needs to provide extra behavioral support. To determine the specific deficit for reading or math, they do an assessment. Likewise, in order to determine what type of behavior support is required, an FBA is provided.
To take this analogy a step further, if the deficit were in reading or math, a plan would be developed which would be reviewed periodically to determine if the school was providing appropriate supports for the student to progress in these areas. The school must also develop a plan that needs to be reviewed periodically to determine if the school is providing appropriate supports for the student to progress in learning behavior skills. This type of plan is called a Positive Behavior Intervention Plan (PBIP).
IDEA states that the school must use the FBA to develop a Positive and Proactive Behavior Intervention Plan (PBIP). The FBA looks at when, where and why the behavior occurs and this information is used as clues to develop the PBIP. The accuracy of the FBA is critical to the appropriateness of the PBIP. It is wise if the team includes someone who is knowledgeable about TS and its associated disorders or is willing to educate themselves regarding TS symptoms and typical interventions. If a positive and collaborative relationship exists between the parents and the school, the parent may fill this role.
Unfortunately, the Federal law mandating FBA's and PBIP is relatively new and has no funding provided to train people. As a result many schools do not know how to execute an FBA and subsequent PBIP that is effective for a student with TS. If possible, advocates should attempt to have someone involved in the process who understands TS symptoms (e.g., a therapist, the treating physician or person from the local Tourette Syndrome Assoc. chapter). This would assist the school in understanding the educational difficulties that occur frequently for students with TS so they don't attempt to target tics or other TS symptoms.
As an example, since writing difficulties are so prevalent for students with TS, providing assistance with writing is frequently helpful. It can reduce stress while helping the child to be successful thus allowing the student to be open to learning strategies that will assist them in managing behavior. I have seen numerous examples where support with writing (scribe, allowing computer use, providing notes, extended time, etc.) often becomes the answer for improved grades as well as a major reduction in difficult behaviors.
There are materials available through TSA that will be of assistance in educating school personnel regarding symptoms. Frequently, however, behaviors are specific to individual and environmental factors. Every student and situation is unique and the data collected will drive what support he needs that will help him to be successful. A valid FBA and PBIP can be invaluable.
For additional general special education resources visit the IDEA Practices Website: www.ideapractices.org and www.fape.org
©2007,2008 Tourette Syndrome Association, Inc. 42-40 Bell Boulevard / Bayside NY 11361 / 718-224-2999