La. Admin. Code tit. 28 § LVII-523

Current through Register Vol. 50, No. 11, November 20, 2024

Section LVII-523 - Self-Injurious Behavior

A. Students to be Considered. All students with disabilities who are enrolled in special education and who exhibit self-injurious behavior(s).

B. Definitions

1. Self-injurious behavior(s) is self-directed and negatively impacts the health and well-being of the student: (e.g., banging one's head, severely scratching oneself, pinching oneself, biting oneself, etc.) The behavior inflicts injury on self.

2. The self-injurious behavior(s) is consistent in nature (i.e., persistent, regular, or continuous).

3. Self-injurious behavior(s) requires intervention to ensure that there is a reduction in the behavior(s) or that appropriate social behavior is achieved or maintained.

4. Students who exhibit a self-injurious behavior(s) should have a goal(s) and objective(s) on the IEP to address the reduction and/or elimination of the self-injurious behavior(s).

NOTE: There may be instances when a self-injurious behavior is exhibited and no goal(s) and objective(s) are on the IEP to address the behavior. Documentation should describe the behavior, the baseline data, the intervention plan, results, and any revisions to the intervention, etc. However, it must be emphasized that these needs should be addressed on the student's IEP.

C. Steps to Applying Self-Injurious Behavior Criterion

1. Annual IEP

a. The IEP team identifies Self-Injurious Behavior Criterion as an area under which the student may need ESYP. The IEP team and/or the teacher/instructional personnel should use this criterion for the student who exhibits self-injurious behavior that is persistent, regular, and continuous.

b. There is a plan for conducting a functional behavioral assessment and developing a positive behavioral support plan.

2. Ongoing Data Collection/Screening

a. The behavior is clearly defined or described.

b. Baseline data are collected, including data pertaining to the frequency and/or duration of the behavior.

c. A positive behavioral support/intervention plan is designed and implemented by the IEP team.

d. The teacher/instructional personnel and/or parent(s) collect data to verify the success or failure of the intervention plan (e.g., frequency count, duration check).

e. Evaluate. If the data collected indicate that the intervention plan is not working to reduce the self-injurious behavior (usually about two weeks), the intervention plan should be revised. The teacher should go back to steps 3 and 4.

3. Is the student eligible for ESYP?

a. By the ESYP screening date, the teacher/instructional personnel reviews all of the data related to the behavior and considers the following.

i. Questions

(a). Does the behavior result in self-injury?

(b). Is continued intervention necessary to reduce the self-injurious behavior(s)?

(c). Is continued intervention necessary to ensure that appropriate behavior is achieved or maintained?

ii. Review Student Performance, Progress

(a). What do the data indicate? Has the self-injurious behavior decreased, or is the student in need of continued intervention?

(b). Do other team members see the same pattern of behavior?

b. Decision Making

i. If the data indicate the student is in need of continued intervention to maintain appropriate behavior or reduce self-injurious behavior, the student is eligible for the ESYP.

4. Required documentation:

a. a description/definition of the behavior;

b. baseline data;

c. a description of the intervention plan;

d. intervention data;

e. if necessary, the revised intervention plan(s);

f. Self-Injurious Behavior Documentation Form found on file at the department.

La. Admin. Code tit. 28, § LVII-523

Promulgated by the Board of Elementary and Secondary Education, LR 30:2002 (September 2004), amended LR 31:916 (April 2005).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:1941 et seq.