FTCE ESE Behavior Management 2 — Questions and Answers

Question 1: Which component of a Behavior Intervention Plan (BIP) identifies environmental changes designed to prevent problem behavior from occurring?

Consequence strategies
Antecedent modifications (Correct answer)
Replacement behavior
Crisis intervention plan

Correct answer: Antecedent modifications

Antecedent modifications are proactive changes to the environment or instructional conditions that reduce the likelihood of problem behavior by addressing triggers before they occur.

A well-designed Behavior Intervention Plan addresses all three components of the behavioral chain. Antecedent modifications change environmental conditions, routines, or instructional demands that trigger problem behavior — for example, providing a choice of tasks, adjusting seating, or pre-teaching transitions. These proactive strategies prevent problem behavior from occurring in the first place, which is more effective and humane than relying solely on consequences.

Question 2: Under IDEA 2004, when must a school district convene an IEP meeting to address behavioral concerns?

Only when the student is suspended for more than 3 days
When the student's behavior impedes their learning or the learning of others (Correct answer)
Only at the annual IEP review
Only when parents formally request it

Correct answer: When the student's behavior impedes their learning or the learning of others

IDEA requires that when a student's behavior impedes their own learning or the learning of others, the IEP team must consider positive behavioral supports and strategies, including conducting an FBA and developing a BIP.

IDEA 2004 specifies that when a student's behavior impedes their own learning or the learning of others, the IEP team must address that behavior through positive behavioral interventions and supports. This may include conducting a functional behavioral assessment (FBA) and developing or revising a behavior intervention plan (BIP). This requirement ensures that behavioral needs are proactively addressed as part of special education planning, not just in response to disciplinary incidents.

Question 3: What is the primary purpose of teaching a 'replacement behavior' in a behavior intervention plan?

To punish the student for the problem behavior
To give the student an acceptable way to meet the same need as the problem behavior (Correct answer)
To eliminate all behavioral responses
To increase academic engagement only

Correct answer: To give the student an acceptable way to meet the same need as the problem behavior

A replacement behavior serves the same function as the problem behavior but is socially appropriate and acceptable, providing the student with an effective way to meet their needs.

In positive behavior support, the replacement behavior is a core element of the BIP. It is a socially acceptable behavior that fulfills the same function as the problem behavior. For example, if a student engages in disruptive behavior to escape a difficult task (escape function), the replacement behavior might be asking for a break or requesting help. Teaching the replacement behavior ensures the student can still meet their need without engaging in the problematic response.

Question 4: Which positive behavior support strategy involves providing students with specific praise immediately following appropriate behavior?

Token economy
Behavioral momentum
Contingent praise (Correct answer)
Self-monitoring

Correct answer: Contingent praise

Contingent praise is specific, immediate positive feedback delivered right after a student engages in the desired behavior, strengthening that behavior through positive reinforcement.

Contingent praise is one of the most researched and effective positive behavior support strategies. It involves delivering specific verbal praise immediately after a student performs a desired behavior, clearly identifying what the student did correctly. Research shows that specific praise — 'I like how you raised your hand before speaking' — is more effective than general praise such as 'Good job.' High rates of contingent specific praise are associated with increased on-task behavior and reduced problem behavior.

Question 5: Florida's Multi-Tiered System of Supports (MTSS) Tier 3 behavior interventions are characterized by which feature?

Universal classroom rules applied to all students
Small group social skills instruction
Individualized, function-based interventions for high-need students (Correct answer)
School-wide positive behavior expectations

Correct answer: Individualized, function-based interventions for high-need students

Tier 3 in MTSS/PBIS is the most intensive level, consisting of individualized, function-based interventions specifically designed for students with the most significant behavioral needs.

In Florida's MTSS framework, Tier 3 behavioral supports are individualized and based on the results of a functional behavioral assessment. These interventions are designed for approximately 1-5% of students whose behavioral needs cannot be adequately addressed through Tier 1 (school-wide) or Tier 2 (targeted group) strategies. A Tier 3 behavior intervention plan is customized to address the specific function of the student's behavior and may involve wraparound services beyond the school setting.

Question 6: Which Florida ESE disciplinary provision limits the number of days a student with a disability can be removed from their current placement without triggering a manifestation determination review?

5 consecutive school days
10 cumulative school days (Correct answer)
15 consecutive school days
20 cumulative school days

Correct answer: 10 cumulative school days

Under IDEA and Florida rules, a manifestation determination review must be conducted if a student with a disability is removed for more than 10 cumulative school days in a school year.

IDEA 2004 and Florida ESE rules establish that when a student with a disability faces disciplinary removal that constitutes a change of placement — generally more than 10 cumulative school days in a school year or a pattern of removals — the school must conduct a manifestation determination review. This review determines whether the behavior was caused by or had a direct and substantial relationship to the student's disability, or was the direct result of the school's failure to implement the IEP.

FTCE ESE Behavior Management 2

Which component of a Behavior Intervention Plan (BIP) identifies environmental changes designed to prevent problem behavior from occurring?