Lrbi Project

Least Restrictive
Behavioral Interventions
By: Mia Angelis
What is LRBI?
• According to the LRBI TA Manual, “[the] LRBI

document guidance and information in creating
successful behavioral systems and supports within
Utah’s public schools.”
• The LRBI promotes the use of positive behaviors
and a safe learning environment for all students in
Utah’s school system.
• The goal is to enhance student learning outcomes.
USOE (September, 2015). Least Restrictive Behavioral Interventions Technical Assistance Manual; LRBI.
Effective Classroom
Management Procedures
(Pg. 27-36)
• Effective Classroom Management Procedures consist of:

• Prevention Emphasis
• Established Expectations/Rules
• Explicitly Teach Expectations/Rules
• Systematically Reinforce Expectations/Rules
• Correct Behavioral Errors
• Checklist for Classroom Management
Prevention Emphasis (Pg. 27)
• “The focus on prevention encourages appropriate behavior and helps

schools and school staff avoids a of punishment and reaction to behavioral
problems on a case-by-case basis.”
• Implementing behavior systems helps to establish what the rules and

expectations are.
• Reinforcing correct behavior and correcting any behavioral errors helps to

instill the proper behavioral skills.
• Effective classroom management helps to “address the needs of students

who are at risk of developing behavioral and/or academic problems.”
• Correct classroom management allows teachers and staff to see and

collect data of what is working in the classroom or what is not working.
(I.E. What behavioral interventions help, what methods for intervention
have worked/have not worked).
Established Expectations/
Rules
(Pg. 28)
• “Well-defined school expectations/classroom rules and procedures

are the foundation for effective behavioral support and academic
skill instruction.”
• There are expectations that are set at the school-wide level and
classroom rules that are set within each individual classroom.
• Both school-wide expectations and individual classroom rules

should coincide with each other for an effective learning outcome.
• Behavioral expectations are strongly set by the school-wide goals.

Most behavioral outcomes stem from the school-wide goals and
expectations.
Explicitly Teach
Expectations/Rules
(Pg.29)
• “Teaching students to understand basic school-wide and classroom

rules/expectations is proactive and often prevents behavioral
problems from occurring.”
• Explicitly teach common routines and behavioral

expectations/rules within the classroom.
• Have plans for when failure occurs or re-teaching needs to take

place.
• Make sure expectations/rules are rationale and adapted to fit the

classroom.
• Discuss outcomes for when the explicitly taught expectations/

rules aren’t followed.
USOE (September, 2015). Least Restrictive Behavioral Interventions Technical Assistance Manual; LRBI
Systematically Reinforce
Expectations/Rules
Pg. 31
• “Reinforcement systems should be aligned with

expectations/rules and of sufficient intensity to
build/maintain desired behavior.”
• Follow: IFEED-AV to reinforce expectations/rules.
• IFEED-AV stands for Immediate, Frequent,

Enthusiasm, Eye Contact, Descriptive, Anticipation,
and Variety.
IFEED-AV
Pg. 31
• I- make reinforcement meaningful by having it follow closely after the

demonstration of expectation or rule.
• F- frequently reinforce students during the learning process of a new behavioral

skill. Don’t forget to reinforce for positive behavior, this helps to maintain more
positive behaviors as opposed to negative ones.
• E- by reinforcing students in a congratulatory manner makes the positive

reinforcement more meaningful and students will have this positive connection
associated with their action.
• E- eye contact allows students to feel important and also allows for the teacher
to have undivided attention. Social cues are essential for positive behavior
association.
• D- describe behavior while enforcing it. Make desired and undeserved behavior
clear to students.
• A- “building excitement and anticipation for reinforcement can be a powerful

motivator.”
• V- make sure to change up the reinforcement methods so that students don’t

get tired of the same things.
Correct Behavioral Errors Pg. 32
• “… correcting behavioral errors at the school-wide level should be

consistent across staff members and school locations including
classrooms.”
• To be successful both the school and individual classrooms should have

the same application of what constitutes a behavioral error.
• Reductive techniques are known as a “…problem behavior.”
• Reductive techniques and proactive strategies should be used together to

teaching appropriate replacement behaviors.
• Use all correctional tools sparingly and ensure that they take up the least
time as possible.
• Tips: The earlier identification of misbehaviors, the better. Use reductive

techniques that are strong enough to omit an immediate behavior change.
Checklist for Classroom
Management
Pg. 36 & 122
• A checklist for classroom management is an easy reference sheet designed

with three colors– Red, Yellow, and Green.
• Red means: I didn't’t do this check list item properly and what I’m asking
for is not clear.
• Yellow means: I am meeting this checklist standard but not thoroughly or

consistently.
• Green means: I do meet this checklist standard, my expectations are clear,

and I have adequately stated what I expect.
• On page 122 of the LRBI TA there is a classroom management checklist

that can be used or ideas can be taken from it to better deign a checklist
that fits individualized classroom needs.
Universal Intervention Pg. 70-86
• The first tier of intervention/support.

• Supports used or provided for all students to enable
and encourage successful learning outcomes in the
classroom and school wide goals.
• Examples of universal intervention: self-
managements, appropriate and motivating
instructional practices, and environmental
engineering.
Targeted Intervention Pg. 87-100
• The second tier of intervention/support.

• If tier one supports are not adequate for a student they then
move into tier two.
• Tier two provides more targeted and personalized interventions
for a student.
• Interventions are provided in a small group setting in
combination with general curriculum.
• Examples of targeted intervention: Peer tutoring, self-
management, and social skills instruction.
Individual Intervention Pg. 101-109
• The third tier of intervention/support.
• Individualized and intensive intervention that target

the students specialized needs (specialized
behavioral needs).
• Examples of individual intervention: Positive

proactive over-correction, physical guidance, and
required relaxation.
FBA Pg. 44
• FBA stands for “Functional Behavior Assessment.”

• “FBA is structured information gathering regarding a
target behavior and possible functions the behavior may
serve for the students.”
• The FBA is used to design an intervention plan using the
BIP (next slide).
• FBA and BIP can be used at either the Tier 2 or the Tier
3 level of interventions.
BIP Pg. 47
• BIP stands for “Behavior Intervention Plan.”

• “Using the hypothesis statement generated from the
FBA… intervention plans and strategies that
emphasize skills students need in order to behave in
a more appropriate way…”
• Plans should be evaluated and adjusted frequently.
• * BIP’s developed for students with disabilities will
be incorporated in their IEP plan and services.
Manifestation Determination
Pg. 17 & 49-53
• “A review of the relationships between a student’s disability and a behavior subject to the
disciplinary action. Determination is required when the LEA removes or considers
removing a student for weapons or drug violations…”
• Since all disabilities are different each case must be reviewed on a case-to-case basis.
• On page 53 there is a disciplinary removal flowchart. The flowchart can be used to

determine if the student does or does not need to be considered for manifestation
determination. The chart should be used within the first 10 days to determine the students
disciplinary outcome.
• If the students misconduct directly correlates with his or her disability school teams such as
the IEP or the LEA must make a plan for removing and reassessing.
• If a student is being considered for a drug or weaponry violation that does or does not
directly correlate with their disability a Manifestation Determination is necessary. A
students BIP/IEP must be taken into consideration during this process.
• Drug or weapon violations result in an automatic removal and further assessment with the
IEP team/parents/school staff for disciplinary placement.
Reference
USOE (September, 2015). Least Restrictive Behavioral

Interventions Technical Assistance Manual; LRBI

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Least Restrictive

• According to the LRBI TA Manual, “[the] LRBI

• Effective Classroom Management Procedures consist of:

• “The focus on prevention encourages appropriate behavior and helps

• Implementing behavior systems helps to establish what the rules and

• Reinforcing correct behavior and correcting any behavioral errors helps to

• Effective classroom management helps to “address the needs of students

• Correct classroom management allows teachers and staff to see and

• “Well-defined school expectations/classroom rules and procedures

• Both school-wide expectations and individual classroom rules

• Behavioral expectations are strongly set by the school-wide goals.

• “Teaching students to understand basic school-wide and classroom

• Explicitly teach common routines and behavioral

• Have plans for when failure occurs or re-teaching needs to take

• Make sure expectations/rules are rationale and adapted to fit the

• Discuss outcomes for when the explicitly taught expectations/

• “Reinforcement systems should be aligned with

• Follow: IFEED-AV to reinforce expectations/rules.

• IFEED-AV stands for Immediate, Frequent,

• I- make reinforcement meaningful by having it follow closely after the

• F- frequently reinforce students during the learning process of a new behavioral

• E- by reinforcing students in a congratulatory manner makes the positive

• A- “building excitement and anticipation for reinforcement can be a powerful

• V- make sure to change up the reinforcement methods so that students don’t

• “… correcting behavioral errors at the school-wide level should be

• To be successful both the school and individual classrooms should have

• Reductive techniques are known as a “…problem behavior.”

• Reductive techniques and proactive strategies should be used together to

• Tips: The earlier identification of misbehaviors, the better. Use reductive

• A checklist for classroom management is an easy reference sheet designed

• Yellow means: I am meeting this checklist standard but not thoroughly or

• Green means: I do meet this checklist standard, my expectations are clear,

• On page 122 of the LRBI TA there is a classroom management checklist

• The first tier of intervention/support.

• The second tier of intervention/support.

• The third tier of intervention/support.

• Individualized and intensive intervention that target

• Examples of individual intervention: Positive

• FBA stands for “Functional Behavior Assessment.”

• BIP stands for “Behavior Intervention Plan.”

• On page 53 there is a disciplinary removal flowchart. The flowchart can be used to

USOE (September, 2015). Least Restrictive Behavioral

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