Escape-Maintained Behavior, a Weak BIP, and Discipline
Leah is an 11-year-old sixth grader with autism. She is verbal and reads on grade level. During math independent work, she tears worksheets and runs into the hallway. The school has logged 14 office referrals in six weeks. The assistant principal wants in-school suspension; the teacher uses a clip chart and removes recess. An FBA shows the behavior occurs in 80% of math independent-work periods, usually after five minutes. Antecedents include long worksheets, noisy transitions, and unclear directions. Consequence data show that staff usually send her to the hallway or office. Her BIP says 'be respectful' and 'earn tickets for staying seated'; tickets are delivered inconsistently, and her break card is rarely honored. She can ask for a break when prompted but does not use the card independently. The principal asks whether suspension is appropriate and what should change.
1. Using the FBA data, analyze why the current BIP is failing and what function the behavior serves.
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The FBA pattern points to escape from a demanding, noisy, unclear task. The behavior occurs after about five minutes of independent math, and the typical consequence is removal to the hallway or office. That consequence directly reinforces escape. The clip chart and loss of recess add punitive attention and anxiety but do not teach a replacement skill. The BIP is not function-based: 'be respectful' is vague, tickets for staying seated are delayed and inconsistent, and the break card is not honored. Leah has a communication skill, but it is not fluent or reliably reinforced.
The team should therefore treat the behavior as maintained by negative reinforcement (escape). Suspension would likely confirm the escape function, remove her from instruction, and may escalate the cycle. It also raises procedural questions because the behavior is connected to her disability. The first step is to stop using hallway removal as the default response and to give Leah a reliable, acceptable way to request a break.
2. Design a function-based BIP with antecedent, replacement, reinforcement, response, and data components.
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The BIP should change antecedents, teach and reinforce a replacement behavior, and respond consistently. Antecedents: shorten the worksheet into three-item chunks, provide a visual checklist and a clear finish line, preview directions, reduce classroom noise or offer headphones, and schedule a brief movement break before independent work. Replacement behavior: Leah will request a break using her card or a scripted phrase. Staff must honor the request quickly at first, then require a small amount of work before the break and gradually lengthen. Reinforcement: immediate access to a preferred break or activity after each completed chunk, plus specific praise for requesting a break and for starting work. Response: if she tears the paper or runs, use a calm, planned escort back to the task with minimal attention; do not send her to the hallway as a reward. Data: frequency and duration of tearing/elopement, independent break requests, work completion, and time on task. The team should review data weekly and fade supports as Leah succeeds.
3. Is in-school suspension appropriate here, and what procedural safeguards apply?
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Before imposing in-school suspension, the principal should recognize that this is a disciplinary change of placement if it exceeds 10 school days in a school year, and even shorter removals can trigger review if they create a pattern. The IEP team must conduct a manifestation determination review within 10 school days of the decision. The key question is whether the behavior was caused by or had a direct and substantial relationship to Leah's autism, or was the direct result of the district's failure to implement the BIP.
Given the FBA data, the behavior is closely tied to escape from task demands and to staff failure to honor the break card, so a manifestation is likely. The team should review and revise the BIP, provide staff training, and consider whether the current placement can implement the plan with fidelity. Suspension should not be used as the primary intervention. If the team believes the behavior is not a manifestation, it must document the basis and provide the required procedural safeguards.