Bringing Success to You!
Our NYS certified Special Education Itinerant (traveling) Teachers provide individualized support for children with cognitive delays, behavioral difficulties, poor social skills, or poor attention skills, through our SEIT program.Most commonly a Special Education Teacher will come to your child’s pre-school and provide her/him with individual instruction on problem solving, positive socialization, behavior modification, pre-literacy skills, math concepts, or language concepts. SEIT services provide the additional support necessary to help your child achieve appropriate readiness skills. Working with the child’s teachers and parents to implement these plans ensures that every child will develop their full potential.
ATC provides SEIT services throughout the five boroughs of NYC, as well as Rockland and Westchester Counties. Services can be provided at your child’s preschool, your home, or at a local library. SEIT services are approved through the Committee on Preschool Special Education (CPSE).
The Functional Behavioral Assessment and the Behavior Intervention Plan are formal ways for parents, teachers, and other school professionals to work collaboratively to determine the best way to help a student behaviorally. Students with misbehavior that are unsuccessful with typical behavior supports or the school-wide discipline plan, may need extra support. A student who is disruptive, consistently off task, aggressive, or exhibit any number of behavioral problems may benefit from these plans.
The first portion of this process is the Functional Behavioral Assessment (FBA). It is intended to be a problem solving process used to define the misbehavior and determine the function of a student's behavior. During the FBA the problem behavior will be clearly defined, including the severity and frequency. Much of the FBA is a formal brainstorming session, where participants attempt to determine the precursors to the misbehavior. In addition to "How is the student misbehaving," it is a time to answer the question, "Why is the student misbehaving." Participants should come to the meeting prepared to discuss times when there is not a disciple problem, and what occurs to make those times more positive. They should also be ready to discuss what occurs prior to the misbehavior to cause it.
Once the behaviors have been clearly identified through the FBA, as well as the precursors to the behavior, the participants will formulate a Behavior Intervention Plan (BIP). The BIP is the actual plan created to help improve behavior. It is also a formal way to document interventions that are attempted. The plan must be specific and clearly stated, including the persons responsible for implementing interventions, rewards, or measurement of the intervention. Punishment should not be the only method used to address misbehavior. The interventions should focus on teaching the student new skills. Interventions may focusing on teaching the student more acceptable behavior, modifying the classroom setting or curriculum, or modify the antecedent events. It may also introduce a behavioral intervention that uses reinforcements.