LRBI Technical Assistance Manual - September 2015 - Positive Behavioral Supports & Selection of Least Restrictive Behavioral Interventions

Oct 22, 2026

Uploaded by Rowan

LRBI Technical Assistance Manual provides guidance for implementing Least Restrictive Behavior Interventions (LRBI) and Positive Behavioral Supports in Utah schools. It emphasizes that all students can succeed through sufficient effective instruction, early intervention for behavioral and academic needs, and a comprehensive tiered system. The manual highlights how ongoing behavioral and academic data should drive instructional decisions and shared accountability across staff and leadership.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages88

Reading Time3 h 42 min

AccessFree to download

Introduction

Purpose of the LRBI Technical Assistance Manual

State & Federal Laws, Rules, & Policies Related to Student Conduct

Standards for Student Conduct & Discipline Policies

Prevention of Conduct Problems

Interventions for Misconduct

Grounds for Disciplinary Action including Removal from School

Consequences of Misconduct

Parental Notiﬁcation

Training for Staff, Students, Parents & Volunteers

Evaluation & Reporting

Laws, Rules, & Policies: Students with Disabilities

Effective Schools

Research on Safe & Successful Schools for All Students

Multi-Tiered System of Supports (MTSS)

Positive Behavioral Intervention & Supports (PBIS)

Effective Classroom Management

Prevention Emphasis

Pillar 1: Establish Expectations/Rules

Pillar 2: Explicitly Teach Expectations/Rules

Pillar 3: Systematically Reinforce Expectations/Rules

Pillar 4: Correct Behavioral Errors Checklist for Classroom Management

Institute of Education Sciences: What Works Clearinghouse

Data-Based Decision Making

Problem-Solving Process

Data-Based Intervention Selection Implementing & Monitoring

Individual Behavior Change

Functional Behavior Assessment (FBA) & Behavioral Intervention Plan (BIP) Procedures

Procedures for Behavior Intervention Plan (BIP)

Discipline Procedures

School Suspensions

Removal: Disciplinary Requirements for All Students

Discipline for Students with Disabilities

Disciplinary Removal Flowchart for Students with Disabilities & Summary Selecting Interventions

Crisis Management

Emergency Safety Interventions (ESIs)

Cycle of Acting-Out Behaviors: Crisis Cycle

State of Utah Office of Education Brad C. Smith. State Superintendent of Public Instruction [www.schools.utah.gov](www.schools.utah.gov) 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 L E A S T R E S T R I C T I V E B E H A V I O R A L I N T E R V E N T I O N S LRBI Technical Assistance Manual SEPTEMBER 2015 P o sitiv e B eha v ior a l Supports & Selection o f L e ast Restrictiv e Beha vioral Interv e ntions CO RE PRINCIPLES The LRBI Technical Assistance Manual has been revised to clearly reflect the following core principles: ■ All students can learn and achieve high standards if provided sufficient, appropriate opportunities to develop skills asa result of effective teaching. ■ Intervening at the earliest indication of both behavioral and academic needs is necessary for student success. ■ A comprehensive system of tiered interventions is essential for addressing the full range of student needs. ■ Student outcomes improve when ongoing behavioral and academic performance data inform instructional decisions. ■ All school personnel share responsibility for effective instructional practices and monitoring student progress. ■ Effective leadership at all levels is crucial for the maximum achievement of student outcomes. L E A S T R E S T R I C T I V E B E H A V I O R A L I N T E R V E N T I O N S LRBI Technical Assistance Manual SEPTEMBER 2015 P o sitiv e B eha v ior a l Supports & Selection o f L e ast R e strictiv e Beha vioral Interventions A c k n owledgement s Utah created the Least Restrictive Behavior Interventions (LRBI) in 1992, and in 2014 appointed a multidisciplinary statewide task force to revise the Least Restrictive Behavioral Interventions Technical Assistance Manual. School districts and charter schools staffs, parents, and other stakeholders have found the document useful and requested that an update ofthe LRBI to provide guidance for both general and special education students. Ta sk Fo r c e Members The USOE appreciates the time and effort spent by the multidisciplinary task force members in contributing to the development of this document. Carol Anderson Utah State Office of Education Steve Andersen Provo School District Sarah Bloom Utah State University Ryan Burke Alpine School District Leslie Castle Utah State Board of Education Laura Coates Davis School District Travis Cook Utah State Office of Education Glenn Dyke Utah Personnel Development Center Echo Cunningham Academica West Cal Evans Educational Consultant Kim Fratto Utah State Office of Education Liane Frederick Salt Lake City Police Department Glenna Gallo Utah State Office of Education LauraLee Gillespie Disability Law Center Shelley Halverson Salt Lake City School District Linda Hansen Utah State Board of Education William Jenson University of Utah Allison Jones University of Utah Karen Kowalski Educational Consultant Doug Larsen Granite School District Luann Leavitt Jordan School District Marilyn Likins Utah State University Cathy Longstroth Utah Personnel Development Center Michelle Marchant Brigham Young University Rob O’Neil University of Utah Lowell Oswald Utah Personnel Development Center Aileen Pace Utah State Office of Education Amy Peters Utah Personnel Development Center Christian Sabey Utah State University Andrew Samaha Utah State University Jennifer Slade Utah State Office of Education Terri Summers Jordan School District Kathy Tatum Salt Lake City School District Leah Voorhies Utah State Office of Education Rachael Waller Weber School District Kathy Wittke Jordan School District CONTENTS I I-A II II-A II-B II-C II-D II-E II-F II-G II-H II-I III III.A III. B IV IV-AIV-B IV-CIV-D IV-E IV-F IV-G V V-A V-B V-C VI VI-A VI-B VI-C INTRODUCTION Purpose of the LRBI Technical Assistance Manual STATE & FEDERAL LAWS, RULES

FAQs

What core principles guide the LRBI Technical Assistance Manual?

The manual states that effective instruction and sufficient opportunities support student learning and achievement. It also stresses early intervention, tiered supports, and using ongoing behavioral and academic data to inform decisions.

Why is a tiered intervention system considered essential?

A comprehensive system of tiered interventions is necessary to address the full range of student needs, from early indications through more intensive supports as required.

What processes does the manual include for individual behavior change?

It includes Functional Behavior Assessment (FBA) and procedures for developing a Behavioral Intervention Plan (BIP), including specific steps for conducting FBA and implementing BIP procedures.

Oct 22, 2026

Uploaded by Rowan