Consistency: an essential element

The importance of knowing the Law
30 EC 56520 - Behavioral Interventions Legislative Findings, Declarations and Intent

That teachers of children with special needs require training and guidance that provides positive ways for working successfully with children who have difficulties conforming to acceptable behavioral patterns in order to provide an environment in which learning can occur.

That behavioral management plans be developed and used, to the extent possible, in a consistent manner when the pupil is also the responsibility of another agency for residential care or related services.

I am currently working with a student whose behaviors can be operationally defined as hitting staff and students, biting, spitting, throwing himself on the floor, running out of the classroom, hiding under tables, etc. His behaviors have increased over the past week and half. He is currently in middle school and rotates between three classrooms, each run by one teacher and three instructional assistants. I feel that there is no consistency in the manner his behaviors are managed, in the use of reinforcements and in how the student is treated by staff when his behaviors escalate. As the law dictates, behavior management plans should be developed and implemented in a consistent manner. My student has demonstrated these behaviors on and off for the past three months and still no functional analysis has been done. Needless to say, a behavior intervention plan has not been created.

Please explain the ways you would initiate and coordinate communication and collaboration with the IEP team.