Behavioral Support Programs

  • U. S. Office of Special Education Programs (OSEP) 

    The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21. OSEP, directly and through its partners and grantees, develops a wide range of research-based products, publications, and resources to assist states, local district personnel, and families to improve results for students with disabilities.

    This web site is designed to provide easy access to information from research to practice initiatives funded by OSEP that address the provisions of IDEA and NCLB. This web site will include resources, links, and other important information that supports OSEP’s research to practice efforts. Please continue to check the web site for new information that will be posted as it becomes available.

  • Attention Deficit Hyper Activity (ADHD)

  • Autism

  • Bipolar Disorder

  • FBA & BIP Discipline under IDEA

  • Learning Disabilities

  • Oppositional Defiant Disorder (ODD)

  • Tourette's Syndrome

  • Traumatic Brain Injury (TBI):

Horry County Schools Behavioral Support Programs

  • Horry County Schools (HCS) realizes that not all students will successfully navigate their social world without difficulty. In the case of a special needs student, there are legal guidelines referencing positive behavior supports and discipline within the context of the Individuals with Disabilities Education Act (IDEA). HCS is in compliance with these guidelines and has developed procedures to ensure that students receive positive behavioral supports along a continuum based on their individual needs.

    Positive behavioral supports is a behavior management system used to understand what maintains an individual's challenging behavior. Student's inappropriate behaviors are difficult to change because they are functional; they serve a purpose for them. The positive behavior support process involves goal identification, information gathering, hypothesis, development, support plan design, implementation, and monitoring. HCS offers a variety of positive behavioral supports in each school depending on each individual student’s needs.

    Informal intervention methods are utilized for students as a first step when students initially begin struggling in the emotional/behavioral/social arena. One of these interventions may include a behavior contract that would be implemented in the school setting. Classroom management interventions are also used as developed by the classroom teacher. Visual supports are provided for students who need assistance with transitions and daily routines.

    Functional Behavior Assessments (FBAs) clearly describe behaviors, identify the contexts (events, times, and situation) that predict when behavior will and will not occur, and identifies consequences that maintain the behavior. They also summarize and create a hypothesis about the behavior, directly observe the behavior and take data to get a baseline. FBAs will determine whether a Behavior Intervention Plan is warranted at this time.

    Behavior Intervention Plans (BIPs) are developed and implemented for students with disabilities who have behavior problems that impede their educational performance or the learning of others. HCS is committed to providing BIPS that are individualized and meaningful. Developing interventions that appropriately, effectively, and efficiently address the relationship between learning and behavior problems is a complex task that requires a host of essential elements and procedures.