Behavior Adjustment Unit
(Parent Guide)
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BAU
o The BAU is an instructional placement for students who are not making progress in
general education, inclusion, and/or resource classes due to behavior and/or emotional
challenges.
o The BAU is a special education placement with social, behavioral, and emotional
supports; it is not a punitive or disciplinary placement.
o The length of time students remain in the BAU varies and is dependent on progress
on individual goals.
o By focusing on students’ strengths and teaching them specific social and coping
skills, they will more likely become successful in managing both instructional and
social environments.
o Teaching social skills (based on several specific curricula) is a central part of the BAU
daily routine.
o Students play an active role in monitoring and measuring their own progress, as well
as setting goals for themselves.
o When students enter the BAU, individual goals are created, as well as a plan for
transitioning out of the program.
o Instruction and intervention strategies are individualized to meet the specific needs of
each student.
Guidelines for Placement in the BAU
Placement in the BAU is intended to be therapeutic in nature and is not to be used as a
disciplinary placement. Students being considered for placement must receive special
education services and have an eligibility of ED, OHI, and/or the student is experiencing
extreme difficulties in the areas of behavior or social skills. Placement in the BAU is
determined by the ARD Committee and is to be considered only after various interventions
have been implemented by the home campus.
Behavior Management System
The BAU behavior management system was developed by Wylie ISD staff and is based on
extensive research on which components/strategies have proven to yield the greatest levels of
success for students with emotional and behavioral challenges. Below are some of the research
based practices that have been used to create the BAU behavior management system.
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Individual Goal Setting
Token Economy
Behavior Modification strategies
Social Skills Curriculum
Highly structured classroom environment
Active problem-solving
Level system & point sheets
Goals - Student goals are developed based on Functional Behavior Assessments and involve
behaviors that are high in frequency and/or intensity, and cause the student significant
problems in the classroom or other school environments (such as lunch, transition periods,
etc…). Goals are stated in positive terms and include realistic, measurable outcomes. A plan
for achieving the goals will also be developed. This plan will include realistic benchmarks,
frequent feedback, discussion, and revision as necessary. Progress on the goals determines
movement through the level system.
Levels & Advancement through the System – The level system consists of five levels, with
students’ privileges and responsibilities increasing as they advance to through the levels.
Students have the opportunity to earn points each class period, including lunch and bus
time. Advancement to the next level is contingent on earning set numbers of points. While
the system is intended to focus on positive reinforcement for appropriate behavior, it does
include some specific consequences for unacceptable behavior, such as Take 5s and Take 10s.
All students will participate in Friday Reinforcement Time (RT) regardless of what level
they are on; as this time is considered an important component of social skills training.
Daily Data/Point Sheets – Points for targeted behaviors/goals are determined at the end of
each class period. Students will have the opportunity to provide input regarding points
earned; however, the teacher will have the final say as to how many points have been earned.
This process will provide the opportunity for a positive and open discussion between staff and
students, an opportunity for teaching social skills that apply to specific situations.
(Appendix B)
Impulse Control Sequence – The Impulse Control Sequence is a structured way of managing
behavior by making the student aware of the consequences of their behavior. It consists of a
series of warnings, Take Five, Take Ten, and a PC (Parent, Principal, of Police Contact),
within each academic period. Each consequence results in an inability to earn the
corresponding behavior points and will be noted on the student’s point sheet.
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Warning – Consists of a verbal redirection. Each student is allowed two warnings per
academic or work period. Each work period is broken down into a marking period with
feedback on behavior given at the end of each period. The third warning during a period
results in the student going to Take Five (T5).
Take Five (T5) – The actual removal of the student to a designated area in the
classroom for a minimum of 5 minutes. The purpose of T5 is to stop the escalation of
inappropriate behavior.
Take 10 (T10) – The removal of the student to a designated area in the classroom for a
minimum of 10 minutes. Take 10 allows the student a longer calming down period and a
slower return back to his/her designated area.
Parent, Principal, or Police Contact for Discipline (PC) – The contact of a parent,
principal, or police officer due to aggression or extreme classroom disruption. When PC has
been appropriately completed, the student will serve a T5 or T10 before returning to their
designated area.
Sub-level Instruction – Sub-level instruction is used after the student has
continually been unable to make and maintain progress at a given level. Staffing with the
Behavior Specialist is required to develop a sub-level plan.
Automatic Take 5 (AT5) or Automatic Take 10 (AT10) – These are earned when the
student’s behavior needs an immediate intervention (rather than moving through the
impulse control sequence). This is enacted to maintain the learning environment and help
ensure student safety. Behaviors that warrant AT5 or AT10 might include, but are not
limited to, throwing furniture, throwing dangerous objects or verbal outbursts/arguments.
Automatic Down (AD) – When a student’s behavior is such that it requires serious
consequences, they earn an AD. An AD is a loss of all points and privileges of the current
level. Examples of behaviors that might result in an AD include, but are not limited to,
physical aggression or police contact.
Social Skills Instruction & Class Meetings
Formal social skills instruction will take place at least once daily while informal social skills
training will occur throughout each day as situations arise. Specific lessons from the social
skills curriculum available will be utilized.
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Classroom Structure
The BAU classroom structure includes:
o Daily Social Skills Instruction and review of individual goals.
o Academic or work time
o Reinforcement time – This is structured social learning time (specific amount
of time is dependent on individual student needs)
o Routine data collection
o Cool down – This time is provided as needed for each
student and involves removal from the academic area or area in which the
student was working.
o Take 5 & Take 10
o Automatic Down
Staff Support
The BAU staff receives on-going support from the Behavior Specialists, who serve as the
primary contact-person for the classroom staff. Behavior Specialists visit each BAU class
at least once per week to provide consultation and guidance to the staff.
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References
Brendtro, L., Brokenleg, M., & Van Bockern, S. (2002). Reclaiming youth at risk:
Our hope for the future. Bloomington, IN: National Education Service.
Crane-Reynolds Behavior Management Level System. (1982-2000). Houston, TX:
Crane-Reynolds, Inc.
Lifespace Crisis Intervention – New Direction for Chronic Self-Defeating Behavior.
(Reprinted from Healing Magazine, 3(2), 1998).
http://www.lsci,org/files/lsci/media/LSCI-Article.pdg
Newman, D. (2012). Nicholas Hobbs and schools of joy. Reclaiming Children and Youth.
21(1), pp. 25-28.
Rubin, R. (2012). Independence, disengagement, and discipline. (2012). Reclaiming
Children and youth, 21(1), pp. 42-45.
Smart, M. (2012). Unconditional space: Turning risk into resilience. Reclaiming
Children and Youth, 21(1), pp. 33-36.
Sprick, R.S., & Howard, L. (1995). The teacher’s encyclopedia of behavior management:
100 problems, 500 plans. Eugene, OR: Pacific Northwest Publishing.
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