LRBI

Least Restrictive
Behavioral Interventions

Purpose of LRBI
The purpose of the LRBI policy is to provide rules for the
use of behavioral interventions. The LRBI also describes
research-based intervention procedures for
Individualized Education Program (IEP) teams, LRBI
committees, and others working with students with
challenging behaviors.

MTSS-Multi-Tiered System of Supports

Academics

Tier
3
Inten
sive
Tier 2
Supplemental
Tier 1
Core
Coaching

Behavior

Tier 1 > General Instruction

Academic components
for all students include
quality core instruction
that is explicit,
methodical, and
differentiated, and
uses scientifically
based instruction to
teach important
elements outlined the
Utah Core Standards
with fidelity.

Tier 1

Universal preventive
and proactive practices
implemented using
valid and reliable data,
following a team
approach school-wide.
Positive Behavioral
Intervention and
Support (PBIS)
application includes
following a sequence of
addressing four Pillars
of Implementation:
Established
expectations, explicitly
taught expectations,
reinforcement and
acknowledgment of
following expectations,
and systematic
correction of behavioral
errors and re-teaching
of social and behavioral
skills for all students

Academic components
include supplemental
targeted instruction (in
addition to
universal/core
instruction) that
addresses the specific
needs of students who
do not meet benchmark
requirements. These
academic interventions
should be targeted,
scientifically based, and
aligned with core
classroom instruction.
Behavioral and
academic supplemental
targeted interventions
require continuous
collection and analysis
of data for decision
making and attention to
the following:
Increasing structure and
predictability of
environmental and
instructional demands
Increasing intensity of
instruction Increasing

Tier 2

If the behavior of
some students is
not responsive,
more intensive
behavioral supports
are provided in the
form of a targeted
intervention (Tier 2)
Targeted
Interventions
Supplemental,
targeted
intervention for
students who are in
need of behavioral
support in addition
to school-wide PBIS.
Targeted behavioral
interventions
include matching
students to
intervention based
on need (i.e.,
function of
behavioral error) in

What should and IEP team consider before

implementing tier 3 interventions?
Look at the data that has been gathered.
Has everything been adjusted and tried?
What worked and what didnt work.
If there has not been any progress made, the IEP team needs to
meet to discuss if tier 3 interventions are appropriate for desired
behavior.

Intrusive individual interventions (Tier 3).

Academic components include
intervention designed to
provide intensive, targeted
support to the most at-risk
learners.
This level of instruction is more
explicit, more intensive, and
specifically designed to meet
individual needs.
The duration and intensity of
this intervention is variable
based
upon student assessment and
progress monitoring data.

Intrusive Individual Interventions

Intensive individual interventions
for students who have not responded to
school-wide PBIS and targeted
intervention. This level of intervention
often requires collaboration with
families, juvenile justice officials,
community agencies, and medical
professionals, commonly known as wraparound services. Intrusive Individual
Interventions Intensive individual
interventions for students who have not
responded to school-wide PBIS and
targeted intervention. This level of
intervention often requires collaboration
with families, juvenile justice officials,
community agencies, and medical
professionals, commonly known as wraparound services.

Definitions of BIP and FBA

BIP
Behavioral Intervention
Plan to enable the
student to learn a
replacement behavior
more appropriate to
obtain what the student
needs.

FBA
A Functional Behavior
Assessment to determine
thee motivation of a
student who engages in
misconduct.

Manifest Determination

Safe school policy over rides. The student is removed

from the school for maximum of 45 days. During this
time the student will be at an alternative educational
setting. Even if the student has a behavior problem or
not.
For detailed information on Manifest Determination you
can find it on pg. 156 of the LRBI
http://www.schools.utah.gov/sars/Behavior/LRBIManual.
aspx

Sources
LRBI TA Manual- 02/2015
http://www.schools.utah.gov/sars/Behavior/LRBIManual.aspx