Emotional / Behavioral Support


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  • OSEP Dear Colleague Letter on Ensuring Equity and Providing Behavioral Supports to Students with Disabilities (PDF)

    This guidance was issued to clarify that the failure to consider and provide for needed behavioral supports through the IEP process is likely to result in a child not receiving a meaningful educational benefit or FAPE. Additionally, this letter provides alternatives to disciplinary removal which schools can apply instead of exclusionary disciplinary measures. A Summary for Stakeholders is also available.



  • OSPI webpage on Behavior and Discipline

    Contains information on discipline procedures for students receiving special education services as well as related information on Behavioral Intervention Plans, Functional Behavior Assessments, Manifestation Determination Meetings, Suspension, etc.



  • OSPI Special Education Technical Assistance Paper No. 2 (TAP 2) Revised

    Covers discipline requirements for students who receive special education services under the Individuals with Disabilities Education Act (IDEA). Topics include: General Overview; Providing Education Services during Removals; Removals under Special Circumstances; Manifestation Determinations; Disagreements about a Manifestation Determination, Disciplinary Placement or Services during Removals and Due Process Hearings; and Protections for Students Not Yet Eligible for Special Education Services.



  • Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers

    The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students.



  • Evidence Based Practices for Autism

    This resource was developed by the National Professional Development Center on Autism Spectrum Disorder and contains information on various evidence-based practices.



  • A Parent’s Guide to Evidence-based Practice and Autism.

    Follow this link to download this free parent’s guide published by the National Autism Center. It discusses the complexity of diagnostic evaluations for children on the autism spectrum, identifies and describes effective treatments, and outlines the importance of professional judgment and using data to guide treatment decisions. Other topics include the role of family preferences and values in the decision-making process, and how best to determine if a professional or organization has the capacity to provide evidence-based practice for a child with autism.



  • An Educator’s Manual to Evidence-based Practice and Autism, 2nd Edition

    Follow the links to download this free guide. This invaluable resource includes the current state of research findings, professional judgment and data-based clinical decision making, values and preferences of families, and capacity building. Each chapter sets a course for advancing the efforts of school systems to engage in evidence-based practice for their students on the autism spectrum. The updated manual also features results of the National Standards Project, Phase 2, including information about the 14 Established Interventions for children and adolescents that have the most research support, produce beneficial outcomes, and are known to be effective.

  • Washington Administrative Code relating to Emotional/Behavioral Support:


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