Texas House Bill HB3148

Texas 2021 - 87th Regular

Caption

Relating to the behavioral management of a student enrolled in a special education program of a school district.

Impact

The provisions in HB 3148 represent a significant shift in how schools must approach behavioral management for students with disabilities. The bill outlines a rigorous process for conducting functional behavioral assessments before any behavior intervention plan can be drafted. This process not only seeks to identify the root causes of a student's behavior but also emphasizes a comprehensive evaluation of the student’s medical, academic, and disciplinary history. Additionally, the training requirements imposed on educators and school employees aim to enhance staff readiness to manage behavioral crises effectively, potentially leading to a safer school environment.

Summary

House Bill 3148 focuses on enhancing the behavioral management strategies employed for students enrolled in special education programs across Texas schools. The core aim of the bill is to establish specific protocols for creating behavior improvement plans and behavioral intervention plans tailored for students demonstrating persistent maladaptive behavior. This legislation mandates that such plans must be integrated into the students' individualized education programs (IEPs) while ensuring that qualified professionals, including licensed behavior analysts and mental health professionals, are involved in their development and implementation.

Contention

Despite its intent to improve behavioral management, the bill could be met with mixed reactions. Advocates for students with disabilities may support these rigorous assessment and training requirements as necessary safeguards that promote proactive approaches to behavior management rather than reactive ones. However, some educators could express concern over the feasibility of implementing such comprehensive evaluations and the additional administrative duties it may impose. Furthermore, the requirement for extensive documentation and monitoring may draw skepticism from school districts tasked with compliance, particularly in terms of resource allocation and training logistics.