Essential Elements of an Effective IEP for Behavioral Challenges
When a child’s behavior interferes with their ability to learn, or with the learning of others, it’s critical that their Individualized Education Program (IEP) directly addresses these issues in a meaningful way.
At Advocates for the Voiceless, we work closely with families in Maryland to support students with behavioral challenges in public schools. We believe that every child deserves an education tailored to their unique needs and strengths, and the IEP is the legal tool that makes that possible.
Under Maryland law, which follows the structure of the Individuals with Disabilities Education Act (IDEA), the IEP must be customized to provide support and structure that aligns with each student’s specific circumstances.
For students facing behavioral difficulties, the IEP becomes even more important. These children are often misunderstood, and without legal protections under disability law, their educational experience can be marked by punishment rather than support.
We’ve seen firsthand how the right approach can turn a child’s academic life around, not by lowering expectations, but by addressing the behavioral issues through a legally binding and well-written IEP.
Here, we want to break down what makes an IEP effective for children with behavioral challenges, based on our experience and understanding of disability law in Maryland.
Behavioral Challenges Through the Lens of Disability Law
Behavioral challenges come in many forms. Some children may experience emotional outbursts, defiance, or difficulty with attention and impulse control. These behaviors can stem from a wide range of diagnoses including ADHD, autism, emotional disturbance, and trauma-related conditions.
Under Maryland law and federal disability law, these behavioral symptoms may qualify a child for special education services under specific categories such as “Emotional Disability” or “Other Health Impairment.”
But having a diagnosis isn't enough. The child’s behavior must have an adverse effect on their academic performance or ability to function in a classroom.
Disability law protects these students by requiring schools to address behavioral needs in the IEP. We’ve seen schools treat behavior as a discipline issue instead of a sign of unmet needs.
That’s where our advocacy comes in. We remind schools that under the law, behavior is part of the educational picture, and it must be met with support, not exclusion.
The Importance of a Functional Behavioral Assessment
The foundation of an effective IEP for behavioral challenges is a Functional Behavioral Assessment (FBA). This assessment identifies the underlying causes and triggers of a child’s behavior.
Maryland public schools are legally required to conduct an FBA when a child’s behavior is interfering with their learning or leading to repeated disciplinary action.
Without an FBA, it’s almost impossible to create appropriate interventions. In our practice, we often find that schools rush to punish instead of properly evaluating what’s driving the behavior. A strong FBA looks at the “why” behind the behavior—whether it’s escape, attention, sensory needs, or something else entirely.
Once we have that information, we can help craft a Behavior Intervention Plan (BIP) that reflects those insights. Under disability law, both the FBA and BIP should be incorporated into the IEP as part of the child’s educational rights. If this doesn’t happen, we step in to push for compliance.
Behavior Goals That Actually Support Progress
Behavioral goals in an IEP can’t be vague or general. They must be specific, measurable, and tied to the student’s needs. We often see goals like “Student will improve behavior” or “Student will comply with adult requests,” which are legally and educationally insufficient.
Maryland law, in line with IDEA, requires goals to include how progress will be measured and what criteria will be used to determine success.
A goal like “Student will use a break card to appropriately request a break in 4 out of 5 opportunities over three consecutive weeks” is specific, observable, and rooted in practical use. We push for goals that promote skill-building, not compliance for its own sake.
Through disability law, our clients have a right to meaningful IEP goals that support emotional regulation, social skills, and coping strategies. These goals lay the groundwork for long-term educational access and success.
For an IEP to be effective, it must include services tailored to the child’s behavioral needs. These aren't optional. Under disability law, the school must provide what is necessary for the student to access education. We regularly advocate for the following types of support:
Common IEP Supports for Behavioral Challenges
For an IEP to be effective, it must include services tailored to the child’s behavioral needs. These aren't optional. Under disability law, the school must provide what is necessary for the student to access education. We regularly advocate for the following types of support:
Counseling services (individual or group)
Behavior Intervention Plan (BIP) implementation and monitoring
Positive behavior supports and reinforcement systems
Scheduled sensory breaks or quiet spaces
Specialized instruction in emotional regulation
Check-ins with a trusted adult
Social skills training
Visual supports for routines and expectations
Modified assignments or environments to reduce triggers
Staff training on the student’s needs and triggers
Each support must be described in detail—who provides it, how often, and in what setting. We don’t accept vague statements like “as needed” or “ongoing support.” The law gives us the right to demand clarity so that services can be monitored and enforced.
Discipline Must Be Addressed in the IEP
Disciplinary actions like suspension and expulsion disproportionately affect students with behavioral disabilities. Under disability law, when a student with an IEP is suspended for more than 10 days in a school year, it triggers additional protections.
This includes a manifestation determination meeting to assess whether the behavior was a direct result of the disability or a failure to implement the IEP. In Maryland, these rules are in place to protect children from being punished for behavior that’s not entirely within their control.
We often find that schools fail to follow this process, especially in cases involving children of color or those from low-income families. When that happens, we step in to hold the district accountable.
The IEP should proactively include strategies to reduce discipline referrals, increase engagement, and provide alternatives to exclusion. These protections are part of what makes disability law such a powerful advocacy tool.
Training and Collaboration Matter
The best IEP in the world won’t work if the staff doesn’t understand how to implement it. While parents don’t have control over school staffing, we do have the right to request training as part of the IEP. Disability law allows us to ask that staff working with the student receive training on the child’s behavioral needs and how to respond appropriately.
In our experience, when teachers and aides understand what triggers a student’s behavior and how to de-escalate it, outcomes improve dramatically. We also encourage collaboration between home and school.
Parents should be part of every step, and their input must be considered when reviewing or revising the IEP. Communication between the school and the family should be frequent, documented, and respectful. As attorneys, we often help structure communication plans within the IEP to make sure everyone is on the same page.
Progress Monitoring and Accountability
It’s not enough to write down goals and supports. The school is legally required to measure progress and report it to parents on a regular basis.
We look for IEPs that state how progress will be tracked—whether through data collection, teacher observations, or formal assessments. If the child isn't making progress, the IEP must be reviewed and adjusted. Maryland law is clear: lack of progress triggers a duty to reconvene the IEP team.
When that doesn’t happen, we intervene to protect the child’s rights. We also recommend that parents keep their own records. If there’s ever a dispute about whether the IEP is being followed, documentation will be essential. As advocates under disability law, we use that evidence to make our case and push for necessary changes.
When Schools Fall Short, Legal Action May Be Needed
While many school districts in Maryland try their best, we’ve encountered cases where schools ignore legal obligations, delay services, or discipline students without regard for their IEP.
When informal advocacy doesn’t work, we turn to legal remedies. Under disability law, we can request mediation, file a complaint with the Maryland State Department of Education, or pursue a due process hearing.
We never want to go to court if we can resolve things another way—but we’re always prepared to act when a child’s education is at risk. No family should have to fight alone, and that’s why we do what we do.
Reach Out Today
Behavioral challenges shouldn't be a barrier to a quality education. At Advocates for the Voiceless, we’ve seen how disability law empowers families to demand what their children need.
A strong IEP can be the difference between failure and success for a student who struggles with behavior. It’s not about fixing the child—it’s about changing the environment, the supports, and the approach.
Every student deserves respect, support, and a chance to thrive. We’re here to make that happen, one IEP at a time. We’re proud to serve Riverdale Park, Maryland, and the surrounding areas. Call today.
