Answer:

This sounds like a potentially damaging situation that needs to be addressed at once!!! The good news is that your son is able to avoid major infractions, and thus a complete Functional Behavioral Assessment isn't called for. However, I suggest that you call an IEP meeting immediately to create a Behavior Support Plan for your child. Such a plan emphasizes, as you point out, understanding "exactly why he is behaving the way he does", or, the function of the behavior. It is from this understanding that the team develops environmental supports, teaches him new skills, decides upon curriculum accommodations and reinforcement procedures, and delineates how and when information will be communicated among all concerned.

My colleague at the Diagnostic Center South, Diana Browning Wright, has developed a one-page plan that accomplishes these goals. At the web sites below are the blank form, a descriptive form, and two examples. Print them and take them to the meeting. One psychologist wrote that she has the template on her laptop, projects the form, using an LCD projector to show what is on her computer screen and the group completes it together. Another advantage to this method is that by involving more than only you and the teacher, conflict between you can be minimized.

• http://www.calstat.org/blank_plan.pdf
• http://www.calstat.org/annotated_plan.pdf
• http://www.calstat.org/colin.pdf
• http://www.calstat.org/ralph.pdf

Your district might have its own form. Make sure any form used:

defines the behavior operationally hypothesizes the function of the behavior describes the alternative behavior they want to see looks at the contributing environmental factors identifies reinforcement and reactive strategy makes provisions for data keeping and communication.

Good luck!!!