Manifestation Determination and Students with TBI

Students with TBI may display a wide array of problematic behaviors. This makes the functional behavioral assessment (FBA) an important tool in identifying a student’s specific difficulties following a TBI. The FBA is used to develop a behavior plan appropriate to a specific student. Behavior plans that focus on rewards and punishments may be less effective for students with TBI, who have difficulty understanding how their behavior relates to responses from others. It is vital that behavior related to TBI be systematically identified for each student individually. TBI-related behaviors may have been present prior to the injury. However, the behaviors may have increased in frequency, intensity, or duration since the injury. Because the effects of TBI can vary over time due to healing and maturation, the FBA and behavior plan should be dynamic documents that change frequently with the needs of the student.

Components of a Manifestation Review

1. Describe the student’s behavior in objective terms, including the intensity and duration of the behavior. Refer to other students who may have been involved by initials or another method that protects confidentiality.
2. List the student’s current eligibilities for special education services and educational needs.
3. Consider all relevant student information.

Answer Two Questions

1. Was the student’s conduct a direct result of the district’s failure to implement the student’s IEP?
2. Did the conduct in question have a direct and substantial relationship to the student’s disabilities? (The relationship must be direct and not an “attenuated association,” such as low self esteem).

Manifestation Determination

If the answer is yes to either question, the student’s behavior should be considered a manifestation of his or her disability.