Behavior issues and FBA in preschool

[BeckyGunn]

I have a four year old level two autistic grandson and he is attending public preschool in a class blended with special needs and typical children. The class has eight children, one special education teacher and three aides. He is having behavioral issues, such as biting, hitting, and scratching his teachers and students. He does this at home as well. He does talk some, but can’t communicate very well. His teacher has tried to pinpoint what the cause of the behavior is but it’s pretty random. She says that he does not like to sit and do his work and has trouble with non preferred activities, which cause the behaviors most of the time. I’m on the fence about her forcing him to sit at the table until his work is completed. I can see that he needs to get use to attending non preferred activities,  but he is definitely having a hard time adjusting. We called an IEP meeting yesterday to discuss the behavioral issues and they did propose we do a FBA and meet again in December, which we agreed to. They are being very helpful and offered to meet anytime we feel necessary. Being new to all this, I wasn’t sure if they would provide a PWN or if it was needed since he’s only in preschool. We live in Alabama if that’s helpful. I kinda think his behavior is due to his teacher being ridged in the way she runs her classroom and he is sensitive to noise, and she agrees, but says he needs to get use to that in order to be more successful in Kindergarten next year. Any insight would be appreciated, as I’m brand new to dealing with the school system. I do feel like they are trying to help him by offering the FBA as a start.

[Lisa Lightner]

You’re asking really good questions, and it sounds like you’re already doing a lot right by calling the IEP team together early. At four years old, biting/hitting/scratching often comes from frustration with communication or being asked to do something that feels too hard, too noisy, or too long. The fact that the behaviors happen both at school and home shows it’s not “just the classroom”—it’s his way of expressing overwhelm.

A few things to know:

• PWN (Prior Written Notice): Yes, even in preschool, the school should provide Prior Written Notice any time they propose or refuse a change in identification, evaluation, placement, or services. Since they’re proposing an FBA (Functional Behavior Assessment), you should receive something in writing about that decision.

• FBA is the right next step. An FBA helps the team figure out why the behaviors are happening (communication needs, sensory overload, task avoidance, etc.) and then design a Behavior Intervention Plan (BIP) that teaches new skills instead of just managing the behavior.

• Sitting for non-preferred work: It’s reasonable to want him to build stamina for non-preferred tasks, but forcing a preschooler to sit until a task is done usually backfires, especially if communication and sensory challenges are in play. It may be more effective to use shorter tasks, visuals, choices, or sensory breaks to build up his tolerance gradually.

• Noise sensitivity: If he’s sensitive to sound, that’s an accommodation issue. Things like headphones, a quieter space for certain tasks, or letting him rejoin the group after a short break are all common strategies. It’s not about shielding him forever, it’s about helping him participate successfully now, while he develops coping tools.

The good news is that your team seems open and willing to meet, which is a huge plus. Keep documenting what you see at home, bring those notes to the FBA, and don’t be afraid to ask for supports to be written into the IEP. You’re right at the beginning of this journey, and advocating now is going to set him up for much better experiences in kindergarten and beyond.