Adaptive Behavior (AB) Program

Program Description:

The Spring Independent School District Adaptive Behavior (AB) program is a highly structured classroom setting designed for students with the most intense emotional and behavioral difficulties.  The purpose of the program is to help students gain improved social skills while maintaining academic success.  Although the primary focus is on teaching appropriate behaviors, academic instruction is also emphasized.  Instruction is individualized according to the student’s behavioral and academic functioning levels in accordance with their Individualized Education Plans (IEPs) as determined by the ARD Committee.


Qualifying Descriptors:

In Spring ISD, students must currently be eligible for special education services in order to be considered for the AB program.  Most often, candidates for the AB program are students with an Emotional Disturbance (ED) or Other Health Impairment (OHI with a diagnosis of ADHD) who have been through previous, less-restrictive interventions and have been continually unsuccessful.  Behavior and emotional issues a student may exhibit include, but are not limited to:


·         Significant psychological issues such as mood disorders, depression or anxiety

·         Low tolerance for frustration

·         Displays of explosive and/or destructive rages

·         Posttraumatic stress disorder which may trigger unusual behaviors

·         Significant non-compliance with requests and directives

·         Verbal aggression (above and beyond profanity & threats)

·         Extreme oppositional defiance

·         Significant physical aggression

·         Self-injurious behaviors

·         Prolonged and/or extremely disruptive crying, temper tantrums

·         Frequent elopement (running) from the classroom, out of the building or off school property


Description of Support - The AB program is designed to:

·         Assure a safe environment in which a student can learn.

·         Improve the student’s self-concept, sense of responsibility, and overall competence.

·         Increase the student’s successful social interactions with peers and adults in the school setting.

·         Reduce the frequency of inappropriate behaviors and increase appropriate behaviors.

·         Provide an ongoing diagnostic evaluative process which:

o   Clearly describes target behaviors

o   Plans and prescribes intervention techniques

o   Provides comprehensive feedback to the student on his/her progress

o   Measures growth and progress of appropriate behavior

·         Improve academic growth in order to promote school success.