Acronym Corner: Special Education Edition

A hallmark of the Wraparound process is to use the family’s language whenever possible to build rapport, create the plan of care, and draft the safety plan. My personal favorite is the use of the family’s language in the mission and/or vision statements, without editing and with full inclusivity of all members of the family. 

Another way we can support the use of the family’s language and family-friendly language is to ensure the family understands any jargon being used in meetings they attend, such as the Child and Family Team Meeting (CFTM), Special Education Meetings (SPED), Individualized Education Plan Meetings (IEPs), and Wraparound Family Team Meetings (FTMs).

Being familiar with commonly used acronyms is yet another way we can support our Wrap families as we build bridges between the family and “others” (i.e., stakeholders, child welfare workers, the education system, mental health and the juvenile justice systems). While acronyms are a staple of short-hand communication at work amongst providers and professionals, the use of acronyms can sometimes leave the family feeling alienated and left out of the conversation. 

In support of Wraparound providers leveling the playing field for their families, we will feature a few common acronyms and their meanings in each newsletter. This edition focuses on a few from the Special Education system. Add this information to your toolkits!

BIP / BSP / PIP

Behavior Intervention Plan (BIP): Also known as Behavior Support plan (BSP) or Positive Intervention Plan (PIP), is a special education term used to describe the written plan created to address problematic behavior that includes preventative and responsive behavioral interventions, as well as strategies and supports for the school team to follow to reduce the behaviors and replace them with appropriate strategies.

ED

Emotional Disturbance (ED): ED is one of the special education qualification categories, typically used to place youth in programs/classroom settings that address behaviors that are physically and/or verbally aggressive towards themselves or others, have mood disorders and/or have anxiety disorders, all of which negatively impair their ability to access their education successfully in traditional settings.

ERMHS

Educationally Related Mental Health Services (ERMHS): These are specific mental health services provided to 
students who qualify for special education services. They’re usually targeted for students with social-emotional needs that haven’t responded to lower levels of intervention and that impact their ability to learn or benefit from their special education program. ERMHS are tailored to specific student needs and individualized education program goals. Services may include counseling (individual, group, parent or family) and social work services (collaboration, case management or Wraparound).

FAPE

Free Appropriate Public Education (FAPE): FAPE refers to the disabilities rights law that states special education and related services are provided without charge to the parents and should meet the student’s unique needs in the least restrictive setting.

FBA

Functional Behavioral Assessment (FBA): An FBA is an assessment that determines the function/purpose of certain behaviors. It is conducted by a licensed school psychologist, who provides potential solutions and creates a formal report to discuss in an IEP meeting. 

NPS

Non-Public School (NPS): Districts contract with non-public schools when an appropriate placement cannot be found within the scope of the district’s public education setting. Non-public school placement is sought only after efforts to find appropriate placement in public schools have been exhausted. 

OHI

Other Health Impaired (OHI): OHI is a special education qualification category used to describe a student experiencing limited strength, vitality or alertness, including a heightened alertness to environmental stimuli that results in a limited ability to be successful in a traditional educational environment. Impairment could be a result of chronic health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, heart condition, hemophilia, leukemia, nephritis, rheumatic fever and sickle cell anemia.

SLD

Specific Learning Disability (SLD): SLD is a special education qualification category that a student may qualify for if one or more of the basic processes involved in understanding or using spoken or written language is impaired. This can mean the student has an imperfect ability to listen, think, speak, read, write, spell or do mathematical equations. The term can often include students who have been medically diagnosed with conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.

SLI

Speech and Language Impairments (SLI): SLI is a special education qualification category that includes communication disorders like stuttering, impaired articulation, language impairment or voice impairment.

SST

Student Study Team (SST): SST is a group that evaluates a child’s school performance while considering a known barrier to the student’s ability to access their education in a similar manner to their peers. The team includes the classroom teacher, parents, and education specialists.

If you have a suggestion for an acronym that needs to be shared, please submit it to Tamara Trejos at tvtrejos@ucdavis.edu to be featured in an upcoming newsletter!

Read additional articles from this issue of the Wraparound Connections Newsletter!