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On this day, the student hypothetically starts school and behaves quite disruptively by the end of the day in his 5th grade classroom, taught by Mrs. Smith.
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After the first few days, the teachers (including Mrs. Smith) have explained and discussed with the students what is expected of them at school and in the classroom. The students have expressed their expectations of their teachers. And the school-wide behavioral model for behaviors has been communicated to the students thoroughly. As stated in the video on the pbis.org website, schools can "prevent a lot of behavioral problems when we're all speaking the same language".
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To start off the second week, the student has exhibited some poor behavior choices throughout the day. Mrs. Smith has asked the student to behave according to her expectations, as well as asking him to communicate with her if he has suggestions with what can help him in the classroom.
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According to the advice on page 79 of the Jones' text, Mrs. spends some time before school asking herself the 5 questions listed:
1. What behavior skills does the student need to learn?
2. What behavior skills do I need to teach?
3. What academic needs does the student have that, if unmet, may influence his or her ability to act responsibility?
4. Is the classroom community meeting the psychological needs of the student?
5. Am I able to teach these skills... (no more text is allowed in this box) -
The student is getting more and more disruptive when in the classroom, even though he has been told what behaviors are expected of him by Mrs. Smith.
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Mrs. Smith holds a 5 minute problem-solving session with the student during silent reading time. Her strategy is to discuss and discover what his learning needs are that are not being met. Prior to the meeting, Mrs. Smith reviewed his academic records and testing scores from the Spring semester, as well as spoke with his teacher from 4th grade. She has discovered what his academic strengths and weaknesses are.
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Student has continued to disrupt Mrs. Smith's classroom.
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Mrs. Smith contacts parent in the morning and discusses the student's behaviors with the parent.
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Student continues to disrupt the classroom.
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The student is referred to the Teacher Assistant Team, where the special education teacher, Mr. Doe, is a part of the team. This is in accordance to the "Behavior Intervention Sequence" in Figure 3.1, on page 85.
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After the Teacher Assistant Team presents their new ideas on how to effectively manage the students behavior and contribute to his learning, the teacher begins to utilize the new ideas.
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After a few days of success, the new ideas are halted by the students desire to disrupt the classroom and seek negative peer attention. The parent is contacted regarding the progess of the behavior plan.
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The team reviews the intervention plan and discusses the behaviors at a team meeting with a counselor and Mrs. Smith.
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The team has decided to recommend the student for EBD elgibilty consideration. A form, such as the one on page 97 of the text book, is completed on the student. Student is elgible. Parent is contacted.
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After testing with psychologists and meeting with the committee to authorize special education services with the parent, the student has been labeled EBD. A new plan of objectives, behavioral intervention, and assistive technology to aid the student have all contributed to a relative turn-around in behavior. The student is now in EBD classes for half of every school day. He is behaving much better.
