Sample Behavioral Intervention Plan
Philosophy of Individual Behavior Management
I believe that all students have the ability to learn and that it is my responsibility to know what their needs are so I can give them what they need. All students learn differently and every student have their own set of challenges that they must face. To help every student, I believe that the teacher must spend time to get to know the students, understand their struggles and strengths, and work to amplify their strengths. For example, an ADHD/ADD student are usually either kinesthetic and/or visual learners. Also, there must be a concise schedule in which would be easy to follow and predictable. For this student, who has a mood disorder, it is important to understand what works for this student and what does not.
To prevent students from becoming distracted or lose interest in their learning, I believe that it is important to have an ongoing, organized flow of learning activities. To make sure that this is accomplished, I plan all of my lessons with extra activities, especially for those unexpected moments where there is free time. In conclusion, a well-managed classroom with clear guidelines and organized activities and lessons help create a comfortable, safe place where students want to learn. It also prevents distracting events and behavioral issues, which allows for more quality instructional and learning time.
Description of the Student
The student has been diagnosed with a mood disorder in which affects all areas of her life which can be, at times, rather severe. She has depressive episodes, which makes it difficult for her to finish the necessary work. She also suffers from crying spells at inappropriate times such as during lunch time in the cafeteria, walking down hallways, and in the middle of class. She also has moments where she will yell inappropriate comments in the middle of class. These comments are usually easily managed. However, the crying spells and the depressive episodes affect her academic performance the most. According to the doctor's report, her mood disorder is caused by a brain defect of the frontal cortex. This means that she feels emotions much stronger than the average person. The negative feelings do not get regulated and it is very difficult for her to control how she feels. She needs a lot of patience and understanding from other teachers. For the most part, she is very sweet. She gets along with the teachers well and she always seeks to make people feel good. I have found that when the teacher has one-on-one with her, she learns much easier. It seems that being with other students as well as crowded places completely overwhelms her and has a lot of trouble controlling her negative feelings and emotions.
Identification of One Specific Target Behavior
The attached document was the document that was used to keep track of her behavior. The target behavior that needs to be addressed that would benefit the student the most would be her crying spells. It is very hard to see her cry over simple things that she thinks are very large and she falls into a great depression if she feels that has not done something right. If we focus on optimizing her environment and the way the teachers and students speak with her, I think it would definitely help her build her self esteem. ON top of that, most of her problem behaviors are based on the fact that she has a lot of trouble with controlling her emotions and most of her emotions are based on the environment and how it makes her feel. So, the main goal is to help minimize how much she cries to help her maximize her learning potential as well as her happiness.
Rewards
Every time she does well, she can be given the following rewards:
1. Certificates of recognition of good behavior
2. verbal praise
3. Notes to parents of how well she is doing
4. Classroom privileges such as homework passes, late passes, etc.
Consequences
The consequences will truly depend on whether her behavior is caused by her disability or whether she was truly breaking the rules on her own free will. Once it is decided that it was not caused by her disability, she will follow the normal procedure as the rest of the class:
*First offense: One Mark on the list. This will act as a warning to the student..
*Second offense: Another mark will be put on the list and the student will lose classroom privileges, which will be short-lived.
*Third offense: Another mark will be put on the list and the student will go to Detention Hall. Also, the parents will be contacted at this time and they will learn of this offense.
* Fourth offense: Another mark will be put on the list and the student will go to Detention Hall. The student will then be referred to the Principal's Office for further discipline. The parents will also be notified.
Record Keeping System
The teachers from all her classes are going to work together on helping her succeed in her behavioral goals. The teachers will have their own record-keeping paper for their personal use. At the end of the day, the teachers will turn these form papers in to the homeroom teacher of this student. The form can have comments as well as rating of the behavior. The teachers will also keep in contact through the school's teacher messenger that is only strictly used for communicating to each about school related activities. At the end of the school day, these papers will be collected by the homeroom teacher and then the teacher will fill out the form to give a correct view of the student's behavior throughout the day.
The caregiver will receive this information at the end of every week through email or phone call. However, there may be times that the behavior is urgent. If it is urgent, the caregiver will be contacted immediately in order to resolve the situation.
Discussion on the Development, Maintenance and Generalization of Behaviors
The student thrives best with positive reinforcement. She doesn't respond well with negative reinforcement, especially since her emotions will not filter out the intensity of the situation and can make her go backwards in her progress. So to help with generalization, the teachers will all get involved in giving her positive reinforcement for good behavior. When she cries, it is best to remove her from situation and just speak with her so she can have an opportunity to calm down. Also, if we keep most of her classes small, chances of her being overstimulated and her responding to it negatively would be minimized. So, in conclusion of generalization of her behaviors, if the teachers throughout the school get involved in minimizing the stimulation in her environment by keeping the class small, it will help maintain what we are trying to accomplish for her, Also, the best way to help her learn how to cope with her emotions is to be in regular contact with an assigned therapist. This will help in maintaining her good, balanced behavior.
Discussion on how the plan Encourages Independence for Individuals
This plan helps encourage the student in building independence as her emotions are controlling her at the moment. At this time, the student is having to work alone and dealing with this personal issue. By allowing the teachers to get involved and encouraging the student to be able to get involved with this behavioral plan, she will be able to gain the life skills that she needs to maintain jobs, relationships, and opportunities. The last thing that the student needs is teachers who refuse to help her through this. If we can all work together in helping her gain coping skills for her emotions, it will help her become more independent as well as more confident. Granted, she may not be able to learn how to cope like everyone else does. However, we can help her build coping skills in a different way. A little help goes a long way.
Discussion on Safe Interventions with individuals in Crisis
The best way to control a crisis is to prevent a crisis. With this saying, it is a good idea to know what her triggers are. Her main triggers seem to be crowded places or natural classroom settings with other students. When she is inside a classroom of maybe 5-8 students, she responds to it very positively. The best way to help maintain this feeling of well-being would be to reduce the amount of stimulation tat is within her environment. If she wants to eat lunch in the classroom, instead of joining the rest of the class, she is more than welcome to. Also, by making sure that she stays within a small classroom, it will help reduce her anxiety and help foster good relationships among the students. She normally a very talkative student who enjoys helping other people as much as she can. The main part of a crisis that cannot be avoided that would be necessary is if she threatens to harm herself in any way. Also, when she is uncontrollably crying, it would be a good idea to know what methods work the best for her that will help her regain composure. Seclusion would not be useful for her as she has overwhelming feelings of loneliness and guilt when she is by herself. The best way would be to talk to her. She responds well to talk therapy, even in a crisis. While in crisis mode, it is best to keep her away from students as it just makes the situation worse for her because she feels severe embarrassment.
Discussion on Laws on Disciplining a Student with a Disability
It is the school's responsibility to make sure that all children attending, including those receiving special education and related services, understand the discipline code and that their families also have the opportunity to know and understand the code. It is also the school's responsibility to make sure that the learning environment is conducive for learning by remaining safe and violent-free. All students have the right to know the rules of conduct and to master these rules, disabled or abled. The one thing that all teachers must keep in mind is that not all students communicate and learn the same way. This is especially true with special education students. For special education students, it is best to use the IEP as a vehicle for behavior management. Any time there is a behavior that stops the learning process, it must be addressed, whether through discipline or IEP. With a student with a disability, it must be addressed on whether the disruptive behavior is caused by his or disability or not. When the behaviors are not related to the disability, it is important to take care of the problem and to use the pattern of code violations and consequences, making it known both to the student and the parent.
Attachments
Sample Individualized Transition Plan
Philosophy of Individual Behavior Management
I believe that all students have the ability to learn and that it is my responsibility to know what their needs are so I can give them what they need. All students learn differently and every student have their own set of challenges that they must face. To help every student, I believe that the teacher must spend time to get to know the students, understand their struggles and strengths, and work to amplify their strengths. For example, an ADHD/ADD student are usually either kinesthetic and/or visual learners. Also, there must be a concise schedule in which would be easy to follow and predictable. For this student, who has a mood disorder, it is important to understand what works for this student and what does not.
To prevent students from becoming distracted or lose interest in their learning , I believe that it is important to have an ongoing, organized flow of learning activities. To make sure that thi s is accomplished , I plan all of my lessons with extra activities, especially for those unexpected moments where there is free time. In conclusion, a well-managed classroom with clear guidelines and organized activities and lessons help create a comfortable, safe place where students want to learn. It also prevents distracting events and behavioral issues, which allows for more quality instructional and learning time.
Description of the Student
The student has been diagnosed with a mood disorder in which affects all areas of her life which can be, at times, rather severe. She has depressive episodes, which makes it difficult for her to finish the necessary work. She also suffers from crying spells at inappropriate times such as during lunch time in the cafeteria, walking down hallways, and in the middle of class. She also has moments where she will yell inappropriate comments in the middle of class. These comments are usually easily managed. However, the crying spells and the depressive episodes affect her academic performance the most. According to the doctor's report, her mood disorder is caused by a brain defect of the frontal cortex. This means that she feels emotions much stronger than the average person. The negative feelings do not get regulated and it is very difficult for her to control how she feels. She needs a lot of patience and understanding from other teachers. For the most part, she is very sweet. She gets along with the teachers well and she always seeks to make people feel good. I have found that when the teacher has one-on-one with her, she learns much easier. It seems that being with other students as well as crowded places completely overwhelms her and has a lot of trouble controlling her negative feelings and emotions.
Identification of One Specific Target Behavior
The attached document was the document that was used to keep track of her behavior. The target behavior that needs to be addressed that would benefit the student the most would be her crying spells. It is very hard to see her cry over simple things that she thinks are very large and she falls into a great depression if she feels that has not done something right. If we focus on optimizing her environment and the way the teachers and students speak with her, I think it would definitely help her build her self esteem. ON top of that, most of her problem behaviors are based on the fact that she has a lot of trouble with controlling her emotions and most of her emotions are based on the environment and how it makes her feel. So, the main goal is to help minimize how much she cries to help her maximize her learning potential as well as her happiness.
Rewards
Everytime she does well, she can be given the following rewards:
1. Certificates of recognition of good behavior
2. verbal praise
3. Notes to parents of how well she is doing
4. Classroom privileges such as homework passes, late passes, etc.
Consequences
The consequences will truly depend on whether her behavior is caused by her disability or whether she was truly breaking the rules on her own free will. Once it is decided that it was not caused by her disability, she will follow the normal procedure as the rest of the class:
*First offense: One Mark on the list. This will act as a warning to the student..
*Second offense: Another mark will be put on the list and the student will lose classroom privileges, which will be short-lived.
*Third offense: Another mark will be put on the list and the student will go to Detention Hall. Also, the parents will be contacted at this time and they will learn of this offense.
* Fourth offense: Another mark will be put on the list and the student will go to Detention Hall. The student will then be referred to the Principal's Office for further discipline. The parents will also be notified.
Record Keeping System
The teachers from all her classes are going to work together on helping her succeed in her behavioral goals. The teachers will have their own record-keeping paper for their personal use. At the end of the day, the teachers will turn these form papers in to the homeroom teacher of this student. The form can have comments as well as rating of the behavior. The teachers will also keep in contact through the school's teacher messenger that is only strictly used for communicating to each about school related activities. At the end of the school day, these papers will be collected by the homeroom teacher and then the teacher will fill out the form to give a correct view of the student's behavior throughout the day.
The caregiver will receive this information at the end of every week through email or phone call. However, there may be times that the behavior is urgent. If it is urgent, the caregiver will be contacted immediately in order to resolve the situation.
Discussion on the Development, Maintenance and Generalization of Behaviors
The student thrives best with positive reinforcement. She doesn't respond well with negative reinforcement, especially since her emotions will not filter out the intensity of the situation and can make her go backwards in her progress. So to help with generalization, the teachers will all get involved in giving her positive reinforcement for good behavior. When she cries, it is best to remove her from situation and just speak with her so she can have an opportunity to calm down. Also, if we keep most of her classes small, chances of her being overstimulated and her responding to it negatively would be minimized. So, in conclusion of generalization of her behaviors, if the teachers throughout the school get involved in minimizing the stimulation in her environment by keeping the class small, it will help maintain what we are trying to accomplish for her, Also, the best way to help her learn how to cope with her emotions is to be in regular contact with an assigned therapist. This will help in maintaining her good, balanced behavior
Discussion on how the plan Encourages Independence for Individuals
This plan helps encourage the student in building independence as her emotions are controlling her at the moment. At this time, the student is having to work alone and dealing with this personal issue. By allowing the teachers to get involved and encouraging the student to be able to get involved with this behavioral plan, she will be able to gain the life skills that she needs to maintain jobs, relationships, and opportunities. The last thing that the student needs is teachers who refuse to help her through this. If we can all work together in helping her gain coping skills for her emotions, it will help her become more independent as well as more confident. Granted, she may not be able to learn how to cope like everyone else does. However, we can help her build coping skills in a different way. A little help goes a long way.
Discussion on Safe Interventions with Individuals in Crisis
The best way to control a crisis is to prevent a crisis. With this saying, it is a good idea to know what her triggers are. Her main triggers seem to be crowded places or natural classroom settings with other students. When she is inside a classroom of maybe 5-8 students, she responds to it very positively. The best way to help maintain this feeling of well-being would be to reduce the amount of stimulation tat is within her environment. If she wants to eat lunch in the classroom, instead of joining the rest of the class, she is more than welcome to. Also, by making sure that she stays within a small classroom, it will help reduce her anxiety and help foster good relationships among the students. She normally a very talkative student who enjoys helping other people as much as she can. The main part of a crisis that cannot be avoided that would be necessary is if she threatens to harm herself in any way. Also, when she is uncontrollably crying, it would be a good idea to know what methods work the best for her that will help her regain composure. Seclusion would not be useful for her as she has overwhelming feelings of loneliness and guilt when she is by herself. The best way would be to talk to her. She responds well to talk therapy, even in a crisis. While in crisis mode, it is best to keep her away from students as it just makes the situation worse for her because she feels severe embarrassment.
Discussion on Laws on Disciplining a Student with a Disability
It is the school's responsibility to make sure that all children attending, including those receiving special education and related services, understand the discipline code and that their families also have the opportunity to know and understand the code. It is also the school's responsibility to make sure that the learning environment is conducive for learning by remaining safe and violent-free. All students have the right to know the rules of conduct and to master these rules, disabled or abled. The one thing that all teachers must keep in mind is that not all students communicate and learn the same way. This is especially true with special education students. For special education students, it is best to use the IEP as a vehicle for behavior management. Any time there is a behavior that stops the learning process, it must be addressed, whether through discipline or IEP. With a student with a disability, it must be addressed on whether the disruptive behavior is caused by his or disability or not. When the behaviors are not related to the disability, it is important to take care of the problem and to use the pattern of code violations and consequences, making it known both to the student and the parent.
Philosophy of Individual Behavior Management
I believe that all students have the ability to learn and that it is my responsibility to know what their needs are so I can give them what they need. All students learn differently and every student have their own set of challenges that they must face. To help every student, I believe that the teacher must spend time to get to know the students, understand their struggles and strengths, and work to amplify their strengths. For example, an ADHD/ADD student are usually either kinesthetic and/or visual learners. Also, there must be a concise schedule in which would be easy to follow and predictable. For this student, who has a mood disorder, it is important to understand what works for this student and what does not.
To prevent students from becoming distracted or lose interest in their learning, I believe that it is important to have an ongoing, organized flow of learning activities. To make sure that this is accomplished, I plan all of my lessons with extra activities, especially for those unexpected moments where there is free time. In conclusion, a well-managed classroom with clear guidelines and organized activities and lessons help create a comfortable, safe place where students want to learn. It also prevents distracting events and behavioral issues, which allows for more quality instructional and learning time.
Description of the Student
The student has been diagnosed with a mood disorder in which affects all areas of her life which can be, at times, rather severe. She has depressive episodes, which makes it difficult for her to finish the necessary work. She also suffers from crying spells at inappropriate times such as during lunch time in the cafeteria, walking down hallways, and in the middle of class. She also has moments where she will yell inappropriate comments in the middle of class. These comments are usually easily managed. However, the crying spells and the depressive episodes affect her academic performance the most. According to the doctor's report, her mood disorder is caused by a brain defect of the frontal cortex. This means that she feels emotions much stronger than the average person. The negative feelings do not get regulated and it is very difficult for her to control how she feels. She needs a lot of patience and understanding from other teachers. For the most part, she is very sweet. She gets along with the teachers well and she always seeks to make people feel good. I have found that when the teacher has one-on-one with her, she learns much easier. It seems that being with other students as well as crowded places completely overwhelms her and has a lot of trouble controlling her negative feelings and emotions.
Identification of One Specific Target Behavior
The attached document was the document that was used to keep track of her behavior. The target behavior that needs to be addressed that would benefit the student the most would be her crying spells. It is very hard to see her cry over simple things that she thinks are very large and she falls into a great depression if she feels that has not done something right. If we focus on optimizing her environment and the way the teachers and students speak with her, I think it would definitely help her build her self esteem. ON top of that, most of her problem behaviors are based on the fact that she has a lot of trouble with controlling her emotions and most of her emotions are based on the environment and how it makes her feel. So, the main goal is to help minimize how much she cries to help her maximize her learning potential as well as her happiness.
Rewards
Every time she does well, she can be given the following rewards:
1. Certificates of recognition of good behavior
2. verbal praise
3. Notes to parents of how well she is doing
4. Classroom privileges such as homework passes, late passes, etc.
Consequences
The consequences will truly depend on whether her behavior is caused by her disability or whether she was truly breaking the rules on her own free will. Once it is decided that it was not caused by her disability, she will follow the normal procedure as the rest of the class:
*First offense: One Mark on the list. This will act as a warning to the student..
*Second offense: Another mark will be put on the list and the student will lose classroom privileges, which will be short-lived.
*Third offense: Another mark will be put on the list and the student will go to Detention Hall. Also, the parents will be contacted at this time and they will learn of this offense.
* Fourth offense: Another mark will be put on the list and the student will go to Detention Hall. The student will then be referred to the Principal's Office for further discipline. The parents will also be notified.
Record Keeping System
The teachers from all her classes are going to work together on helping her succeed in her behavioral goals. The teachers will have their own record-keeping paper for their personal use. At the end of the day, the teachers will turn these form papers in to the homeroom teacher of this student. The form can have comments as well as rating of the behavior. The teachers will also keep in contact through the school's teacher messenger that is only strictly used for communicating to each about school related activities. At the end of the school day, these papers will be collected by the homeroom teacher and then the teacher will fill out the form to give a correct view of the student's behavior throughout the day.
The caregiver will receive this information at the end of every week through email or phone call. However, there may be times that the behavior is urgent. If it is urgent, the caregiver will be contacted immediately in order to resolve the situation.
Discussion on the Development, Maintenance and Generalization of Behaviors
The student thrives best with positive reinforcement. She doesn't respond well with negative reinforcement, especially since her emotions will not filter out the intensity of the situation and can make her go backwards in her progress. So to help with generalization, the teachers will all get involved in giving her positive reinforcement for good behavior. When she cries, it is best to remove her from situation and just speak with her so she can have an opportunity to calm down. Also, if we keep most of her classes small, chances of her being overstimulated and her responding to it negatively would be minimized. So, in conclusion of generalization of her behaviors, if the teachers throughout the school get involved in minimizing the stimulation in her environment by keeping the class small, it will help maintain what we are trying to accomplish for her, Also, the best way to help her learn how to cope with her emotions is to be in regular contact with an assigned therapist. This will help in maintaining her good, balanced behavior.
Discussion on how the plan Encourages Independence for Individuals
This plan helps encourage the student in building independence as her emotions are controlling her at the moment. At this time, the student is having to work alone and dealing with this personal issue. By allowing the teachers to get involved and encouraging the student to be able to get involved with this behavioral plan, she will be able to gain the life skills that she needs to maintain jobs, relationships, and opportunities. The last thing that the student needs is teachers who refuse to help her through this. If we can all work together in helping her gain coping skills for her emotions, it will help her become more independent as well as more confident. Granted, she may not be able to learn how to cope like everyone else does. However, we can help her build coping skills in a different way. A little help goes a long way.
Discussion on Safe Interventions with individuals in Crisis
The best way to control a crisis is to prevent a crisis. With this saying, it is a good idea to know what her triggers are. Her main triggers seem to be crowded places or natural classroom settings with other students. When she is inside a classroom of maybe 5-8 students, she responds to it very positively. The best way to help maintain this feeling of well-being would be to reduce the amount of stimulation tat is within her environment. If she wants to eat lunch in the classroom, instead of joining the rest of the class, she is more than welcome to. Also, by making sure that she stays within a small classroom, it will help reduce her anxiety and help foster good relationships among the students. She normally a very talkative student who enjoys helping other people as much as she can. The main part of a crisis that cannot be avoided that would be necessary is if she threatens to harm herself in any way. Also, when she is uncontrollably crying, it would be a good idea to know what methods work the best for her that will help her regain composure. Seclusion would not be useful for her as she has overwhelming feelings of loneliness and guilt when she is by herself. The best way would be to talk to her. She responds well to talk therapy, even in a crisis. While in crisis mode, it is best to keep her away from students as it just makes the situation worse for her because she feels severe embarrassment.
Discussion on Laws on Disciplining a Student with a Disability
It is the school's responsibility to make sure that all children attending, including those receiving special education and related services, understand the discipline code and that their families also have the opportunity to know and understand the code. It is also the school's responsibility to make sure that the learning environment is conducive for learning by remaining safe and violent-free. All students have the right to know the rules of conduct and to master these rules, disabled or abled. The one thing that all teachers must keep in mind is that not all students communicate and learn the same way. This is especially true with special education students. For special education students, it is best to use the IEP as a vehicle for behavior management. Any time there is a behavior that stops the learning process, it must be addressed, whether through discipline or IEP. With a student with a disability, it must be addressed on whether the disruptive behavior is caused by his or disability or not. When the behaviors are not related to the disability, it is important to take care of the problem and to use the pattern of code violations and consequences, making it known both to the student and the parent.
Attachments
Sample Individualized Transition Plan
Philosophy of Individual Behavior Management
I believe that all students have the ability to learn and that it is my responsibility to know what their needs are so I can give them what they need. All students learn differently and every student have their own set of challenges that they must face. To help every student, I believe that the teacher must spend time to get to know the students, understand their struggles and strengths, and work to amplify their strengths. For example, an ADHD/ADD student are usually either kinesthetic and/or visual learners. Also, there must be a concise schedule in which would be easy to follow and predictable. For this student, who has a mood disorder, it is important to understand what works for this student and what does not.
To prevent students from becoming distracted or lose interest in their learning , I believe that it is important to have an ongoing, organized flow of learning activities. To make sure that thi s is accomplished , I plan all of my lessons with extra activities, especially for those unexpected moments where there is free time. In conclusion, a well-managed classroom with clear guidelines and organized activities and lessons help create a comfortable, safe place where students want to learn. It also prevents distracting events and behavioral issues, which allows for more quality instructional and learning time.
Description of the Student
The student has been diagnosed with a mood disorder in which affects all areas of her life which can be, at times, rather severe. She has depressive episodes, which makes it difficult for her to finish the necessary work. She also suffers from crying spells at inappropriate times such as during lunch time in the cafeteria, walking down hallways, and in the middle of class. She also has moments where she will yell inappropriate comments in the middle of class. These comments are usually easily managed. However, the crying spells and the depressive episodes affect her academic performance the most. According to the doctor's report, her mood disorder is caused by a brain defect of the frontal cortex. This means that she feels emotions much stronger than the average person. The negative feelings do not get regulated and it is very difficult for her to control how she feels. She needs a lot of patience and understanding from other teachers. For the most part, she is very sweet. She gets along with the teachers well and she always seeks to make people feel good. I have found that when the teacher has one-on-one with her, she learns much easier. It seems that being with other students as well as crowded places completely overwhelms her and has a lot of trouble controlling her negative feelings and emotions.
Identification of One Specific Target Behavior
The attached document was the document that was used to keep track of her behavior. The target behavior that needs to be addressed that would benefit the student the most would be her crying spells. It is very hard to see her cry over simple things that she thinks are very large and she falls into a great depression if she feels that has not done something right. If we focus on optimizing her environment and the way the teachers and students speak with her, I think it would definitely help her build her self esteem. ON top of that, most of her problem behaviors are based on the fact that she has a lot of trouble with controlling her emotions and most of her emotions are based on the environment and how it makes her feel. So, the main goal is to help minimize how much she cries to help her maximize her learning potential as well as her happiness.
Rewards
Everytime she does well, she can be given the following rewards:
1. Certificates of recognition of good behavior
2. verbal praise
3. Notes to parents of how well she is doing
4. Classroom privileges such as homework passes, late passes, etc.
Consequences
The consequences will truly depend on whether her behavior is caused by her disability or whether she was truly breaking the rules on her own free will. Once it is decided that it was not caused by her disability, she will follow the normal procedure as the rest of the class:
*First offense: One Mark on the list. This will act as a warning to the student..
*Second offense: Another mark will be put on the list and the student will lose classroom privileges, which will be short-lived.
*Third offense: Another mark will be put on the list and the student will go to Detention Hall. Also, the parents will be contacted at this time and they will learn of this offense.
* Fourth offense: Another mark will be put on the list and the student will go to Detention Hall. The student will then be referred to the Principal's Office for further discipline. The parents will also be notified.
Record Keeping System
The teachers from all her classes are going to work together on helping her succeed in her behavioral goals. The teachers will have their own record-keeping paper for their personal use. At the end of the day, the teachers will turn these form papers in to the homeroom teacher of this student. The form can have comments as well as rating of the behavior. The teachers will also keep in contact through the school's teacher messenger that is only strictly used for communicating to each about school related activities. At the end of the school day, these papers will be collected by the homeroom teacher and then the teacher will fill out the form to give a correct view of the student's behavior throughout the day.
The caregiver will receive this information at the end of every week through email or phone call. However, there may be times that the behavior is urgent. If it is urgent, the caregiver will be contacted immediately in order to resolve the situation.
Discussion on the Development, Maintenance and Generalization of Behaviors
The student thrives best with positive reinforcement. She doesn't respond well with negative reinforcement, especially since her emotions will not filter out the intensity of the situation and can make her go backwards in her progress. So to help with generalization, the teachers will all get involved in giving her positive reinforcement for good behavior. When she cries, it is best to remove her from situation and just speak with her so she can have an opportunity to calm down. Also, if we keep most of her classes small, chances of her being overstimulated and her responding to it negatively would be minimized. So, in conclusion of generalization of her behaviors, if the teachers throughout the school get involved in minimizing the stimulation in her environment by keeping the class small, it will help maintain what we are trying to accomplish for her, Also, the best way to help her learn how to cope with her emotions is to be in regular contact with an assigned therapist. This will help in maintaining her good, balanced behavior
Discussion on how the plan Encourages Independence for Individuals
This plan helps encourage the student in building independence as her emotions are controlling her at the moment. At this time, the student is having to work alone and dealing with this personal issue. By allowing the teachers to get involved and encouraging the student to be able to get involved with this behavioral plan, she will be able to gain the life skills that she needs to maintain jobs, relationships, and opportunities. The last thing that the student needs is teachers who refuse to help her through this. If we can all work together in helping her gain coping skills for her emotions, it will help her become more independent as well as more confident. Granted, she may not be able to learn how to cope like everyone else does. However, we can help her build coping skills in a different way. A little help goes a long way.
Discussion on Safe Interventions with Individuals in Crisis
The best way to control a crisis is to prevent a crisis. With this saying, it is a good idea to know what her triggers are. Her main triggers seem to be crowded places or natural classroom settings with other students. When she is inside a classroom of maybe 5-8 students, she responds to it very positively. The best way to help maintain this feeling of well-being would be to reduce the amount of stimulation tat is within her environment. If she wants to eat lunch in the classroom, instead of joining the rest of the class, she is more than welcome to. Also, by making sure that she stays within a small classroom, it will help reduce her anxiety and help foster good relationships among the students. She normally a very talkative student who enjoys helping other people as much as she can. The main part of a crisis that cannot be avoided that would be necessary is if she threatens to harm herself in any way. Also, when she is uncontrollably crying, it would be a good idea to know what methods work the best for her that will help her regain composure. Seclusion would not be useful for her as she has overwhelming feelings of loneliness and guilt when she is by herself. The best way would be to talk to her. She responds well to talk therapy, even in a crisis. While in crisis mode, it is best to keep her away from students as it just makes the situation worse for her because she feels severe embarrassment.
Discussion on Laws on Disciplining a Student with a Disability
It is the school's responsibility to make sure that all children attending, including those receiving special education and related services, understand the discipline code and that their families also have the opportunity to know and understand the code. It is also the school's responsibility to make sure that the learning environment is conducive for learning by remaining safe and violent-free. All students have the right to know the rules of conduct and to master these rules, disabled or abled. The one thing that all teachers must keep in mind is that not all students communicate and learn the same way. This is especially true with special education students. For special education students, it is best to use the IEP as a vehicle for behavior management. Any time there is a behavior that stops the learning process, it must be addressed, whether through discipline or IEP. With a student with a disability, it must be addressed on whether the disruptive behavior is caused by his or disability or not. When the behaviors are not related to the disability, it is important to take care of the problem and to use the pattern of code violations and consequences, making it known both to the student and the parent.