RECK

1
PositiveBehaviorSupportPlanRationale

ThePositiveBehaviorSupportPlanisanassignmentthatwascompletedtolearnmore
abouttheprocessthatteachersgothroughwhentheyareattemptingtochangedisruptive
behaviorinastudentoraclass.Ibegantheassignmentbychoosingastudentwhowas
presentingwithabehaviorthatwasinterferinginhislearningandthenchoosinganintervention
thatwouldaidthatstudentinmakingamoreappropriatebehaviorchoiceintheclassroom.Data
wasgatheredbeforetheinterventionwasputintoplace,duringtheuseoftheinterventionand
thenanalyzedtoseeiftherewasanychangeinthestudentsconductintheclassroom.That
analyticallookatthedatagavemetheopportunitytodecidetheefficacyofthisinterventionuse
withthisparticularstudent.TheCouncilforExceptionalChildrenstandards1,2and7werethe
focusforthisparticularassignment.
Instandard1,specialeducationprofessionalsunderstandhowexceptionalitiesmay
interactwithdevelopmentandlearningandusethisknowledgetoprovidemeaningfuland
challenginglearningexperiencesforindividualswithexceptionalities.Whilechoosingastudent
toworkwith,thereweremanystudentswhomayhavebenefittedfromhavinganintervention
putintoplacebutIwantedtoworkwithsomeonewhowasdisplayingconsistentlydisruptive
andnegativebehaviorthatwasinteractingwithhis/herrelationshipsandlearninginthe
classroom.EventhoughthisstudentdoesnotcurrentlyhaveanIEPoraBIP,hedisplays
behaviorthatisconstantandunchangeddespiteinformalinterventionsbyteachers.Having
knowledgeofhisparticularchallengesandhavingworkedwiththisstudentforthesecondyear
inarowgavemeknowledgethatIwouldneedtocateraspecificandmeaningfulintervention
forthisstudent.Therewasalsoanissuewiththisstudentsage,inthatheisonlyinthefirst

RECK

gradeandtheideathatmaturitywasabigfactorinhisbehaviorwasbroughtupseveraltimesby
parentsandotherteachers.Iconsideredthebehavioroftheotherstudentsintheclassandhow
theseoutburstswereaffectinghisacademicperformanceandthendecidedthatanintervention
wouldbenefithimpositively,bothacademicallyandemotionally.Ididnotwanttotakeaway
anylearningtimebutratherprovidemoreusefultimetolearnandchallengehimself.
InCECstandard2,specialeducationprofessionalscreatesafe,inclusive,culturally
responsivelearningenvironmentssothattheindividualswithexceptionalitiesbecomeactiveand
effectivelearnersanddevelopemotionalwellbeing,positivesocialinteractionsandself
determination.ForthisstudentthatwashighlightedinthePBSP,gainingpositivesocial
interactions,selfdeterminationandemotionalwellbeingwasjustabigofaconcernashis
academicperformance.Thereweremanyconsiderationsthatwentintochoosingthe
interventionsthatwereputintoplaceforthisstudent.Iwantedtoimplementaplanthatwould
notonlyreducethenegativebehaviorbutattempttofosterbetterpeerandteacher/student
relationshipswithfirstgrader.Ichoseinterventionsthatwouldhelpthisstudenttodeveloplong
lastingskillsthatwouldallowhimtobetteridentifyhisownbehaviorandbeabletodevelop
emotionalwellbeingandselfdetermination.Thecooldownticketthatwaschosenaspartof
theinterventionwasdonesoinanattempttohelpthestudentregulatehisownbehaviorandgive
himtoolstodothat.Wealsoinitiatedcloseproximitytotheteacherandawayfromother
studentsbecausehispersonalspacewasaverybigtriggerforthisstudent.Theinterventionsthat
werechosenprovedtobesuccessfulforthestudentintheclassroomandinhisemotional
development.

RECK

3
InCECstandard7,specialeducationprofessionalscollaboratewithfamilies,other

educators,relatedserviceproviders,individualswithexceptionalitiesandpersonnelfrom
communityagenciesinculturallyresponsivewaystoaddresstheneedsofindividualswith
exceptionalitiesacrossarangeoflearningexperiences.Beforechoosingastudenttofocuson,I
metwithteachersoftheclassesthatIworkwitheachweekandIaskedthemiftherewereany
studentsthattheyfeltwouldbenefitfromspecificinterventionsontheirbehavior.Mostofthe
teachershadatleastonechildthattheyfeltwouldbenefitbutthefirstgraderthatwasbroughtto
myattentionwasespeciallyneedy.Wediscussedhowthisworkwouldhelphimandthenmade
adecision.Ialsometwiththeguidancecounselorthathasbeenworkingwithhimonaweekly
basisforoverayearandgotallofherinputandthoughtsabouttheassignmentandwhich
interventionswouldbemosteffective.Sheofferedtoworkwithmeinteachinghimhowtouse
theseinterventionsandengagehimindialogueduringthetimethattheinterventionswerein
place.Imetwithhisformerteachersandcurrentrelatedartsteacherstodiscusshowthe
interventionswouldimpacttheirclassroomsandabouttheirwillingnesstoparticipateandhelp
reducethebehavior.AlloftheinputthatIreceivedwasveryhelpfulandwasusedtocreatethe
mostusefulandappropriateplanpossible.Theinterventionsthatwerechosenandtheplanthat
wascreatedwasthatmuchmorecateredtothisyoungstudentandhiscurrentplacementbecause
ofalloftheinputthatwasgivenbysomanydifferentpeopleinthebuilding.
ThisPBSPwastheresultofworkthatwasdonetoaidastudentwhowasstagnantinhis
developmentbothacademically,sociallyandemotionally.Hewasinneedofsomekindof
interventionandshowedgreatimprovementthroughouttheprocess.Eventhoughthisstudent
movedshortlyaftertheinterventionsandobservationswerecompleted,Ibelievethatheshowed

RECK

greatbenefitfromallofthethingsthathelearned.Theprocessthatwasrequiredtocomplete
thisassignmenthelpedmetobecomeamorethoroughplannerandreflectivethinkeraboutthe
behaviorsthatoccurdailyinmyclassroom.FocusingonthethreedifferentCECstandardswas
helpfulinmythinkingandplanningtocreatesucharesearchedandeffectiveplanforthisyoung
student.Thislearnedprocesswillbesurelyimplementedinfuturesituationsinmycareer.