As part of the Individuals with DisabilitiesEducation Act (IDEA) Amendments of 1997, local education agencies (LEAS) are required to conduct a functional assessment and develop a Behavioral Intervention Plan for students with disabilities when their behavior is an issue. This article describes a 10-step process that educators can use when conducting functional assessment in the schools. Also included is a case study designed to assist the readers in completing the aforementioned forms. Downloaded from Tom wads up written work, drops his book on the floor, and taps his pencil loudly on his table.Write a detailed description of one problem behavior: When Tom is asked to complete written work at his table, he wads up and/or tears up his paper.Describe the physical environment where the behavior is occurring: Tom is in an inclusive science classroom with 22 other students.Students are paired at tables; however, Tom is not paired with a partner. Describe the time of day (period) and days of week that the behavior occurs:The behavior occurs most frequently in Science 8 class; 5th hour, 12:30-1:30 p.m. This class immediately follows lunch. List the instructional expectations of the class in which the behavior occurs: Students are expected to read from the textbook and related worksheets and answer comprehension questions. The textbook and worksheets range from 7th-8th grade reading level.List the behavioral expectations of the class in which the behavior occurs: Students are expected to work quietly during independent work time. Students are also expected to raise their hand and wait for the teacher or paraprofessional to acknowledge them for questions.Attach:1. Records of behavior occurrences (frequency/duration counts). Academic work information and worksamples showing the student's academic ability in reading (rate and comprehension), math computation, and written language.Figure 8. Data collection summary form for Tom.
Classroom management. Sounds like teachers are always concerned with managing classrooms. How about behavior management? Ditto for managing student behavior. But who is ultimately in charge of his or her own behavior? Each of us-including each student. Here's a research-based approach to encouraging students in
Jim arrived in September; eager to begin his first special education job in what he imagined to be an exciting multicultural environment. Before winter break, Jim told the principal he would not be returning. Sally was hired as a fill-time substitute teacher in January. At the end of the month, she informed the secretary that the school would need to find someone else. Molly had just completed her wiaster's in special education in December and was thrilled to receive a phone call about a midyear teaching position. She was so excited that she neglected to question why there was an opening in February, and the principal did not ofer an explanation. Molly had never quit anything in her life, but after 3 weeks with her new cluss, she was more discouraged than she could remember ever being. It bad been a particularly difficult day, and she needed someone to talk to. As she wandered dejectedly toward the copy room, Molly noticed Sylvia, a veteran teacher who appeared to be whistling as she posted papers and wrote assignments on the board. "Do you have a few minutes?" asked Molly. Sylvia ofered a welcoming smile, invited Molly in, and asked, "How's it going?" Molly felt the loodgate open and poured out her+strations: Sam and Juan can't read and don't seem to care. I don't know what I did to Alice, but I'm sure she hates me. Mei-Shu and Ly-Ching speak Chinese about me and laugh. Larry steals, Sean bullies, and Mikala arrives whenever she pleases. It doesn't do any good t o call their parents. Either they don't have a phone, don't speak English, or act like I'm accusing them of something. I do haveseveral students who desperately want to learn, but I am so overwhelmed by the chaos that it feels like I never actually get t o instruction. Sylvia's empathetic eyes. Then, Molly pleaded, "You've been here a long time, yet you don't appear discouraged. As a matter offdct, you seem quite happy. In the fdce of such demands, how do you keep going? Molly stopped and looked into
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