For my field experience, I went to Magoffin Middle school and spend time in the Behavioral Intervention classroom (BIC). A behavioral Intervention classroom is a class where mostly Emotionally Disturbed (ED) students attend. Though ED is not the only special need student that could be in the BIC classroom setting. Other classifications could be Autism (AU), Learning disabled (LD), other health impairments (OHI) to include ADD and ADHD. In regards to the Least Restrictive Environment (LRE), it is towards the bottom or point of the triangle, meaning it is more restrictive than a general setting classroom would be. The BIC classroom is a last result and not where the school wants to place a student. Let me say what I imagine how the classroom would be before I went to the class was chaos. Due to the time working at the school, I have seen my share of student meltdowns. Many occasions I have seen students outright disrespect authority figures at the school. Passing through the hallway one student was observed outside of the classroom arguing with the campus officer telling him “You’re too fat to catch me!” This was a surprise to me as I continued on my way. Another student in particular, we will call him “Kenny”, had a meltdown in the hallway where he was sitting on the floor hugging his knees and was crying profusely. There were at least three adults including a campus patrol employee, special education teacher and the assistant principal trying to calm Kenny down. Going into this classroom I prepared myself for students being disrespectful and quite possibly violent. Ms. Sherman has been working in Behavioral Intervention classes for about twenty years now and is considered by her colleges at the school somewhat of an ... ... middle of paper ... ...d change if I was the teacher in this BIC class would be having more structured lessons. The class was comprised of two sixth graders, a seventh grader, and an eighth grade student, all who seemed to be doing the same curriculum. The teachers would have different subjects to teach, especially with three teachers. Lessons could be one on one and be extensive in content, the lessons could be very engaging promoting higher order thinking skills. In conclusion, my first impression was wrong, the classroom was not some kind of battlefield of teacher and student casualties. The students were not a lost cause that I imagine them to be. The students were well mannered and just wanted to be treated with respect. The classroom management was impeccable and astounding. It goes to show that although you may think you know a group of students you can be very mistaken.
Describe Mrs. Stallworth’s behavior management plan in the classroom. Do you feel it was effective? Explain.
Least restrictive environment (LRE) is among the six standards enacted by the Individuals with Disabilities Education Act (IDEA), to govern the education of students with various special needs and disabilities (Jacob, Decker, & Hartshorne, 2010, p. 106). The other five principles are; free and appropriate public education, individualized education program, parent participation requirement and the protection of rights of children with disabilities and their parents (Farris, 2002, p. 1). This principle supports the education of students with disabilities together with non-disabled learners to the greatest extent that is appropriate. This means that the special needs student should be allowed access to the education curriculum, extra and co-curricular activities and any other program that non disabled scholars benefit from. The San Francisco Unified School District (SFUSD) is among the public school districts that offer least restrictive environment opportunities for special needs students. This paper which is an interview with the special education coordinator of the San Francisco Unified School District; addresses various issues concerning least restrictive environment.
There are multiple answers as to why educators should consider how schools might be conducive to disordered behavior. Teacher reactions to student behavior and classroom conditions can be identified as explanations for externalized emotional and behavioral difficulties. However, Kauffman and Landrum (2013) the school might contribute to disordered behavior in one or more of the following ways:
The idea behind least restrictive environment is that all students should have the opportunity to learn, if possible, in a mainstream classroom. If learning in a mainstream classroom is not possible, students who have special education needs must be put in an environment that is the least restrictive. However, there exists a lack of clarity when it comes to the specific language presented in the Individuals with Disabilities Education Act, which has led to school districts having various different interpretations regarding least restrictive environment (Alquraini, 2013). This week I sat down with Shirley Cummings, Special Education Coordinator for the Aqua Fria Union School District, and we
Scheuermann, B., & Hall, J. (2012). Positive behavioral supports for the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN # 10:0132147831
The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even
In reading chapter seven of the textbook, the education of students with emotional and behavior disorders was not common before the turn of the twentieth century. Before children were thought of as having mental illnesses, many researchers thought that this was only diagnosed in adults. For a child to be known to have a mental issue back in the nineteenth century was said to be evil or satanic. It was very challenging to study emotional behavior disorders in children. Unfortunately, there was no way to describe the disorder. Doctors and professional were terrified to admit that children could have mental illnesses. In the 1960’s, schools began to service students with emotional behavior disorders but they were generally still considered to be ill. Although students with emotional and behavior disorder were in school, it was still the responsibility of doctors and psychologist to service the needs of the students. During this time, there were three ways of identifying emotional behaviors. The first was called functional approach, the second was mental hygiene movement, and the third, behaviorism. There was a period from the 1930’s to the 1950’s were children were being observed to classify various types of emotional behavior disorders. By 1975, during the passing of public law 94-142, students with emotional behavior disorders were now being served in the public schools. Since the passing of the law, professionals have researched interventions and ways to treat children with emotional behavior disorders.
Students with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the area of reading; however, there are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. The academic deficits exhibited by students with emotional and behavioral disorders (E/BD) are well documented in research literature. As outlined in the federal definition of emotional disturbance, students with this disorder demonstrate an inability to learn and, as a result, pose instructional challenges alongside the behavioral problems that they exhibit in the school environment.
Whether it was in school, the classroom or the home environment students with disabilities may exhibit various behavioral problems. Occasionally, these behaviors are hostile, aggressive, and disruptive and may impede learning for the ones who display such behaviors as well as others. It often a challenge to deliver a lesson or maintain control of the class due to the fact that teacher may not have sufficient knowledge on how to manage these types of behaviors. In “When the Chips are Down” Richard Lavoie give helpful advice that emphasizes on dealing with behavioral issues in a successful manner and also how these problems can be anticipated before they start.
A student will respond differently depending upon the actions and reactions of the individuals around him. Behaviors that occur repeatedly are often serving a useful function for the student. Positive behavioral support strategies make problem behavior irrelevant by redesigning the environment. Positive behavioral support strategies teach students new skills that are meant to replace the problem behavior with a socially-acceptable alternative. Addressing the larger social context surrounding a student can reduce the amount of time spent implementing intensive positive behavioral support plans. Functional assessment gathers information regarding the events that both immediately precede problem behavior and the situations where a student is successful.
Jerry is a 19 year old African-American male college student who has developed a phobia with heights. When he tries to walk across a bridge, for example, he begins to panic, which results in him backing away and avoiding going across at all. It has interfered with his life to the point that he avoids taking classes that are on the upper floors of buildings, and chooses to drive to school from over an hour away in order to avoid staying in a dorm room, since the only ones that were available were on the fifth floor and above. He has had fears of heights ever since he was 10, after he had a traumatic experience when he was trapped on a rollercoaster when it stalled for several hours while he was on it, forcing him to be caught looking down at
Behavior Modification and it Application to a Variety of Behaviors Within in an Educational Setting
The teacher was happy and cheerful to all the students. She never had to yell at the students for doing wrong or doing badly on work. She gave praise to the students for doing well. Even when the students got off track from the question she ask. She would just say that was interesting and go back to the question she started with. All the students were exited to answer question with their hands swing in the air. When I first got to the classroom the desks were in groups and later were moved into rows. To cut down on some of the talking between the students. All eyes were on the teacher when she talked waiting in anticipation. The class was well organized and everything was in placed. The students had their own lockers in the classroom. They had time before class started and before lunch to get out what they might need for the day. The teacher keeps control of the classroom. They also had a set time for the subjects everyday. The main emphases of the classroom were on reading, writing, and math. All homework assignments were written on the board for all the students know what is do the next day. Students had homework folders to take home, so their parents know how their child was doing in school and had to sign the folder and return it.
First Step to Success is a program developed by Hill M. Walker, Ph.D. He is a research scientist at the Oregon Research Institute, as well as a professor at the University of Oregon. (Institution of Education Sciences, 2012) First Step to Success is a supplemental early intervention program for kindergarten through the third grade that is used for students who are classified as being at risk for developing aggressive or anti-social behavior. The program is comprised of three modules: screening, school intervention, and parent training. The teachers use a screening tool to rate children based on a standardized scale and the actual definition of antisocial behavior to select students. Then there is the school intervention module where the school focuses on the reduction of problem behaviors and the implementation of social behavior. A behavioral coach is brought in to instruct the teacher on the processes and techniques required to introduce the program into the classroom. Students are then taught how to recognize inappropriate behaviors and learn to replace them with appropriate behaviors. The rest of the class is taught ways to constructive ways to support the student or students who are working on their beh...
I thought that the teachers did a nice job with their classroom set up. I felt like I could have kept myself busy all day just by looking at the walls and seeing the pictures of presidents and famous historic quotes by famous people of our nations past. One thing I really enjoyed was the time the teachers allotted me at the end of each class to reflect to the class. Not only throughout my past middle school, and high school experiences but also, and most importantly, my current college experiences, the temptations that I have had to endure have definitely been rewarding.