School Wide Behavior Support Plan for Students with Behavior
School Wide Behavior Support Plan for Students with Behavior Disorders/ Emotional DisturbancesAlmost half of the individuals who are labeled as "Emotionally/ Behaviorally Disturbed," fail one or more courses in school at a greater rate than students with Communication or Learning Disabilities (Bauer & Shea, 1999). This is due to poor support systems that do not give consistent and well laid out guidelines, which meet the needs of all children. This is consistent at all grade levels. In addition, this population is more likely to drop out of school by 10th grade, with only 50% of them graduating (Wagner, 1991). This is the highest of any group both special and general education. Not only do these students have behavior problems, they tend to have a greater or increased probability of having a learning problem or a communication deficit. All of this works against a child in the system. In the past, it was thought that students within the emotional/ behavioral disorder category, possessed higher cognitive abilities, but in recent studies it was found that these individuals score average to below average when compared to the general population (Coleman, 1986). In fact, the children within the emotional/ behavioral categor
By teaching them the tools that allow them to meet their needs in a socially acceptable manner, one can gain control of their lives. Once assessment is complete, the student should be provided with direct social skill instruction. For behaviors that reoccur, or are far more serious problems, a comprehensive assessment may be required, and a behavioral support team may be called in. Students who are referred to as having, "conduct disorders," and students who are referred to as having,"emotional disabilities," "behavioral disorders," "serious emotional disturbances," or "emotional and behavioral disorders," have two common elements that are instructionally relevant: (1) they demonstrate behavior that is noticeably different from that expected in school or the community, and (2) they are in need of remediation. "Teachable moments" should be created which review the rules and expectations, allowing individuals to model or "role-play" a correct or more appropriate behavior. What are the learner's strengths and weaknesses? Under what circumstances do they interact successfully with their peers? And what steps can we take to resolve problems in a nonviolent manner? It is critical to resolve the problem and prevent it by putting in place a meaningful behavior that will add to the learners repertoire of useful tools that are socially acceptable. The concepts of this approach, the system of ultimate success, and participation to the highest degree possible in life, must be extended to students with BD, many of which will otherwise fail to fulfill their potential (Gable, Laycock, Maroney, & Smith, 1991). In both cases, the student is exhibiting some form of behavior that is judged to be different from that which is expected in the classroom. Thus, they react in any manner that gets them what they need, (example, screaming, yelling, biting, and hitting all for attention). Traditionally, behavior is dealt with in a reactionary manner. To do this, every individual that has a stake in a child's education, must take a proactive stance. "Behavioral intervention," means the design, implementation, and evaluation of individual or group instructional and environmental modifications, including programs of behavioral instruction, to produce significant improvements in human behavior through skill acquisition and the reduction of problematic behavior. "Behavioral interventions" respect the individual's human dignity and personal privacy.
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