FBA & BIP

Killu, K. (2008). Developing effective behavior intervention plans: Suggestions for school personnel. Intervention In School And Clinic, 43(3), 140-149.

 

The relationship between behavior and learning is a strong one.  Behavior intervention plans give a teacher strategies to deal with a problem behavior and the tools necessary to get a student on track for learning. Teachers may struggle with finding the plan that best fits the student’s needs.  This article attempts to explain the issues that must be addressed before a successful plan be written.

The first requirement is a functional behavior assessment. The article suggests that several methods should be used and a number of people must participate. There should be data, assessments, interviews, observations, and discussions. Further, the participants will include, the student, teachers, parents, and peers. There must be a team approach.

 Once the behavioral behavior assessment is complete, a behavior intervention plan can be initiated.  The plan must be well developed and include a defined target behavior.  It must also focus on replacing problem behaviors.  Also, teaching the student self-monitoring and self-management strategies can increase the chance for success. Further, time is an important factor. Time must be allowed to implement the plan and time needs to be given to allow for progress.

I chose this article because of the many parallels between this week’s lesson and the project we have been working on in our other class. I was a bit skeptical because the copyright date was 2008 but I was proven wrong.  The information seemed very current.

 I definitely recommend this article to my fellow students in the LBS1 and LBS2 program. This information was right on target with our Behavior Intervention Plan project.  Shawna would like it tooJ

 

Transitions

Carter, E. W., Trainor, A. A., Sun, Y., & Owens, L. (2009). Assessing the transition-related strengths and needs of adolescents with high-Incidence disabilities. Exceptional Children, 76(1), 74-94.

 

While many students leave secondary school with the skills needed to reach their goals post high school, many also do not.  Studies have shown that a small amount of students with EBD and LD were reported to have graduated high school, held a paying job, or had enrolled I higher education.  IDEA has tried to address these problems.  For instance, there is more emphasis now placed on linking assessment with transition goals.  Transition assessment must…

• Address a broad range of domains
• Be based on the student’s strengths and needs
• Incorporate many perspectives of those who know the student well and in different contexts
• Allow the student themselves to be involved and provide his/her own perception of their strengths

The authors conducted a study of students with LBD and LD.  They used the TPI assessment and included the students, their parents, and their teachers.  One obvious finding was that both parents and teachers scored the students transition related strengths and needs much higher than the student, himself.  Overall, the authors feel that there must be much more research done in this area.  Transition is a very important part of these students’ lives and it needs to be given additional attention.

I must admit that I chose this article because there were very few choices. This seemed to be the only one that fit all parameters and that was available in full text. It seems that the authors were correct about the need for more research and studies in this area of special education.

 I do admit that I am happy to have read this article.  It is a part of the special education system that I would like to know more about.  It is my goal to work at the high school level and these transitions would be a huge part of these students’ lives.  Part of the article became a bit overwhelming with statistics but I know that it is important for me to become comfortable with the many numbers.

 

 

Adolescents with High Incidence Disabilities

Murray, C., & Pianta, R. C. (2007). The importance of teacher-student relationships for adolescents with high incidence disabilities. Theory Into Practice,46(2), 105-112.

 

“Teacher beliefs, actions, and practices are the foundation of positive teacher-student relationships and these relationships can have powerful and lasting effects on the lives of youth with high-incidence disabilities.” (Murray, 111) The final sentence of this article says it all.  The authors have researched the positive effect that can come from a good relationship between teachers and students.  There is a large transition for students moving into secondary school: classes are shorter and teachers see many more students each day.  Students still need a positive relationship with adults in the building.  The first way this can be achieved is in classroom structure and routine.  Students know what is expected of them and will receive positive reinforcement for following these taught rules.  Students with high incidence disabilities may need more explicit instruction, but if done correctly, these students will feel safe and increase their own social skills. Further, a teacher’s belief can impact the student.  When a teacher sets high expectations for both academics and behaviors, students will rise to the challenge.  They will likely become engaged and motivated to be successful.

I chose this article because teacher-student relationships are very important to me. I have found that even a few words directly with a student can have impact. Students need positive interactions with adults in order to be successful in school and in life.

I believe that this was a very useful article. As a teachers I believe that these relationships with students are just as important the lessons taught.  A student’s emotional and mental health must be addressed before any academic learning can occur. Positive teacher-student relationships are essential for all students but especially for students with high incidence disabilities. The article addresses little ways to make a big difference.