Pseudonym: Layla
Reporter: Becka
Date: 12/8/18
● Strengths:
Three of Layla’s strengths are: high performing in academics, strong family
support, and social. She performs high in academics and has a lot of friends in the
class. She is well liked by her peers, although they do sometimes get frustrated
with her due to the behaviors recorded throughout this assignment.
● Problem Identification and Decisions About Behaviors:
Student: Sam
Date: 9/27/18
Behavior(s) that call for use of the Safety Plan:
● Physically pushing, name calling
Who will intervene in a serious behavior episode?
● Teacher and principle
● Whoever is closest to him on the playground (closest teacher)
How to intervene and support the student during phases of the crisis cycle:
● Remind him that we want him to be safe to others and that we want others to be safe to him
○ Remind him that others have feelings and his feelings affect them
● Bring family in
○ Support from grandma and mom
○ Consequences are extended from school to home
● Expresses that he will not be able to continue his education within the catholic school system
○ The realization that his behavior has the potential to change his future
1. Trigger phase: Describe signals the student sends that indicate feeling threatened or uncomfortable.
Describe antecedents known to trigger problems and how to eliminate them.
● Competitive play time
○ If someone does not understand the rules to the game or if they are not good he gets very
frustrated
● Gets physical with smaller students (defenseless), peers he knows he can take advantage of
2. Escalation phase: Tell how to interrupt, redirect, and facilitate relaxation.
● Constant reminders
○ In class behaviors
● Teachers are aware of him during recess
○ Redirection is implemented
3. Crisis phase: Describe how to interrupt and protect the student and others.
● Move student to a quiet place
● Aggressive and self-injurious actions will be blocked
● Potential need for hands on if another student is in danger (if it gets to this)
○ There has been more positive behaviors and practices, showing improvement
4. Begin recovery phase: Describe how to avoid re-escalating the behavior and continuing to reach full
Recovery.
● Have student complete behavior slips
○ Having the student write about his own behaviors and explain how it affects others plays a role in
preventing the behavior in the future
○ Intrinsic reflection
○ Do not make a big deal in front of the whole class, simply ask student to fill out a slip on reflect
on his behavior
● Family meetings
● Reminders
○ On and off of the playground, avoid screaming at him
5. Recovery phase: Describe any processing/reflecting that should be done with the student and how to
reinstitute the positive behavior support plan.
● Personal reflection of behavior (above behavior slips)
● Remind student of the rules
Directions for reporting and documentation: Give instructions for reporting the incident and complet-
ing and filing Incident Records.
● Teacher has a communication folder
○ Writes everything down that she observes (dates and behavior included)
○ Used when behavior examples are needed
○ Hold on for three years as a resource for herself and/or other teachers
Teachers’ Guides to Inclusive Practices: Behavior Support, Third Edition, by Linda M. Bambara, Rachel Janney, and Martha E.
Snell. Copyright © 2015 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
● SST #1
○ We introduced our students and got to know what is going on in all of our
classrooms. We also discussed each of our case study students’ powerpoints that
we created for them based on their background information.
● SST #2
○ We completed the functional behavior assessment file together as a group. We
discussed each of our case study student’s behaviors and began to analyze the
connections between their behaviors and their environment both within the
classroom and outside. We also discussed their strengths, weaknesses,
communication preferences, target behaviors and past interventions.
$ $
$ $
● SST #3
○ We discussed how we tracked our students the first time. We decided on a
behavioral tracking collection method and utilized in our own classrooms.
● SST #4
○ We presented our data and decided on a new intervention to implement for our
students. We decided if we are going to use the same data tracking form.
$ $
● SST #5
○ We discussed one case study student to create a positive behavior support plan for
them. We also created a plan of action for implementing, monitoring, supporting,
and evaluating that student’s positive behavior.
Critical Reflection On Process
● What went well?
I really enjoyed getting to know my case study student. She can be very disruptive in
class, but I think that by spending time with her and getting to know her on a personal level
definitely affected my perception of her. She also really enjoyed “helping me” with my
homework and this seemed to build a strong sense of trust between she and I. She was proud to
be my “helper” and felt special, often sharing/bragging about this to her peers. She would even
come up and ask me if there was anything that she could help me with. This student also often
comes to me for help or just to share things with me throughout the day now. I also noticed a
change in her behavior after we spent time together getting to know each other.
Next time, I think it would be helpful to implore more than one intervention or strategy. I
found that Layla sometimes responds to this intervention, but other times does not at all. I also
think that for the beginning portion of this case study, I continually tried to redirect her in the
same way which was ineffective. I also believe that the teacher should have some kind of
consistent process in place for behavior. She often gives “warnings”, but they are randomly
given out and oftentimes do not have any sort of a consequence. I think that if I were to do this
again, I would work with my teacher to set up a type of system in place for Layla to make her
monitor one student who does have significant behavioral issues. It gave me the opportunity to
really take the time to get to know this child deepening my understanding of where they are
coming from and why they might have these behaviors. I now have a better understanding and
am conscious that if something is not working, as a teacher I need to reflect on myself rather
than get continually frustrated with the student’s behavior. I also have experienced the
importance of getting to know the whole child to try and best support them. This will definitely
impact my teaching and has been very insightful in restorative practices, positive reinforcement,