Cindy Buie, Mallory Mixon, Keely Brewer

Recognize the Problem 1. Matthew has major behavioral outbursts and impulsive behaviors that need to be addressed. His physicians and caregivers need to balance his medication to better suit his "emotionally disturbed" behaviors. One example of this behavior is Matthew stating, "If I can't leave by the door, I'll leave by the window." She has to rush to shut the window. He disrupts the entire class as he insists on calling out. He constantly talks to classmates and asks multiple questions. His teacher says that each question takes 5 minutes to answer. At age 11, Matthew has already faced probation by police.

Recognize the Problem 2. Matthew is placed in a segregated special education room where he is not meeting his potential. His teacher wants him to be placed in a regular 6th grade class at a new middle school. This transition is will be difficult. He often complains that he is bored with schoolwork and seems to know the answers to many questions. He needs a more challenging setting.

Reframe the Problem 1. The special education teacher wants his medication balanced and wants him in a regular classroom. She is worried about the transition to the middle school regular education program. The guidance counselor wanted him in gifted, but the special education teacher felt it would be too difficult of a transition. Instead she will recommend a pull-out enriched reading program for Matthew.

Reframe the Problem 2. Matthew wants to be challenged and stay active. He craves adult attention and wishes there were afterschool programs for him to attend, such as Boys and Girls Club. He likes to play games and invent things. He feels bored by the class activities. He has been taught by his grandmother to defend himself physically, and so he often responds to teasing with violence. He feels that Ritalin helps him concentrate better and the other kids don't bother him so much.

Reframe the Problem 3. Mrs. Simpson (Matthew's mother) is worried about his behaviors, but is busy working a full time job to support the family and therefore leaves Matthew in care of his grandmother. She was a self proclaimed "fighter" in school.

Common Ground Mrs. Simpson and the special education teacher want Matthew to be successful and better able to deal with others. Matthew and his teacher want him to be challenged more.

Search for Alternatives

Goal #1 Improve Matthew’s classroom behaviors.

Plan of Action for Goal 1 Activity, Resource, Strategy, Referral Person(s) Responsible Criteria for Evaluation Timeline 1) Create a classroom behavior plan to promote positive behaviors. Special education teacher Assessment data, conduct grades, grades on classwork and tests Throughout the school year 2) Better communication with caregivers to establish consistency between school and home regarding discipline and medication. Special education teacher, caregivers, school counselor Call logs, records of communication Throughout the school year

Plan of Action for Goal 1, cont. Activity, Resource, Strategy, Referral Person(s) Responsible Criteria for Evaluation Timeline 3) Student will use self-management strategies to monitor behavior. MatthewNumber of office referrals Daily and weekly checks 4) Increase multimedia use to increase classroom success. Special education and general education teachers Lesson plans, grades Throughout the school year

Goal #2 Transition Matthew into a regular education 6 th grade classroom at new middle school.

Plan of Action for Goal 2 Activity, Resource, Strategy, Referral Person(s) Responsible Criteria for Evaluation Timeline 1) Collaboration among caregivers and counselors, teachers, and administrators for successful transition to new school. Caregivers, current and future staff Meeting logs, communication Must be accomplished by May of 5 th grade year 2) Recommend Matthew into a residential treatment facility during summer break. Special education teacher, Mrs. Simpson Medical reportsMust be accomplished by summer following 5 th grade year

Plan of Action for Goal 2, cont. Activity, Resource, Strategy, Referral Person(s) Responsible Criteria for Evaluation Timeline 3) Matthew will meet the new counselor and tour the new school to reduce stress and understand expectations regarding behavior and learning. Current and future faculty and staff Meeting logs, communication Summer following 5 th grade year 4) Find Matthew an adult male mentor to provide positive attention and serve as role model. Special education teacher, Mrs. Simpson Feedback with mentor Throughout the school year

Conclusions

Citations