Tina Macabitas SPED 505

Case Study
Tina Macabitas
University of La Verne
SPED 505
Fall 2012











Tina Macabitas SPED 505

Table of Contents


I. Introduction Letter 1
Curriculum Vitae .. 2

II. Description of Student .. 4
Individual Plan .. 5
Specific MbP . 6

III. Completed Functional Analysis ........................ 7
IV. Teaching Strategies and Techniques .10
V. Reinforcers 12
Punishers ...13

VI. Environmental Supports ....14
VII. Beyond the Intervention Plan ....15
VIII. How to Utilize Group Support ...16
IX. Theoretical Framework ............................. 19

X. Professional Summary 20



References ...21

APPENDICES
Appendix A Professional Commentary . 22
Appendix B IDD MbP 23
Appendix C ED/EBD MbP . 24
Appendix D LD MbP .. 27
Appendix E TS MbP ... 28


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Tina Macabitas SPED 505


List of Tables

Table 1 [Specific MbP]6
Table 2 [Baseline Data]....................................................... 9
Table 3 [UDL].............................................................10
Table 4 [Post-Intervention].12
Table 5 [Reinforcers]..13
Table 6 [Punishers].14
Table 7 [H.U.G.S]...16





























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Tina Macabitas SPED 505


List of Figures

Figure 1 [Pokemon] 1

Figure 2 [Harry P.].. 4
Figure 3 [Interest Inventory]... 5
Figure 4 [ABC Analysis] 7
Figure 5 [Waking Log]... 8
Figure 6 [Baseline/Post-Intervention Graph]..11
Figure 7 [In Service Flyer]..17
Figure 8 [Workshop Flyer]..18















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Tina Macabitas SPED 505

I. Introduction Letter

Fig. 1

Dear Harry P. and Family,


I choose you! Harry P. is an awesome student with great potential. On my recent visits to
Mrs. Belangers class, Ive noticed that Harry P. has lost interest in going to school. I would like
to work with Harry P. as part of an assignment to apply positive behavior support strategies in a
practical setting. The information will be kept in strictest confidence (pseudonyms will be used
instead of names) and the outcomes will be shared only with education specialist candidates and
the candidates professor.
I am currently pursuing my Masters of Science in Special Education Studies. I also work
in the Saugus Union School District as an Instructional Assistant, Para-educator, and Substitute
Teacher. This is my 8
th
year with the school district. In addition, I have fourteen years of life
experience in raising my two daughters with special needs. My oldest daughter was recently
diagnosed with juvenile rheumatoid arthritis, and my youngest daughter was diagnosed with
autism at fourteen months old. As a parent and educator, it is my passion to assist exceptional
learners and their families.
A personal Curriculum Vitae is attached for your perusal. If you have any questions,
please email me at tina.macabitas@laverne.edu. Thank you for your support.
Sincerely,
Tina Macabitas
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Tina Macabitas SPED 505

Tina DeLeon Macabitas
23326 Anacapa Ln. Valencia, Ca 91354 661-310-5125 tinamatada@aol.com
Education
M.S., Special Education, University of LaVerne, CA

2012 Current
California Teaching Credential, University of LaVerne, CA

2012 Current
B.A., Art, Graphic Design, California Polytechnic University
of Pomona, CA

1992 1997
Academic / Teaching Experience
Substitute Teacher, Saugus Union School District, Valencia,
CA.

2007 Present
Paraeducator, Saugus Union School District, Valencia, CA.

2006 Present
Instructional Assistant, Saugus Union School District,
Valencia, CA.

2006
Professional Development
Certifications and Permits
NCI, Nonviolent Crisis Intervention Training, SCV SELPA.

2011
CBEST, California Basic Educational Skills Test.

2006
Emergency 30-Day Substitute Teaching Permit, CTC.

2006 Present
Conferences and Workshops
Safety and How to Prevent Back Injuries, Saugus Union
School District.

2012
How to Facilitate Play and Social Skills, Saugus Union
School District.

2011
Homework Workshop for Parents, SCV SELPA

2010
Developing Play Skills with Special Needs Children, Saugus
Union School District.

2009
SCV SELPA Winter Academy, Grace Baptist Church,
Valencia, CA,

2006 & 2007
ABCs of Behavior, Saugus Union School District.

2006
IEP Workshop, Irvine SELPA.

2004
United Autism Alliance of America Conference, Pasadena,
CA

2003
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Tina Macabitas SPED 505

Early Career
Freelance Graphic Designer, OneThreeDesigns, Valencia,
CA.

1998 2006
Graphic Designer, Teacher Created Materials, Westminster,
CA

1997 1998
Professional Affiliation
Site Council, Plum Canyon Elementary, Classified
Representative.

2011 2012
CEC, Council for Exceptional Children Smart Brief, Member.

2011 Present
CSEA, California School Employee Association, Member.

2006 Present
SCAAN, Santa Clarita Autism/Asperger Network, Member

2004 Present
TASK, Team of Advocates for Special Kids, Member

2002 Present
PTA, Parent Teacher Association, Member.

2004 Present
PTA, Parent Teacher Association, Sunshine Coordinator.

2006
Regional Center of North Los Angeles County, Valencia, CA. 2004 - Present
Regional Center of Orange County, Irvine, CA.

2001 2004
BLC, Behavior Learning Center, In-home Behavior Support,
Valencia, CA.

2004 2010
Community Service
Real Life Church, Million Meals Volunteer, Valencia, CA.

2012
North Park Community Church, Special Needs Coordinator,
Valencia, CA.

2009 2011
North Park Community Church, Sunday School Teacher,
Valencia, CA.

2005 2011
USVYL, Volleyball Coach, Santa Clarita, CA.

2006 2008
Special Olympics, Volunteer, Santa Clarita, CA.

2006 2008
AYSO, VIP Soccer Coach for Children with Special Needs,
Santa Clarita, CA.

2005 2007
References
Sandra Belanger Mild/Moderate SDC Teacher

661-607-7695
Jayme Salila Seventh Grade Science Teacher

661-309-8594
Scott Anderle Assistant Principal Glendale High School

661-618-2378

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Tina Macabitas SPED 505

II. Description of Student

Fig. 2




Harry P. is a 10 year old 5
th
grader that was recently diagnosed with Autism. He enjoys
watching television and movies. His favorite characters are super heroes. He tends to perseverate
on these characters and will call himself the Hulk or Spiderman while pounding on the desk and
throwing it across the room. He transferred to Hogwarts Elementary this fall and is having
difficulty transitioning to his new school. In the past few weeks, he climbed over the fence and
exited campus in an attempt to go home to watch T.V. He also bruised the teachers hand, hit the
aide with a baseball bat, and repeatedly threw his desk and chair across the room. His parents are
dealing with the same type of behavior at home and are currently using in-home behavior
services.


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Tina Macabitas SPED 505

Individual Plan

My individual plan of positive behavior support will begin by interviewing the student
through the use of an interest inventory for boys. It will focus on the students likes and games
he enjoys playing. It also demonstrates that the teacher cares about him as a person even though
he sometimes misbehaves. The questions I selected have an Adlerian underpinning that will give
me more insight into the students preparation for life, social feelings, and how he strives for
dominance. After tapping into the students background through the use of this type of approach,
I will be able to show case his strengths at school and in the community. This will also enable me
to foster self-efficacy. According to an article by Slavich and Zimbardo (2012), they quote
Albert Bandura by saying, Students own efficacy beliefs are a strong determinant of success,
but so too are the beliefs of others, including students peers, parents, instructor, and principal.
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Tina Macabitas SPED 505


Specific Levine Management by Profile



Autism Harry P.
Exceptionality It affects your social development, (how you get
along with others), your communication (how you
talk to others) and may effect academics..
Demystification You may have a hard time communicating and
connecting with the world around you.
Accommodations Preferential seating
Peer models
Visual schedule
Allow fidgets to assist the student to stay focused
Sensory breaks
Preferred activities (drawing, watching movies, etc.)
Allow extra time to complete assignments
Interventions Self-regulating techniques
Relaxation activities
Positive behavior support
Planned ignoring
Proximity control
Strengths Affectionate
Humorous
Intelligent
Artistic
Protection from
Humiliation
Bibliotherapy
Educate staff and student
Skill Streaming/Social Norms
Sharing with the class about your disability
Community Involvement (ex. Reflections Art Gala)
Table 1
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Tina Macabitas SPED 505

III. Completed Functional Analysis
According to Shea and Bauer (2012), Behavioral model, including behavior modification
techniques and their applications to individual and group behavior problems, has its roots in the
writings and research of Bandura (1969), Skinnner (1971), and Wolpe (1961), among others (p.
36). Next, I will conduct an informal functional analysis. I will use an ABC chart that will
indicate the antecedent, behavior and consequence of the students inability to comply with the
positive behavior social norms established in the classroom. This analysis would provide the
teacher with a narrative clarifying better tangibles that would benefit the student.

ABC Analysis

Fig. 4

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Tina Macabitas SPED 505

In addition to an informal functional analysis, I will also use a waking log that will
compliment the ABC chart. This simple observation tool will reveal patterns in the occurrence of
the students behavior in a school setting. Shea and Bauer (2012) state, In a waking day
interview, the natural routine of the day is listed. During each of the routines and events, the
interviewer asks for specific examples of the students behavior in that setting (p. 82).

Waking Interview Log

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Fig. 5
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Tina Macabitas SPED 505

After reviewing Harry P.s ABC analysis and filling out a waking interview log with his
aide, Ive determined that from his lack of communication skills he is exhibiting his frustration
by throwing his desk and chair. As stated by Slavich and Zimbardo (2012), Based on Alfred
Alders concept that all behavior had a purpose or goal, Dreikurs identified 4 student goals of
misbehavior: to seek attention, to gain power, to seek revenge for some perceived injustice, to
avoid failure. In order to further determine that Harry P.s behaviors are attention seeking, I will
also use a frequency chart to record how many times he throws his desk and chair. As stated by
Shea and Bauer (2012), When selecting a target behavior, the practitioner must consider the
frequency of the behavior (p. 96). This will also establish a baseline so I can track his behaviors
after implementing positive behavior support strategies.

Baseline Data: Frequency Behavior Chart




Time Mon. Tues. Wed. Thurs. Fri. Time Total
8:15-9:15 /// // /// // / 11
9:20-10:20 / / // /// / 8
11:00-12:00 // /// // /// 10
1:30-2:30 /// // // // // 11
DAY
TOTAL
9 8 9 10 4

/ = one occurrence

Table 2



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Tina Macabitas SPED 505

IV. Teaching strategies and techniques
The data used from the assessments in section III were used to inform my decision on the
strategy and techniques I chose to address Harry P.s behaviors. In order to gain more insight of
the students individual personality, I chose the strategy of getting to know the student. The
theory of psychodynamics comes from the theoretical underpinnings of Benjamin Adler. I will
support this strategic approach by using Universal Design for Learning techniques to find out
more about Harry P. in the real world. According to Jones, in order to build proper relationships
with students, teachers need to get as much information about their students as possible (p. 224).
On top of doing in class activities, I will also send home a form for his parents to fill out about
Harry P.
Getting to Know the Student
Through UDL Techniques

UDL Technique Reasoning
Interest Inventory Harry P. will be able to use multiple-choice and fill in
the blanks to express his interests.
Bio Bags This will allow Harry P. to share his interests.
Me Quilt Harry P. will be able to kinesthetically and visually
express his interests.
Star of the Month This will give Harry P. an opportunity to share his
interests and strengths to the entire class.
All About Me Poster Harry P. will have extra time to do his poster at home
with his parents assistance.
Show and Tell Harry P. will be able to verbally express his interests and
bring in a personal item.
Free write Harry P. will be able to express his interests and relieve
his frustrations by writing expressively.
Journaling Harry P. will be able to express his interests and
frustrations through his writing.
Communication book Harry P. will be able to communicate his interests and
feelings with his teacher.
Way of Council Harry P. will have the opportunity to go outside and
verbally share his interests and feelings.
Table 3
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Tina Macabitas SPED 505

After implementing the strategy of getting to know Harry P. and using some of the UDL
techniques listed in the previous chart, I continued to track his behaviors using the frequency
chart. Getting to know the student and working with his differences rather than trying to
extinguish his behaviors actually decreased the frequency. According to the graph below, Harry
P.s behaviors of throwing desks and chairs decreased post-interventions. Providing ways for
Harry P. to communicate and foster a sense of belonging in the classroom stems from the
theoretical underpinnings of Bowlbys attachment theory. It is postulated that many children
with conduct disorders have attachment issues (P. Taylor, personal communication, September
30, 2012). As educators it is our job to create classrooms that focus on belonging. According to
the Adlerian theory, If we work for a common social good we will all be healthier (P. Taylor,
personal communication, September 30, 2012).

Baseline and Post-Intervention Graph

Fig. 6
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11
Tina Macabitas SPED 505


Post- Intervention Data: Frequency Behavior Chart



Time Mon. Tues. Wed. Thurs. Fri. Time Total
8:15-9:15 / / // / / 6
9:20-10:20 / / / / 4
11:00-12:00 / / / / 4
1:30-2:30 / / / / 4
DAY
TOTAL
4 3 5 4 2

/ = one occurrence

Table 4
V. Reinforcers
Positive behavior supports are imperative in maintaining an effective pro-social
classroom management system. A reinforcer is any stimuli attached to a behavior that has the
affect overtime of maintaining that behavior or increasing it (P. Taylor, personal communication,
September 30, 2012). Praise, high fives, and positive attention are some techniques that I will use
to enforce positive behaviors and maintain a logical, authentic social reinforcement system. In
addition, Universal Design of Learning for positive behavior supports will also assist students
through strategies and techniques to increase motivation and build self-esteem. For example,
Circle of Courage, Way of Council, and collaborative learning opportunities provide multiple
means of engagement for the students. These positive behavior reinforcers will assist in fostering
acceptance and building a community within the classroom. After Harry P. acquires and
practices these skills in the classroom, he will be able to generalize them in the community.
Furthermore, natural acts of gratitude and the internal feeling of satisfaction will encourage
students to act appropriately when in public situations. Some of the logical, authentic social
reinforcements included in my personal pro-social classroom management system are:
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Tina Macabitas SPED 505


Social Norms Logical, Authentic Social Reinforcements
1. Treat yourself and others with respect.
Smile
Specific Acknowledgement by Name
Independent Activity
2. Always do your best!
Praise
High Five
Independent Job
3. Cooperate with others by working
together peacefully.
Nod of Approval
Positive Attention
Thumbs Up
4. Tell the truth and be honest.
Independent Job
Commendations
Pat on the Back
Table 5
Punishers
A punisher is any stimuli attached to a behavior that has the affect overtime of
decreasing that behavior or eliminating it (P. Taylor, personal communication, September 30,
2012). Students that are unable to comply with the social norms will be immediately discouraged
through natural, logical, and authentic social punishers. For example, planned ignoring,
proximity control, and antiseptic bouncing will inculcate the students to act appropriately in the
classroom and in the community. According to Kauchak and Eggen (2012), You can use
indirect clues, which signal intentions without disrupting the flow of the classroom and are used
when students are displaying behaviors that cant be ignored but can be stopped or diverted
without addressing them directly. (p. 93). When a students behavior begins to be disruptive or
distracting, the teacher or staff member moves close to the student while carrying on the activity
with the whole group. Generally the adults presence at close range is enough to subdue mild
inappropriate behaviors. This technique is suggested for use in redirecting the student to more
appropriate behaviors. Some of the logical, authentic social punishers included in my personal
13
Tina Macabitas SPED 505

pro-social classroom management system are:

Social Norms Logical, Authentic Social Punishers
5. Treat yourself and others with respect.
Frown
Physical Prompt
Un-preferred Special Treatment
6. Always do your best!
Specific Comment
Proximity Control
Verbal Prompt
7. Cooperate with others by working
together peacefully.
Independent Activity
Antiseptic Bouncing
Supervised Job
8. Tell the truth and be honest.
Thumbs Down
Planned Ignoring
Shaking of the Head
Table 6
VI. Environmental Support
Shea and Bauer (2012) state, Universal Design for Learning is a means for providing
effective instruction in diverse classrooms (p. 177). Through the use of UDL, teachers are able
to create flexible equitable, and accessible instructional techniques that accommodate individual
learning differences in a classroom setting. Teachers also create learning environments where
different types of learners can excel through the eight types of multiple intelligences. According
to Eggen and Kauchak (2012), Gardners theory of multiple intelligences breaks intelligence
into eight areas: linguistic, logical-mathematical, musical, spatial, bodily kinesthetic,
interpersonal, intrapersonal, and naturalist (p. 47). For example, I would incorporate sensory
integration breaks into the class schedule by tapping into the students bodily-kinesthetic
intelligences through having the students jump on the trampoline. I would add a trampoline to
Harry P.s class. This would be beneficial for students with autism because it would give them
the proprioceptive input needed to help keep a good balance of serotonin in the brain which helps
14
Tina Macabitas SPED 505

to regulate all the other brain chemistry and keep a neutral and relaxed learning state. It will also
sustain focus and increase active participation in learning. In addition to Gardners multiple
intelligences, teachers may also use the three domains of learning to increase active participation
amongst the different learning styles in a classroom. Through the use of cognitive, affective, and
psychomotor learning, students behaviors are reduced because they are actively engaged.
Moreover, positive behavior supports are imperative in maintaining an effective classroom
management system.

VII. Beyond the Intervention Plan
According to Watson and Tharp (2007), A lapse is one slip into old, unwanted behavior and
a relapse means fully returning to the unwanted pattern (p. 293). In the case that Harry P. has a
lapse or relapse and these UDL techniques do not take affect, I would continue to monitor his
progress through observation and implement a new plan of teacher conferencing and
bibliotherapy. Through the theoretical underpinnings of Bowlbys attachment theory, I would
have special talks with Harry P. to build self-efficacy and self-advocacy. In our discussion, I
would continue to demystify autism and read books to him about students with disabilities.
Through the use of bibliotherapy and protection from humiliation, I hope to build self-advocacy.
In turn, Harry P. may be able to verbalize the challenges round his particular behaviors.






15
Tina Macabitas SPED 505

VIII. How to Utilize Group Support
As stated by Shea and Bauer (2012), Prosocial classroom management supports the
individual, and in doing so enhances the community of learning in the classroom (p.176). In
order to create a prosocial environment it is imperative to train all staff members that interact
with Harry P. I designed an in service that will assist staff members in creating a prosocial,
person-centered classroom climate. In accordance with the systems theory and theoretical
underpinnings of Bronfenbrenner, a child is part of a larger social structure (P. Taylor, personal
communication, September 30, 2012). In addition, I also designed a workshop that caters to
parents, families, and caregivers of Harry P. and students like him.
H.U.G.S
1. Topic Supporting adolescents on the autism spectrum through 4 dimensions of
creating a prosocial environment

2. Purpose Assist supporting colleagues/families in working with students like Harry P.
3. Information As stated by Shea and Bauer (2012), Person-centered classrooms are very
different from teacher-centered classrooms. Self-discipline takes precedence
over teacher control. All students are an integral part of the classroom
community and collaboratively develop rules that form a compact among
teachers and students (p.176).

4. Process 1. an emphasis on caring for students and valuing them as people
2. efforts to help students attain a strong sense of belonging to the
school, their classroom, and their peers
3. a positive climate and attitude
4. self-discipline, in which students learn shared respect and
responsibility
5. Visuals Power point, white board, and handouts
6. Title How to Utilize Group Support
7. Practice Participants divide into small groups and role play.
Table 7
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Tina Macabitas SPED 505


ow to Utilize Group Support

Saugus Union School District
Presents
an In service for teachers, paraprofessionals, instructional
assistants, and health care assistants

supporting adolescents on the autism spectrum through 4
dimensions of creating a prosocial environment

Saturday, November 10
th
, 2012
2:00pm - 2:20pm

In the Bramlett room
At the District Office
24930 Avenue Stanford
Santa Clarita, CA 91355

The Saugus Union School District in partnership with the home and
community is committed to excellence in elementary education.

Fig. 7
17
Tina Macabitas SPED 505


ow to Utilize Group Support

Saugus Union School District
Presents
A workshop for parents, families, and caregivers

supporting adolescents on the autism spectrum through 4
dimensions of creating a prosocial environment

Sunday, November 11
th
, 2012
2:00pm - 2:20pm

In the Bramlett room
At the District Office
24930 Avenue Stanford
Santa Clarita, CA 91355

The Saugus Union School District in partnership with the home and
community is committed to excellence in elementary education.
Fig. 8


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Tina Macabitas SPED 505

IX. Theoretical Framework
As you can see, Ive embedded my theoretical framework throughout this paper. According
to Aldridge and Goldman (2007), No one theory has proved adequate to describe and explain
learning or development. Different theoretical frameworks help explain why I chose three
particular articles to support my case study on Harry P.
First, I applied the underpinnings of Adler to find out more about the individual personality
of my student. The psychodynamic theory addresses the problem of self-esteem and assisted me
in getting to know him.
Secondly, the underpinnings of Bowlbys attachment theory encouraged me to conference
with the student if the UDL techniques did not have the effects that I anticipated. Theres a long
history of understanding that children need to belong (P. Taylor, personal communication,
September 30, 2012). That is why I focused my efforts to help Harry P. attain a strong sense of
belonging to school, his classroom, and with his peers.
Finally, I concluded with fostering partnerships between school and families by designing an
in service and workshop to assist in creating a prosocial environment for the student. This goes
along with Bronfenbrenners ecological model of human development. According to Aldridge
and Goldman (2012), Bronfenbrenners (1989) proposed that children are influenced by, and
thus influence, the multiple systems in which they reside, either directly or peripherally.
These three different theoretical frameworks will assist me to reference why I chose the
strategies and techniques that I implemented. In addition, it will assist me to effectively
communicate the results of my case study to my peers, colleagues, and to the students family.



19
Tina Macabitas SPED 505

X. Professional Summary
Through my observations and findings, I was able to recognize the need to provide social
emotional support for my case study student. I was also able to compliment the strategies and
techniques that I chose to theoretical models. This enabled me to use my temperament as an
Idealist-Healer and approach my study from a different direction. Rather than trying to
extinguish this students behaviors, I tried to get to know him and work with his differences. In
comparing the baseline observational data and post-intervention data, it was apparent that Harry
P.s behaviors decreased. In the event of a lapse or relapse like in my self-directed project, I
would resume the strategies and techniques that I implemented and would add to the plan
another technique. I would conference with the student to help him understand his disability. All
in all, through the use of these positive behavior strategies and techniques, I hope to foster self-
esteem, build self-efficacy, and give Harry P. a strong sense of belonging.












20
Tina Macabitas SPED 505

References
Aldridge, J., & Goldman, R. (2007). Child development theories. Current Trends in Education,
96-99. Retrieved from http://www.education.com/reference/article/child-development-
changing-theories/?page=3
Bowlby, J. (1944). Forty-four juvenile thieves: Their character and home-life. International
Journal of Psychoanalysis, 25, 19-52.
Edwards, Clifford. (2004). Classroom discipline and management. Wiley, NY: Wadsworth
Publishing.
Kauchak, D., & Eggen, P. (2012). Learning & teaching: research-based methods (6
th
Ed).
Boston, MA: Pearson Education.
Shea, T., & Bauer, A. (2012). Behavior management a practical approach for educators (10
th

ed.). Boston, MA: Pearson Education.
Slavich, M. & Zimbardo, P. (2012). Transformational teaching: theoretical underpinnings, basic
principles, and core methods. Educational Psychological Review, 24, 569-608.
Watson, D., & Tharp, R. (2007). Self-Directed Behavior (9
th
ed.). Belmont, CA: Wadsworth,
Cengage Learning.








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Tina Macabitas SPED 505

Professional Commentary
The student Tina chose to use as her case study has been quite a challenge in my
classroom. She brought a refreshing perspective that the behaviorist and myself have not tried
yet. I was pleasantly surprised by all the theoretical references that she had made through out her
case study. It gave her plan a professional quality that will be useful when dealing with parents
and colleagues.
















22
Tina Macabitas SPED 505

Annette Davis SPED 505

Levine - Management by Profile Intellectual Development Disabilities (IDD)

Exceptionality Under IDEA significantly subaverage
general intellectual functioning, existing
concurrently with deficits in adaptive behavior
and manifested during the developmental
period, that adversely affects a childs
educational performance
Demystification Students with IDD have problems thinking like
other students. They may need lessons broken
down into smaller steps, extra time to complete
work, and help with school work and behavior
problems.
Accommodations Books on Tape
Extra time
Organizational skills
Realia
Small Group Instruction
Direct Instruction
Computer programs
Structured Classrooms
Interventions for Behavior Performance feedback
Explicit feedback
Differential reinforcement
Planned ignoring/Extinction
Teach social norms
Loss of privileges
Strengths Kind
Helpful
Caring and affectionate
Protection from Humiliation Bibliotherapy
Self-management
Use social norms in real life situations






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Tina Macabitas SPED 505



Emotional and Behavioral
Disabilities
Students with emotional and behavioral
disabilities (ED/EBD) have unique personality
characteristics, likes and dislikes, strengths and
weaknesses and emotional issues similar to those
that other students have and experience. The
difference is one of degree. ED/EBD students
have emotional concerns that are more frequent
and more serious than other students and,
therefore, interfere with the educational process.
The behaviors can range from withdrawal and
isolation to acting out and aggression and are
evident across settings as well as over time. The
student with an emotional handicap may
experience problems maintaining relationships
with peers and adults.

Exceptionality

According to IDEA, ED/EBD is a condition
exhibiting one or more of the following
characteristics over a long period of time and to
a marked degree that adversely affects a childs
education performance:

a) An inability to learn that cannot be explained
by intellectual, sensory, or health factors.
b) An inability to build or maintain satisfactory
interpersonal relationships with peers and
teachers.
c) Inappropriate types of behavior or feelings
under normal circumstances.
d) A general pervasive mood of unhappiness or
depression.
e) A tendency to develop physical symptoms or
fears associated with personal or school
problems.
Demystification People who have a disability that affects the
brain and its functions. They may experience
difficulties with executive functioning, cognitive
functioning, sensory perception, memory, overall
physical health, social-emotional issues,
hormonal regulation, motor function, olfaction
perception, and interpersonal functioning as a
result of their disability.
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Tina Macabitas SPED 505

Accommodations

Extra time on assignments
Access to computer or assistive
technology
Alternative seating
Extra time on quizzes/tests
Rephrase questions/directions
Minimize distractions
Extra space in environment
Daily assignment and homework list
Assignment notebook
Study outlines
Post routines and assignments
Chunking of tasks/assignments
Check work in progress
Repeat instructions
Provide lecture notes/outline
Use mnemonics
Immediate feedback
Cues/gestures
Personalized examples
Multi-sensory approach
Have student restate information
Visual reinforcement
Review directions
Provide models
Concrete examples
Test questions read aloud to student for
math, science, and writing
Health journal
Direct instruction
Small group instruction
Strict and predictable routine
Interventions

BIP based on FBA
Peer mediation
Service projects in community
Cross-age tutoring
DIS counseling
Diet control
Medication
Positive behavioral support
Environmental manipulation
Reinforcers and punishers
Skill building/development
Parent training
Tina Macabitas SPED 505

Social norms/social skills training
Relaxation training
Modification of curriculum and materials
Assistive technology support
Self-advocacy and self-regulation
training
ABA therapy
Sensory Integration Therapy
Strengths Highly observant
Highly developed survival instinct
Highly sensitive to environment
Attention to detail
At times, high energy level
Strong verbal skills
Vivid imagination
Creative perception of world
Creative in solving problems
Highly developed critical thinking skills
In most cases, desire to help others
In most cases, leaders not followers
Highly adaptive if a sound routine is
established
Emotionally and verbally expressive
Music enthusiasts
Protection from Humiliation

Bibliotherapy
Educate staff, parents, students, and
students peers
Community service projects
Teach students about legislation that
positively support or negatively affect
individuals with their disabilities
Give students examples of famous and/or
successful people with their disability
Have famous and/or successful people
speak to students in the classroom
Way of Council





Tina Macabitas SPED 505

Specific Learning Disability
a disorder in one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think,
speak, read, write, spell, or do mathematical calculations.

Demistification:
A learning disability means that you learn differently than other people. For some people they
see numbers and letters in a different order or sequence than others. This does not mean that they
are different, just the way that they view the information being given to them. People who have
learning disabilities are just as smart as everyone else (and sometimes, wayyyyy smarter!!)

Accommodations:
Extended time
Reduction of paper/pencil tasks
Shortened assignments
Study sheets/summary sheets/outlines of most important facts
Supplemental aids
Visual demonstrations
Presentation of material in small steps
Visual or multisensory materials
Taped textbooks

Interventions:
Cuing system
Being called on system
Word list/ dictionary

Strengths:
High IQ/smart
Ability to interact with others normally
Visual-spatial talents

Protection From Humiliation
Books
It's Called Dyslexia (Live and Learn Books)
Jennifer Moore-Mallinos and Nuria Roca

The Don't-Give-Up Kid: and Learning Disabilities (The Coping Series)
Jeanne Gehret and Michael LaDuca

The Survival Guide for Kids with LD (Learning Differences)
Gary Fisher Ph.D. and Rhoda Cummings Ed.D

Last to Finish: A Story About the Smartest Boy in Math Class (Adventures of Everyday
Geniuses)
Barbara Esham, Mike Gordon and Carl Gordon
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Tina Macabitas SPED 505


Levine Management by Profile



Tourette Syndrome
Exceptionality Having limited strength, vitality, or alertness,
including a heightened alertness to
environmental stimuli, that results in limited
alertness with respect to the educational
environment that is due to Tourette Syndrome.
Demystification Tourette syndrome (TS) is a neurological
disorder characterized by repetitive,
stereotyped, involuntary movements and
vocalizations called tics.
Accommodations Preferential seating
A scribe for dictation
Allow for breaks during testing and activities
Allow fidgets to assist the student to stay
focused
Allow extra time to complete assignments
Interventions Self-regulating techniques
Relaxation activities
Positive behavior support
Planned ignoring
Proximity control
Strengths Observant
Affectionate
Humorous
Intelligent
Protection from
Humiliation
Bibliotherapy
Educate staff and student
Skill Streaming/Social Norms
Community Involvement



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