Artifact 1 Rationale

The Positive Behavior Support Plan

The positive behavior support plan required me to identify a student who demonstrates
and displays behaviors that interfere with their academic and/or social success. I then had to
develop and implement a positive behavior support plan for this student. This connects to CEC
standards 1 (Learning Development and Individual Learning Differences), 2 (Learning
Environments), and 7 (Collaboration).

I gained knowledge and skills in learner development and individual learning differences
(CEC standard 1) while completing this artifact. I gained the most knowledge in this area when
identifying the specific behavior, conducting a literature review using research based articles
about the specific behavior, and identifying a replacement behavior which satisfied the function
of the inappropriate behavior. For example, because the students specific behavior referred to
her elopement from an assigned area, I implemented a replacement behavior for the student to
remain in her assigned area, as directed with one prompt (as needed). A daily point sheet would
be used as a reinforcement and as a visual for the student to engage with the desired replacement
behavior. This was also supported with the research that was gained through conducting the
literature review, as required in the assignment.

This artifact was designed to enhance my knowledge and understanding of learning

environments (CEC standard 2) with a focus on an individual students behaviors. To truly
understand the impact an individuals behaviors can have on the overall learning environment, I
use a variety of methods and strategies to gain a deeper understanding of the students behaviors.
I used anecdotal records, cumulative files, previous IEPs and data, as well as my own
observations within a variety of classroom settings. This addressed the standard by observing the
learning environments in two perspectives; the overall learning climate for the class, as well as
the learning environment for the specific student. My understanding of learning environments
was strengthened through completing my observations, which gave me a chance to gain a better
understanding, as an observer and not always the classroom teacher. I was able to use these
observations to implement effective strategies within my positive behavior support plan.

My knowledge and skills within collaboration (CEC standard 7) were critical while
completing this artifact. In order to implement an effective positive behavior support plan for the
student, I had to collaborate with a variety of professionals who have worked with, or have
knowledge about the student. This included several classroom teachers (special educators, as
well as general educators), a behavior interventionist, a school psychologist, parents/guardians,
as well as a variety of members within the IEP team. I used information gathered from these
resources to guide my understanding and practice with the specific student and her displayed
behaviors. Through collaboration, I was able to design and implement a more effective positive
behavior support plan for the student, with all aspects of the student in mind.

The student I implemented the positive behavior support plan for was positively affected
by my mastery of the standards. By completing this plan, I was able to identify the antecedent
and triggers of the students behaviors, and offer replacement behaviors to help the student
within the classroom learning environment. This helped her engage within the classroom, as
well as with her social interaction with peers. She is now having success in school. Future
students will be positively affected in the same way. I am now more confident in my
understanding and implementation of positive behavior support plans, in regards to the entire
process.