Using Collaborative Behavioral Contracting
1999; SAGE Publishing; Volume: 31; Issue: 4 Linguagem: Inglês
10.1177/004005999903100403
ISSN2163-5684
AutoresKelley A. Lassman, Kristine Jolivette, Joseph H. Wehby,
Tópico(s)Disability Education and Employment
ResumoAlex, a 13-year-old African-American male, was enrolled in a seventh-grade self-contained program for students with emotional and/or behavioral disorders (EBD) and was at or above grade level in the content area classes of reading, math, and social studies. Alex was also making social progress in this classroom, but displayed poor social skills and occasional aggressive outbursts. He was making both academic and social progress in his special education class. Alex's individualized education program (IEP) team scheduled a review for Alex, at which time his special education teacher, Ms. Peck, planned to address the possibility of Alex's making a transition to a general education reading class. Ms. Peck invited Ms. Smithson, the general education reading teacher, to join Alex's IEP team. At the meeting, Alex's IEP team determined that, in accordance with the Individuals with Disabilities Education Act (1997) least restrictive environment criteria, Alex should begin the transition into the general class setting for reading content area class. Thus, Ms. Peck sought a way to best facilitate Alex's reintegration into the general classroom; and she chose to implement Collaborative Behavioral Contracting (CBC) as a way to meet Alex's reintegration goals. When Ms. Peck approached Ms. Smithson regarding the CBC, Ms. Smithson indicated a willingness to try the procedures with Alex in her classroom.
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