Abstract
This article shares the perspective of a teacher involved in a collaborative team that utilized the process of positive behavior support in an effort to improve the behavior and quality of life of a 12-year-old girl with multiple disabilities. The teacher took the initiative and actively sought out the family, other school staff, and behavioral interventionists to join her in developing a behavioral support plan that allowed a young girl identified with Autism Spectrum Disorder to remain in her classroom. The following is a description of her classroom, how the support plan evolved throughout the school year, and her perspectives and observations about the positive behavior support process.
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