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Module 4 Case Study Reflection

To reduce Jordan's verbal outbursts, staff should implement collaborative UDL strategies and use FBA data to identify triggers, providing visual supports and teaching Jordan to use his AAC device for communication. Consistency across settings is crucial, requiring collaboration among educators, parents, and community members to maintain positive behaviors and support Jordan's independence. A transdisciplinary approach is necessary for revising Jordan's IEP, involving various professionals and ensuring integrated strategies across environments.

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Module 4 Case Study Reflection

To reduce Jordan's verbal outbursts, staff should implement collaborative UDL strategies and use FBA data to identify triggers, providing visual supports and teaching Jordan to use his AAC device for communication. Consistency across settings is crucial, requiring collaboration among educators, parents, and community members to maintain positive behaviors and support Jordan's independence. A transdisciplinary approach is necessary for revising Jordan's IEP, involving various professionals and ensuring integrated strategies across environments.

Uploaded by

sherese82
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Behavior Support:

Staff can reduce Jordan’s verbal outbursts by using collaborative, proactive UDL strategies and
viewing behavior as communication. Using FBA data, the team can identify triggers (e.g., task
difficulty, routine changes) and provide visual supports, clear expectations, and task chunking.
Jordan should be taught to use his AAC device to request help or a break, with consistent
reinforcement (e.g., trains, music). Collaboration among the teacher, SLP, OT, and BCBA
ensures supports are implemented consistently, while ongoing reflection helps prevent frustration
before it escalates.

Generalization:
Jordan’s positive behaviors can be maintained across settings through consistent strategies used
by school staff, parents, and community members. All adults should use the same visuals, AAC
language, prompts, and reinforcement systems at school, home, on the bus, and in the
community. Ongoing communication between home and school (e.g., logs or check-ins) supports
consistency. Peers can model appropriate behaviors and provide positive feedback, while Jordan
practices skills in multiple settings. Continued self-monitoring helps build independence and
supports long-term behavior maintenance.

Collaboration & Planning:


Revising Jordan’s IEP requires a transdisciplinary approach, allowing team members to share
roles and integrate strategies across settings. The team should include the general and special
education teachers, SLP, OT, BCBA, paraprofessional, school counselor, and Jordan’s parents,
with input from the music teacher and bus driver to ensure consistency. When appropriate,
Jordan should also be involved to support self-advocacy. This shared approach aligns with
Chapter 3’s focus on true inclusion and UDL by distributing responsibility and designing
supports across environments.

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