Remember when I said that no token system is going to stand against a chemical imbalance in the brain? 'Member? There is just no defense but to brace yourself against the wrath and fury that is sure to be unleashed when that One Student walks into class with murder in his eyes...
"Jose" is that One Student on my caseload. He's had trouble regulating his emotions since preschool and is frequently defiant (but maddeningly passive aggressive about it!), avoids any kind of work, is verbally and physically aggressive, and loves to engage adults in power struggles.
As far as I can tell, the staff that have worked with him have been great: documenting what goes on, involving the parent, enforcing consequences to the best of their ability, trying 101 strategies to find one that works, writing Behavior Plans and Functional Behavior Assessments up the wazoo, and calling the behavior specialists when they are out of ideas.
Unfortunately, the behavior specialist assigned to our school is less of a behavior specialist and more of a Professional-Documenter-and-Boss-of-the-World.
I had my first interaction with her last week and she was quite rude. She asked me what had been going on with Jose since the beginning of the year. I tried to tell her, but PDBW kept interrupting me to berate me for behavior documentation done last year that wasn't on the CORRECT FORM. Last year, you know, when I was in Michigan and not in this state. And the form!!! If we document on the incorrect form the world will stop turning!!!
After SEVERAL interruptions to my answer, I started to get pretty ticked. First of all, listen to the answer to your question, or don't ask the question in the first place! Secondly, I shouldn't have to feel defensive when I'm doing all the right things!
Trying my best to keep the anger out of my face, I succeeded in being respectfully assertive. I started with "LOOK..." then talked very quickly to get out what needed to be said.
I ended my mini-speech talking about appropriate placement: his primary disability is no longer his hearing impairment, it's his emotional impairment. She responded by saying that she didn't want to put him in a behavioral unit because he was just going to get worse.
And she may think that she has the authority to single-handedly decide the placement for a student, but she has another thing coming.
My plan? Document (on the CORRECT FORM) the heck out of every misbehavior, then call an IEP meeting where the IEP team will make a decision about Jose's placement in a behavioral unit based on our data.
If that doesn't work....
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