Project Author: Alecia Christine Ritzema (Niewiadomski)
April 2012
Master’s Project
Submitted to the College of Education
At Grand Valley State University
In partial fulfillment of the Degree of Master of Education
Research reveals that adolescent students with disabilities are suspended at a rate disproportionate to their representation in the general population. Middle school students are at a great disadvantage as they are four times more likely to be suspended than elementary students. This project explores the history of school suspensions, particularly with regards to students with disabilities, providing an overview of characteristics typical to this population. The project contains a plan for lowering suspension rates in a west Michigan middle school, highlighting positive behavior supports (PBS). The designed manual offers processes for data collection, documents to support Tier 2 behavior strategies and methods for monitoring the progress of specific interventions.
Note to administrators: Please utilize this manual and its documents to support behavior intervention practices for students needing extra assistance. Data collection methods and intervention strategies may be adapted to fit the needs of younger learners within a typical public education setting.
Within this manual you will find:
Section 1 - Analyzing Data, forms for data collection on behavior. These documents will assist with beginning the Functional
Behavior Assessment process. Employ one or two people in the building who are willing to collect behavior data using the forms. This
data should be presented to a team who is willing to begin intervention implementation.
Section 2 - Positive Intervention Documents, for implementing Check In-Check Out, Social Skills Training, and Home-School Based
Collaboration. One intervention should be chosen, dependent upon the function/need that the student's behavior is trying to reach.
Section 3 - Monitoring Intervention Effectiveness, forms for progress monitoring behavior change and intervention effectiveness.
This process should be ongoing and interventions should be adjusted, as needed. Keep in mind that an intervention should
be implemented with fidelity for at least 2 weeks before alterations are made.
Within this manual you will find:
Section 1 - Analyzing Data, forms for data collection on behavior. These documents will assist with beginning the Functional
Behavior Assessment process. Employ one or two people in the building who are willing to collect behavior data using the forms. This
data should be presented to a team who is willing to begin intervention implementation.
Section 2 - Positive Intervention Documents, for implementing Check In-Check Out, Social Skills Training, and Home-School Based
Collaboration. One intervention should be chosen, dependent upon the function/need that the student's behavior is trying to reach.
Section 3 - Monitoring Intervention Effectiveness, forms for progress monitoring behavior change and intervention effectiveness.
This process should be ongoing and interventions should be adjusted, as needed. Keep in mind that an intervention should
be implemented with fidelity for at least 2 weeks before alterations are made.