Appendix D - Case Study 1
Sample Sample Crisis/Emergency Plan
Student: _Carl Stephens_______________________________ Date: __February, 24, 2001________________
School: __Hadley Jr. High School_______________________ Grade: _7th_____________________________
Reason for crisis/emergency plan: repeated verbal threats to physically harm a classmate in retaliation for
unknown acts ("getting in my face," "putting me down").______________________________________________
Persons responsible for developing the plan (indicate position): Mr. Papadolious (Assistant Principal);
Ms. Hayes (school psychologist); Mr. Jordan (special education teacher); Ms. Lopez (school counselor)
Indicate level of parent/guardian participation and approval of the plan. Both Mr. and Mrs. S. were involved
in creating and approving this plan.______________________________________________________________
Parent/guardian signature:Mr. and Mrs Stephens_______________________________________
Carl repeatedly verbally threatened to "kick the s out of Fred." Verbal threats were very loud, laced with profanity, and linked to some provocation; however, the actual provocation(s) was not apparent to the classroom teacher. This very intense verbal threat was the fifth time Carl stated that he was going to physically harm Fred.
The current IEP calls for social skills instruction, including group
An office referral was written after the third verbal threat.
A two-day in-school suspension was imposed following the fourth verbal threat.
Reduce academic stressors by reducing length and complexity of selected class assignments and rearrange seating arrangement to place Fred a distance from Carl and any common pathways.
Preemptive "pull-out" 1:1 instruction with a special education teacher in the school counselors office to address (a) "perceptual errors"Carls misreading of the nonverbal behavior of classmates and (b) use of mnemonics for self-control (FAST) and "self-cueing," for self-reinforcement of appropriate behavior. The teacher will use direct instruction (cognitive modelinghow to "think aloud"), verbal rehearsal, and verbal feedback/reinforcement. Sessions will be about 20 minutes and occur twice a day for 4-5 school days (across one week-end), depending on Carls cooperation and his ability to learn the strategy.
Next, small group instruction (two or three classmates, selected on the basis of appropriate behavior and acceptability to Carl) will take place in the classroom when other students are out of the room (at a computer lab) and consist of behavioral rehearsals of the self-control strategy (beginning with simply breaking eye contact and walking away) and use of verbal prompts and positive feedback from peers. Session will be about 20 minutes and occur once a day for 3-4 days, depending on successfulness.
Follow-up will include periodic "behavioral probes" (after three weeks) including role play original problem/solutions; teachers will observe for other possible triggers.
Classroom teacher observation and narrative recording of problem behavior incidences, on a sheet with checklist columns for antecedent events, student responses, and consequences.
Carl will self-count the number of incidences and self-rate his use of self-prompts (self-talk) to use self-control.
Peers will count the number of incidences, rate Carls use of self-control, and their own verbal praise.
Carl will use cognitive strategies and role play to: (a) identify likely problem situations and physical signs of stress/anger (sweating, trembling, flush feeling in the face); (b) cue for self-control; (c) self-count and reinforcement. Selected peers will be used to strengthen level of appropriate behavior through verbal prompts and reinforcement.
Given the seriousness of the problem, the plan will be introduced immediately, beginning with the "pull-out" instruction, for at least 4-5 days, followed by at least 3-4 days for peer training sessions. The special education teacher will judge Carls acceptance of instruction and ability to fully and accurately "mirror" teacher modeling of the strategy.
The special education teacher and other team members will observe Carls behavior (and that of his classmates) across classroom settings and meet formally in two weeks to discuss impact of plan and need for any changes. The team will convene immediately following any further serious behavior incidences.
Because of the seriousness of the problem, use of peer supports remain in place. Carls history teacher will incorporate instruction on the peaceful resolution of conflicts and the special education teacher will introduce a class-wide conflict resolution program.
School counselorMs. Lopez
Special education teacherMr. Jordan
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