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behaviorintervention plan for Monica. It is soon determined, however,
that this plan is ineffective for addressing her problems and that
further intervention is needed. A team of behavior support specialists,
psychologists, counselors, social workers, and administrators meets to
develop a comprehensive intervention plan for Monica. Monica is
assigned to short-term individual therapy sessions. She also receives
services from juvenile justice personnel and mental health service
providers outside of school. In addition, Monica's parents are involved
in the sessions because family empowerment is a major emphasis of
the overall comprehensive behavior intervention plan for Monica.
Scenario Three
The bell rings, signaling a new day in Mrs. Brooks' 2nd grade
classroom. As the students quietly enter the room, they go directly to
their lockers, put away all of their personal items, and take out their
daily folders, which they place in a special daily folder basket next to
the doorway. Students then choose a book for independent, silent
reading at their desks until the morning announcements begin. Mrs.
Brooks moves around the room handing out tickets (which may later
be traded in for prizes) to students who are on task. After the
announcements, Mrs. Brooks calls the class to the rug in an open area
of the room for the morning meeting. Josh is chosen from a set of
cards as the Student of the Day. Michael is upset that Josh is chosen
over him, and complains that it is unfair. Mrs. Brooks moves into close
proximity to Michael and reminds him that everyone will get an
opportunity to be the Student of the Day and that his turn will be
coming soon. As Michael continues to complain, Mrs. Brooks calmly
gives him a warning, which is the next step in her classroom behavior
management plan, then proceeds with the routine. Michael continues
to interrupt the class and is instructed to turn his card from green to