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Many Behavioral issues such as Attention-deficit/hyperactivity disorder (ADHD) and Autism Spectrum Disorder (ASD) can have an impact on an elementary aged child's academics due to them no knowing quite how-to manage their actions and behaviors. In the classroom a student behavioral disability can affect their academics by, them having trouble focusing, disruptive behavior, struggling to learn and keeping still. All of these issues have an impact on students that are dealing with behavioral disabilities because it will cause them to fall behind in their academics due to their disability and he conflicts its causing them to have in the classroom. This can cause the student to start to be under more stress which can ultimately led them to have more problems in the classroom not just with their academics but with their disability as well.

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One policy that does help students that are dealing with behavioral disabilities is The Individuals with Disabilities Education Act (IDEA) which guarantees a student access to a free and fair public education. This policy help to advocate for students with disabilities in making sure that they get the proper and equal education as all other students with the public-school system.

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The role of the school social worker is working students with behavioral disabilities is to help them to understand and know different ways in which they may be able to help control some triggers and tantrums that their disability is causing them to do. As well as working with the student teachers and other staff to look into a functional behavior assessment, behavioral intervention plan or a manifestation determine review ideas to help monitor progress and see different actions and behaviors that leads up to a trigger or disruptive behavior. With working as a team, we can all help that student in teaching them how to help manage and understand their triggers. That will eventually help them have better control over it when they get older.

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In tier one of the Multi-tiered system of supports in dealing with a student with a behavioral disability and the student is being disruptive in class, showing aggression and speaking negatively in the classroom. The student has received positive behavioral interventions and supports (PBIS) instruction and acknowledgement since first grade.

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In tier two the school social worker has added in individual mentoring due to the increase in disruptive behavior and acting out. With the concern from his parents and teachers we have now moved towards examining the students needs and intervention with a data-based problem-solving process with his teachers, parents, school principal, school psychologist and school social worker

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In tier three the school social worker has now begun to facilitate functional based comprehensive planning for the student and a daily progress report. In order to try and help with his issues in the classroom and to help monitor the progress that the student may be having daily.

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In looking at the different tiers of action in monitoring the progress for this student with a behavioral disability such has ADHD and ASD. We would start by seeing how much progress the student has made in incorporating the functional behavior assessment and the manifestation Determine Review to see if he is improving on his behavior and conduct in the classroom. If the student is making the progress that we would expect than we would look over the assessment that we have in place and see if there are some things that we may need to rethink. Or if that does not help than we may need to investigate doing another course of action such as Behavioral Intervention Plan.

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*please answer the questions with a yes or no response*

1.       Have you ever witnessed seeing a child act out due to them having ADHD or ASD?

2.       Which Tier do you feel will have the most impact on a student that the school social worker may be dealing with?

3.       Do you think that is the plans I have laid out for my student would work in other for the student to perform and behave better in the classroom?

4.       Do you think that the Manifestation Determine Review is a good plan to further improve the student’s behavior in the classroom?

5.       Overall, do you think that my tier plan for a student in this category will work?

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Massat, C. R., Kelly, M. S., & Constable, R. T. (2016). School social work: practice, policy, and research. Lyceum Books, Inc.

McWhirter, K. (2019, March 7). Addressing Behavioral Disorders in the Classroom: Support & Resources.