Micah Louis
3 August 2013
PP Reflection
This PowerPoint presentation was very informative on the characteristics and
accommodations of three disorders. These are autism spectrum disorders, behavioral and
emotional disturbance disorders, and mental health disorders. As I reflect on each one, I
am aware of the idea of cross categorization, which sometimes brings similar
accommodations across this broad spectrum of disorders.
The first disorders shared were those that fall under the autism spectrum disorder.
Under the autism spectrum fall the disorders of Autism, Asperger’s, Rett Syndrome, and
Persuasive Developmental Disorder. The characteristics of these disorders involve
language and communication difficulties, such as difficulties in expressing needs, as well
as a repetitiveness in saying words over and over. Social characteristics involve avoiding
eye contact, and inappropriate peer interactions. Argentine Middle School houses
students on the autism spectrum as well as students with emotional or behavioral
disorders. We use a lot of the accommodations that are listed under the EBD
One of the biggest accommodations we use is consistent behavior expectations.
With our behavior intervention support teams (BIST) made up of our grade level
professional learning communities we are able to track behaviors as they come up and the
interventions we use to hold the students accountable. Students who have three or more
movements are put on behavior plans with tracking “point sheets” so the student can
partner with the teachers to track their own behavior. This is an excellent strategy for
EBD students, because we can randomly reward them for their good behavior to help
them cement their good behaviors with intrinsic motivation.
BIST also supports students with role-playing situations. With our family
advocacy program, we practice partnering and processing with our “homeroom” students
to set the common expectations and enable the students to help themselves. We also
want our students to understand that if they are not able to help themselves, they need to
be able to allow an adult to be in charge and trust the adult to give them what they need,
not necessarily what they deserve.