This article shows how behavioural support can be used to bring about positive change in students' behaviour. At nine years of age Samantha Fake's challenging behaviours were putting her at risk of being excluded from her regular classroom. Beginning with the formation of an 'action' group, a functional assessment was made of Sam. This revealed what triggered her negative behaviours. A new schedule was developed for Sam and she was taught new coping skills. Positive behaviour support has seen Sam develop into a genuinely welcomed student who is doing well at school, has developed peer friendships. She has also become involved in community activities. Keywords: Inclusion, Education, School age
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Why does Samantha Act That Way?
DeVault, Gigi et al
1 September 1996
Inclusion, Education, School age