Eber, L., Breen, K., Rose, J., Unizycki, R. M., & London,
T. H. (2008). Wraparound:
As a tertiary level
intervention for students with emotional/behavioral needs.
TEACHING Exceptional Children, 40(6),
16-22.
This article
focuses on the wraparound process for a behavioral intervention plan. It is the most complex intervention in the
school-wide positive behavior support, and it encompasses the voice and perspectives
of the family, student, and teacher. In
order to be effective, schools need to know when it is necessary to move to the
highest level of intervention and need to have the skills to support the
students. In addition, families and
children are full participants in planning and selecting interventions, there
are multiple providers of services, and the process is culturally
relevant.
The book in
chapter 15 mentions the wraparound approach as the most intense of the
supports. It is unique in that blends
natural supports like the child’s role models and mentors, interagency
services, positive behavior support, and academic interventions. The method stresses the importance of
frequent communication between all members of the team, including staff members
and family members. In this support
model the school social worker or guidance counselor would lead the
meetings.
In my
opinion, I think that this method involves all contributors to the child’s
education. I like how the authors stress
focusing on the needs not the problems in that the main goal is to improve the
overall quality of life for the student.
I think that the wraparound approach involves interventions that the
teachers agree with. It is not always
the case that teachers’ input is a determinant in educational policy. The authors do contest that the model
requires outside supports to work. The teachers
should be able to be subbed out to attend meetings. In addition, academic intervention services
are needed. Both can be problematic if
the school’s funding is low.
It's great that you found an article that dove deeper into some of the concepts presented in the book. This intense level of support would appear to provide the most consistent support to the child. I'm wondering if it addressed any of logistical concerns for making this possible?
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