Assignment 3 example.docx - Running head PERSONALITY IN SCHOOLS 1 Communication style in the school setting ABA 610 March 26th 2017 Dr Barrett

Assignment 3 example.docx - Running head PERSONALITY IN...

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Running head: PERSONALITY IN SCHOOLS 1 Communication style in the school setting ABA 610 March 26 th , 2017 Dr. Barrett
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PERSONALITY IN SCHOOLS 2 BID entering numerous school sites Roughly a year ago I enrolled in an Applied Behavior Analysis Graduate program while working as a BII (Behavior Intervention Implementation) for a Non-public Agency with hopes of becoming a BID (Behavior Intervention Development) post graduation. As a BID I will have a caseload of several students who I will have to provide services for at various school sites; this may be at an elementary, middle school, and/or high school. The important aspect of me entering schools is to understand what my natural/internal and adapted/external style is and how would I be able to effectively collaborate with various school staff (e.g. teachers, principals, classroom aides, etc.) to become a proactive team member. Being employed as a BID is a very interesting position because I will essentially be visiting schools as an outside agency member who is required to collaborate with the school staff for the betterment of the student on my caseload. BID's role in the school setting is to provide Behavior Intervention Therapy (BIT), which is labeled in the special education field as being a related service. As a related service the goal is to assist a child with a disability to benefit from special education (Rothstein & Johnson, 2010), however, this related service cannot be proven effective unless the BID collaborates with school staff and work as a team. For clarity purposes, all the responsibility isn't on just the BID to make the team function properly; such positive interaction is most likely to occur where there is supportive school leadership within the school (Rothstein & Johnson, 2010). My personality meshing with schools sites After being administered the DISC(Dominant - Inspiring - Supportive - Cautious) survey as a required class assignment, the results indicated that I have a blend of dominant, supportive, and cautious traits, however, the dominant traits (e.g. doer, driven, conscientious, collaborative)
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PERSONALITY IN SCHOOLS 2 appear to be much stronger, so for the sake of confusion we’ll just say I have a dominant personality. Individuals who have a dominant personality usually focus on results, problems- solving, and the bottom-line (“DISC Personality Test”, 2017). When thinking about how my
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