Reframing Behavior
This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.
About the autistic author markerMcGuire, S. & Victoria VanUitert, V. (2025). Reframing Behavior. Journal of Special Education Preparation, 5(3), 4-12. https://doi.org/10.33043/q92ba4zy
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Abstract
Neurodivergent students experience the world differently from normative societal standards. Preservice teachers will have neurodivergent students in their classrooms and misinterpretations of behavior may occur. Including the neurodivergent individual’s perspective and voice is imperative in creating inclusive, affirming learning environments. The Neurodivergent student Informed Behavior Support (NIBS) plan provides a systematic, collaborative approach that can help preservice teachers to (a) recognize if a behavior needs to be addressed, (b) identify strategies to support student success, and (c) empower students to be actively involved in the process. This article presents details on using the NIBS plan to bridge the gap between neurodivergent students and their teachers.
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