the Behavior Support Process
LINDA M. BAMBARA
Currently enrolled in an inclusive second-grade classroom, Derrick is a 9year-old boy recently diagnosed with learning disabilities and characteristics of a pervasive developmental disorder (PDD). Despite showing early signs of learning problems and having received special education services as a preschooler for speech and language delays, Derrick was not deemed eligible for special education at his elementary school until this year. Previous psychological evaluations failed to reveal a substantial discrepancy between his IQ (85) and his academic achievement, which is needed for a learning disabilities classification. Derrick managed to struggle through kindergarten, but failed and repeated first grade. The building principal believed that Derrick's learning and social problems were due primarily to his immaturity, and encouraged his parents to hold him back a year. Derrick managed to struggle through a second year of first grade, but soon after he started second grade, it became apparent that time alone would not solve his problems. For the third time since kindergarten, Derrick's mother requested another comprehensive evaluation.
Derrick now receives special education services in his second-grade classroom, and meets daily with his special education teacher for intensive instruction in reading and math. However, at midyear, he seems to be mak-