SPED 843: Reflection

Michael Friedmann

SPED 898

Dr. Sean Smith

Reflection Artifact SPED 843

Social Skills Intervention: Avian-Assisted Intervention (AAI)

Introduction:

            Avian-Assisted Intervention (AAI) is a social skills intervention that leverages interactions with birds to support students’ social and emotional development, while facilitating positive interactions with peers, and fostering communication skills. I designed this program specifically for students with autism, emotional behavioral disorders (EBD), intellectual disabilities, anxiety, trauma, and PTSD. The idea was to harness the therapeutic benefits of animal-assisted therapy in an educational setting; “research suggests that animals can serve as powerful mediators in therapy, improving social engagement and reducing stress​” (Beguin, N., et al; 2024). What began as a creative intervention concept in my SPED 843 course gradually evolved through pilot trials and refinements. Over time, this concept grew into a larger initiative and ultimately became Tweethearts, an educational non-profit organization dedicated to avian-assisted interventions in special education. This journey from a class project to an educational non-profit underscores the strong belief I have in AAI’s potential to make a difference for students with special needs.

Purpose of the Artifact:

            The primary objective of this artifact was to create a structured, research-based intervention that systematically teaches critical social and behavioral skills through guided interaction with conures (small parrots). At its core, AAI was founded on evidence that animal-assisted programs can enhance social communication and emotional well-being for children with developmental and emotional challenges. “Studies have shown that incorporating therapy animals into social skills training leads to improved communication skills and reduced social deficits among youth with autism​” (Becker, J., et al; 2017). Similarly, a “recent meta-analysis indicates that animal-assisted activities can significantly improve certain core symptoms of autism spectrum disorder, such as social communication and reducing irritability and hyperactivity​” (Xiao, N., et al; 2024). Armed with such research, I ensured the intervention was not just a novel idea but one grounded in established evidence.

            In designing AAI, I integrated multiple components: systematic social skills instruction, problem-solving practice, behavioral modeling, and self-regulation techniques. Each AAI session was planned to include explicit teaching of a social skill (for example, how to greet peers or take turns), followed by a guided activity involving the bird that naturally elicited practice of that skill. I also wove in problem-solving scenarios and role-playing (e.g. what to do if the bird becomes overstimulated, mirroring a peer conflict situation) to build students’ cognitive coping strategies. Each session incorporated self-regulation exercises—students practiced deep breathing or identifying emotions before interacting with the bird, which helped them remain calm and focused. Students were taught to recognize that the birds reacted to the energy of the student during interactions, and high anxiety, stress, or fear tended to be mimicked by the bird, prompting students to work on self-regulation. The decision to include self-regulation and social problem-solving was intentional: “these skills are known to be critical for students with behavioral difficulties to succeed socially”​ (Smith, S., et al; 2017). While the conures serve as an engaging focal point to motivate students, the intervention’s content is firmly rooted in evidence-based practices for social-emotional learning and behavior management.

Meeting Assignment Requirements:

            In fulfilling the SPED 843 assignment, I ensured that all requirements were met with a high degree of thoroughness. The assignment called for developing a social skills intervention plan complete with background research, a detailed description of the intervention, and alignment to course objectives. I addressed each of these: the artifact included a literature-backed rationale for AAI (citing studies on animal-assisted therapy benefits and social skills training), clear objectives and procedures for the intervention, and an evaluation plan to measure student outcomes. The course objectives centered on creating effective, inclusive interventions for students with special needs, and AAI directly met these objectives by demonstrating how an innovative approach could engage learners and teach critical skills. All expected components—such as theoretical framework, implementation steps, and potential modifications—were explicitly documented in the paper. The comprehensive nature of my submission resulted in a grade that was beyond acceptable, indicating that I not only met but exceeded the assignment expectations. Given this strong positive evaluation, it was evident that the artifact fulfilled the course requirements in full.

Decision Not to Revise:

            I decided not to revise this artifact after the course, as it proved to be highly successful both on paper and in practice. Academically, the project earned excellent feedback and a top grade, signaling that the content, structure, and writing met the instructor’s criteria with no significant weaknesses noted. Professionally, I had the opportunity to implement the social skills intervention with students, and the real-world outcomes were very encouraging. The students responded with enthusiasm—previously reserved children with autism began initiating communication while handling the bird, and those with anxiety visibly relaxed during the sessions. This successful implementation reinforced that the intervention was well-designed and effective as-is. Because the artifact was already put into action with positive results, I felt confident that no further revisions were needed. The artifact had moved beyond a theoretical exercise to a validated program, underscoring its soundness. Any minor improvements (such as adding more data collection sheets or slight tweaks in scheduling) were incorporated during implementation, but the core design remained solid. I saw no need to modify the original written artifact, as it accurately and effectively captured a social skills intervention that works and has a direct impact on students with special needs.

Key Learnings from the Assignment:

            Designing and implementing this social skills intervention led to several key learnings for me as an educator. I learned about the power of engagement. Introducing an avian element into social skills training dramatically increased student engagement; many of my students who often struggled to participate in traditional social skills groups (or even basic-level academics) were eager to join sessions when a bird was present. This taught me how critical student motivation is — when students are interested and invested, their growth in skills accelerates. I observed meaningful improvements in social skills development: for example, one student with an emotional behavioral disorder who typically avoided peer interaction started to regularly greet and converse with classmates after practicing routines with the birds. AAI had a noticeable positive effect on students’ emotional well-being. Students appeared happier and more regulated during and after the sessions – interactions with the birds often helped lower their stress and provided a healthy outlet for their emotions. “This aligns with broader observations that animal-assisted interventions can reduce feelings of isolation and anxiety in vulnerable students”​ (Becker, J., et al; 2017). Seeing these changes firsthand was a powerful confirmation of the intervention’s value.

            Another major takeaway was the problem-solving and flexibility required to implement an innovative program in a school setting. I encountered practical challenges, such as ensuring the bird’s presence was safe and hygienic and that it did not become a distraction. To address these, I developed clear protocols (e.g., handwashing before and after handling the bird, rules for gentle behavior towards the bird, and contingency plans if the bird became agitated). I learned to anticipate potential issues (such as a student being afraid of the bird) and proactively prepared solutions (such as allowing that student to observe from a comfortable distance until ready to participate). These experiences honed my ability to adapt in a fluid manner as both the situation and environment evolved. Problem-solving around scheduling and logistics was also applicable—integrating AAI sessions into the school day without disrupting academics, which I achieved by collaborating with classroom teachers and aligning sessions with social-emotional learning blocks. Through overcoming these challenges, I learned valuable lessons in planning, consultation, collaboration, and creative thinking. The assignment taught me not just theoretical knowledge, but also practical skills in troubleshooting and implementing a novel intervention in a real-world context.

Contribution to Professional Development as a Special Educator:

            Working on this artifact was a significant catalyst for my professional growth as a special educator. It expanded my understanding of how to implement innovative, student-centered interventions. Conceiving and bringing AAI to life required me to synthesize knowledge from multiple domains—behavior analysis, social skills curricula, trauma-informed practices, and even animal care. This process improved my ability to integrate interdisciplinary strategies to support student needs. I became more confident in venturing beyond “traditional” interventions and tailoring approaches to my students’ unique interests and profiles. Prior to this project, I might not have considered using animals in a classroom setting; now I have the confidence to think outside the box and the skill set to ensure such interventions are done responsibly and effectively.

            Creating the AAI program and the subsequent Tweethearts non-profit sharpened my leadership and collaboration skills. I learned how to advocate for my ideas and communicate the evidence base behind them to stakeholders such as school administrators, parents, and community partners. I was able to participate in school-based educational programs and resource fairs to share the experience and effectiveness and application of AAI. Gaining buy-in for a non-traditional intervention taught me about the importance of clear communication and demonstrated outcomes. Professionally, I grew in my capacity to design comprehensive programs — including developing curriculum materials, training staff and volunteers on how to continue the intervention and measuring student progress over time. These are competencies directly transferable to my future work in special education, whether I am designing a classroom behavior plan or leading a new school-wide initiative. This experience also influenced my perspective on future interventions: I now approach student needs with greater creativity and an openness to incorporating novel methods (grounded in research) to enhance engagement and learning. This artifact not only benefitted the students it served, but it also markedly advanced my skills, confidence, and vision as a special educator and behavior analyst.

Conclusion:

            This artifact was both a fulfilling project and a pivotal learning experience in my graduate program. It allowed me to apply research to practice in a creative way, resulting in a tangible intervention that has real-world impact. The experience underscored the value of innovative interventions like AAI in special education – it demonstrated how leveraging the human-animal bond in a structured program can yield significant benefits in students’ social skills development and its positive impacts on their emotional health. This reflection on AAI affirms its significance not just as an academic artifact, but as a viable therapeutic educational approach. Moving forward, I carry with me the insights and confidence gained from this project. AAI will continue to influence my professional practice, and its success will remind me of the importance of staying student-centered and open-minded in developing supports. The journey of creating and implementing AAI strengthened my commitment to providing compassionate, effective interventions that help students thrive both socially and emotionally.

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Michael Friedmann

SPED 898

Dr. Sean Smith

Reflection Artifact SPED 843

Positive Behavioral Interventions and Supports (PBIS)

Introduction:

            Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework for improving student behavior and creating positive school climates through a multi-tiered system of support. PBIS provides a tiered structure (Tier 1 universal supports, Tier 2 targeted supports, and Tier 3 intensive supports) to meet students’ behavioral, social, and emotional needs. “Implemented with fidelity, this framework has been shown to improve social-emotional competence, academic success, and overall school climate​” (PBIS.org; 2025). PBIS is particularly significant for supporting students who require structured behavioral interventions, as it emphasizes proactive strategies and consistent reinforcement of positive behaviors across all school settings. Instead of reacting punitively to misbehavior, PBIS focuses on preventing problems by teaching clear expectations and acknowledging good behavior, which benefits all students, especially those with more challenging behavior patterns.

            In the context of SPED 843, the assignment tasked us with identifying and researching an evidence-based behavioral intervention strategy. I chose PBIS as my focus because of its comprehensive, school-wide approach and strong research foundation. Having observed how unstructured or inconsistent behavior management can fail students who struggle, I was drawn to PBIS as a model that could bring consistency and positivity to behavior support. The introduction of PBIS in my reflection allowed me to delve into how a well-structured framework can support not only individual students with behavior needs but also improve the environment for the entire class or school. This introduction set the stage for a deeper exploration of PBIS in the assignment artifact.

Purpose of the Artifact:

            The purpose of the PBIS artifact was to explore and articulate how a PBIS framework could be implemented to address behavioral challenges in a school setting. I selected PBIS as the intervention strategy for this project because it is “backed by decades of research and has proven effectiveness in reducing problematic behaviors and improving student outcomes​” (Arway, T.; 2023). PBIS’s data-driven, tiered approach aligned perfectly with the assignment’s goal of finding a strategy that works for students across a range of needs. By focusing on PBIS, I could demonstrate an understanding of a system that addresses behavior at multiple levels—something crucial for special educators who must design supports from whole-class interventions down to individualized behavior plans.

            In developing the artifact, I created a detailed intervention grid along with a written essay and an appendix with a K-8 (Tier 1/Tier 2 or Tier 3) Support Grid. The intervention grid was a centerpiece of the artifact: it laid out specific interventions and supports corresponding to Tier 1, Tier 2, and Tier 3 of PBIS. For example, under Tier 1 (universal supports), the grid included strategies like clearly defined school-wide behavior expectations, routines for teaching those expectations, and a positive reinforcement system (such as a token economy or praise notes) for all students. Under Tier 2 (targeted supports), it listed interventions such as a Check-In/Check-Out program for students who need extra monitoring and mentoring, social skills groups for students with skill deficits, and targeted behavior contracts. For Tier 3 (intensive supports), the grid outlined individualized interventions like Functional Behavior Assessments (FBAs) leading to Behavior Intervention Plans (BIPs), one-on-one counseling or mentoring, and wraparound services for students with significant and chronic behavioral challenges. By organizing the information in this grid format, I demonstrated how PBIS provides a cohesive framework that escalates support in response to student needs.

Meeting Assignment Requirements:

            My PBIS artifact met all the assignment requirements comprehensively. The assignment required a combination of research, practical application (such as the intervention grid), and reflective or analytical writing connecting the two. I ensured that my submission covered each of these areas. In the essay portion, I provided a clear overview of PBIS and its theoretical underpinnings, citing key sources and evidence. I explicitly addressed how PBIS aligns with the principles taught in SPED 843, such as using evidence-based practices, employing a tiered support model, and focusing on positive behavior support rather than punitive measures. The intervention grid fulfilled the requirement to present a practical implementation plan; it was well-organized and covered all three tiers. Each tier’s section in the grid was populated with interventions that were discussed in the course or in the PBIS literature, showing that I could apply course knowledge to a concrete plan.

            The inclusion of the appendix with additional resources and an intervention strategy rationale went beyond the basic requirements, demonstrating extra effort to ground the plan in evidence. All formatting and content guidelines were carefully followed, and I proofread the artifact to ensure clarity and academic tone. The positive feedback and high grade I received for this project indicate that the assignment’s expectations were not just met but exceeded. Every element—from the overview of PBIS, the detailed tiered strategies, to the supportive research—contributed to an artifact that comprehensively addressed what the prompt asked for.

Decision Not to Revise:

            After receiving my grade and feedback, I made the decision not to revise the PBIS artifact. The rationale for this choice was that the artifact had already achieved its purpose effectively and was aligned with best practices. The instructor’s evaluation pointed out the strength of the research integration and the clarity of the intervention grid, with no significant areas of improvement identified. Given that PBIS is a well-established framework, I had been very careful to ensure accuracy and completeness in my initial submission. The strategies and descriptions in the artifact were directly drawn from validated PBIS practices (for example, “the three-tier model and known interventions like Check-In/Check-Out and FBAs are standard in PBIS”)​ (Arway, T.; 2023). This fidelity to the established model meant there was little ambiguity or error that might require correction.

            Another reason I opted not to revise is the coherence and thoroughness of the artifact. The plan was logically structured and well-supported with data and references, so making changes risked introducing imbalance or unnecessary complexity. In professional practice, PBIS frameworks are continually refined through data, but in the context of this assignment, the artifact was a snapshot of a well-designed PBIS plan. I was satisfied that it captured the necessary details and insights. If I were to use this artifact in the future (for example, as a reference when implementing PBIS in a real school), I might update it to include new research or adapt it to a specific school’s context, but those changes would be situational rather than due to any flaw in the original work. Given the strong performance and alignment with current best practices, I felt confident that no revision was needed for the PBIS artifact post-grading.

Key Learnings from the Assignment:

            Engaging deeply with PBIS through this assignment led to several important learnings that have enhanced my understanding of behavioral interventions. One key insight was how PBIS is implemented in a school setting beyond just the theory. Before this project, I understood PBIS conceptually; however, creating the intervention grid forced me to think about the day-to-day actions and supports at each tier. I learned how crucial consistency and school-wide collaboration are to PBIS. At Tier 1, all staff must consistently teach and reinforce the same expectations. I also learned about the importance of team-based planning: successful PBIS implementation involves a team that meets regularly to review behavior data and make decisions. In my artifact, I noted that a PBIS team would use data “(like office referral counts or behavior incident reports) to identify students who need Tier 2 or Tier 3 support, reflecting the real-world practice of data-based decision making in PBIS​” (PBIS.org; 2025). This taught me that effective behavior intervention isn’t just about selecting strategies, but also about creating a system to continually evaluate and improve those strategies.

            Another significant takeaway was understanding the importance of multi-tiered systems of support (MTSS) and data-driven decision-making. PBIS is essentially the behavior side of MTSS, analogous to how Response to Intervention (RTI) is to the academic side. Through this project, I saw how Tier 1 supports form the foundation that must be solid before expecting Tier 2/3 interventions to work. For example, if a school’s Tier 1 (universal) system is weak—unclear expectations, inconsistent consequences—then adding Tier 2 interventions for some students may not be very effective. This reinforced the idea that I must always assess the universal supports in place when addressing a student’s behavior issues. I also gained practical appreciation for data-driven practices. In the assignment, I outlined how data would be collected (like tracking the frequency of specific behaviors or monitoring progress for students in the Check-In/Check-Out program) and used to adjust interventions. Writing about this process helped me internalize it; I am now more attuned to regularly collecting data and interpreting it to guide behavioral supports. For instance, if data showed a student in Tier 2 wasn’t improving after a few weeks, that would signal the need to either tweak the Tier 2 intervention or consider moving to Tier 3 with a more intensive plan. This cycle of data-based decision-making is a hallmark of PBIS and was a crucial learning point for me.

            I also learned about the common challenges of PBIS implementation and ways to mitigate them. One challenge is ensuring staff buy-in and consistent implementation. I realized that even a perfectly designed PBIS plan on paper can falter if people are not fully on board or trained. The research I included noted that “ongoing professional development and coaching are critical for PBIS success”​ (Arway, T.; 2023). This informed my understanding that as a special educator (or future behavior analyst), part of my role may be to support and train others in these practices, not just implement them in my own classroom. Another challenge is sustaining the effort over time. PBIS isn’t a one-time initiative but requires continuous reinforcement and periodic refreshers to keep the momentum. In my reflection, I discussed strategies like celebrating successes (e.g., acknowledging improvements school-wide), rotating reinforcement systems to keep them novel, and maintaining administrative support as ways to sustain PBIS. By examining these potential pitfalls and solutions, I am better prepared to participate in or lead PBIS initiatives with realistic expectations and strategies to address issues that arise.

Contribution to Professional Development as a Special Educator:

            Researching and designing a PBIS framework for this assignment was highly beneficial for my professional development. It expanded my expertise in behavior management at a systems level. Prior to this, my experience with behavior interventions was mostly at the individual student level (e.g., creating a behavior plan for one student). Through this project, I learned to think in terms of school-wide and class-wide interventions in addition to individual supports. This broader perspective means I am now equipped to contribute to or even spearhead a PBIS team in a school, applying the knowledge of how each tier should function and what resources are needed. It also means that in my own classroom, or in a BCBA capacity, I will be mindful of aligning with school-wide expectations and using data to inform any behavior strategies I put in place.

            The assignment also reinforced the value of positive and proactive approaches in my teaching practice (despite the fact that I have moved away from a career in teaching and have focused on a future in behavior analysis). Delving into PBIS strengthened my commitment to move away from reactive discipline and towards teaching and reinforcing desired behaviors. For example, I plan to integrate regular social-emotional learning lessons (a Tier 1 practice) into my classroom routine (as a BCBA) and to use positive reinforcement strategies more systematically. I feel more confident in my ability to create a classroom environment that preempts misbehavior by setting clear expectations and building a supportive climate. In terms of intervention planning, my toolkit is now richer: I am familiar with strategies like Check-In/Check-Out or setting up a token economy, which I can implement for students who might need those targeted supports. I also know the importance of documenting interventions and monitoring their effectiveness, which will improve how I write and track Behavior Intervention Plans for students with IEPs.

            This experience will influence my collaboration with colleagues and my approach to school leadership. Special educators often play a key role in designing and leading behavior support programs, and with my PBIS background, I can offer guidance or training to general education teachers who might be less familiar with these supports. The world of special education is oversaturated with first year (new) special educators, who are forced to learn-on-the-fly when introduced to their new environments, classrooms, and students. My hope is to be able to help guide those new special educators in processes and interventions that work, as we collaborate and build systems and plans that will last. I have gained the vocabulary and conceptual understanding to explain why certain practices (like consistent routines or teaching behavior expectations explicitly) are important. In the long term, I see myself possibly taking on a role such as a behavior coach or an MTSS coordinator, as I work towards a BCBA role, and the knowledge from this assignment lays a strong foundation for all of that. This assignment has given me a vision of what a positive, inclusive school environment can look like, and the steps needed to build it. This PBIS project not only taught me about a specific framework, but it also sharpened a range of professional skills—from data analysis to collaborative planning—and has made me a more effective and proactive special educator when it comes to supporting students with behavioral needs.

Conclusion:

            This PBIS reflection assignment was an enlightening experience that has had a lasting impact on my professional growth. By working through the research and practical design of a Positive Behavioral Interventions and Supports framework, I gained a deep appreciation for how evidence-based, tiered interventions can transform both student behavior and a school climate. This assignment reinforced the principle that consistency, positivity, and data-driven planning are key to effective behavior support. The insights I gathered have already started to influence how I manage behaviors in my educational environments and interact with colleagues regarding behavior management. Writing this reflection allowed me to consolidate what I have learned: that well-implemented PBIS is crucial for creating safe and supportive learning environments where all students, including those with challenging behaviors, can succeed. Moving forward, I feel equipped and motivated to apply these principles in my teaching or coaching and to champion the cause of positive behavioral supports in any educational setting I am part of.