Reframing Behavior: Understanding and Responding to Behavioral Messages of Neurodivergent Students Meaningfully

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.