Creating Community and Support Using Native American Values in an Inclusive Third Grade Setting: An Action Research Case Study

Jonnie Walkingstick, Lisa Bloom


This action research case study describes the collaboration of five third-grade teachers and a special educator to create a grade block system of support for all students to encourage learning and to meet school-wide and classroom expectations.  Three goals guided the development of this integrated system: to create an inclusive caring classroom community, to provide positive behavioral support to all students, and to integrate strong ties and values of the local Native American culture. This article describes classroom and community activities, including class meetings and service learning projects. A case study of Steven, a classmate with Emotional-Behavioral Disorders (EBD) who needed intensive support, is presented. After a functional behavior analysis was conducted, individualized strategies were developed and implemented based on his needs. These included modifying assignments and encouraging peer compliments and positive attention. Results of an AB research design indicated a substantial drop in Steven’s disruptive behavior after the implementation of these individualized interventions. Recommendations for practitioners based on the integrated classroom system are presented.


Community, Positive Behavior Support, Classmeetings

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