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Behavior Plan Development (Part I). s SOUTHWEST ISD SPECIAL EDUCATION Empowering Unique Minds, Shaping Bright Futures.

Behavior Plan Development. Social Emotional Learning (SEL) consists of five core competencies; Self-awareness, Self-management, Responsible decision-making, Social awareness, and Relationship skills. SEL in the classroom can be promoted through explicit instruction and can also be integrated across classroom instruction when supported by research-based behavioral practices..

Behavior Plan Development. In order to develop a comprehensive behavior plan, a number of possible contributing factors need to be examined. By not taking all relevant factors into consideration, the behavior plan may not result in any positive growth for the struggling student..

Behavior Plans. A Behavior Intervention Plan (BIP) provides a roadmap for how to reduce problem behaviors. The BIP contributes to the student’s long-term success..

Behavior Plans. It provides a written plan, or instructions for addressing challenging behaviors, and teaching skills that help the students get what they desire, by providing functionally-equivalent replacement behaviors..

Behavior Plans. A Behavior Plan is a blueprint for changing behavior. It guides treatment, and it seeks to ensure that everyone responds to behaviors consistently..

Behavior Plans. It includes interventions that are based on the hypothesized function of the behavior, with the intention of reducing challenging behaviors. What is the student trying to accomplish by engaging in the behavior? All behavior is communication. So, what is the student trying to communicate?.

Behavior Plans. The BIP also ensures that everyone interacting with the student remains on the same page about the agreed to behavior intervention strategies..

Behavior Plans. *No matter how well-written, a piece of paper cannot change the behavior of a student alone..

Behavior Plans. *In fact, a well-written behavior plan actually changes the behavior of the adults who interact with the student as much as, or even more than the student herself..

Behavior Plan Development. A multidisciplinary team should be formed in order to present data, provide first-hand accounts, and provide suggestions for strategies that might be utilized to address targeted maladaptive behaviors in the educational setting..

Behavior Plan Development. Also, to establish classroom procedures, structures, and routines to provide support. Team Members Administrators School Counselors Social Workers All of the student’s teachers District Specialists.

Behavior Plan Development. Is the Treatment Team updating an existing plan or developing a new one? The current plan may be very good, but it may not be consistently followed by all of the staff. Also, new persistent behaviors may not be included in the older plan..

Disciplinary Actions. *Campus staff should seriously consider developing a behavior plan for students who have “persistent misbehavior.” *Especially if the campus is considering placement at the Disciplinary Alternative Education Program (DAEP)..

Disciplinary Actions. Data should be provided to the team regarding: Disciplinary Actions Number of office referrals Number of days of in-school suspension Number of days of out-of-school suspension Number of DAEP referrals.

Attendance:. Data should be provided to the team regarding attendance. Students who are persistently absent, may miss out on the opportunity to develop basic skills necessary for behavioral success..

General Academic Performance. Is the student on grade level, near, or far below? Students who are below grade level struggle to do classwork, and may be acting out to avoid work. They often act out until they are removed from the classroom, and thus avoid doing work they can’t comprehend..

Trauma-informed Care. Sociological Information should be provided to the team. Does the team suspect that the student has been traumatized outside of the school environment in the past, or is she undergoing any type of ongoing traumatization at home?.

Trauma-informed Care. If a student is exhibiting maladaptive behaviors at school, related to concerns in the home environment, it is unlikely that district staff can extinguish the behaviors at school without effectively addressing the concerns in the home environment..

Trauma-informed Care. The committee should consider actively supporting a referral to district, local, and/or state social services providers..

Trauma-informed Care. *Has the student ever been hospitalized for psychiatric care by a parent/guardian? Have there been any emergency detentions initiated by school district staff?.

Trauma-informed Care. Sometimes seemingly typically developing students have been hospitalized for psychiatric care while at home, and district staff have not directly asked the parents/guardian about the student’s mental health history when discussing at-school behavior..

Trauma-informed Care. *If the student has been hospitalized, has the campus obtained a signed consent for the release of confidential information from the parents/guardian?.

Trauma-informed Care. This release is needed in order for the appropriate district staff to review documents such as, discharge summaries, and/or speak directly to the treatment center/hospital’s attending clinicians..

Trauma-informed Care. Is the district currently providing the family any social services support? Is the team recommending in-district social services support?.

Targeted Behaviors. *When determining which behaviors to address, always list the behaviors from the least disruptive to the most disruptive. *The lesser behaviors tend to trigger the more; disruptive, aggressive, and destructive behaviors..

Targeted Behaviors. *If the lesser behaviors can be extinguished, the more aggressive behaviors may disappear..

Proposed Functions of Behaviors. Typical Maladaptive Behaviors: Non-compliance Verbal Aggression Sexually Inappropriate Behavior Self-injurious Behavior Property Destruction Physical Aggression Elopement.

Targeted Behaviors. [Classroom Teachers]. Describe the behavior. What does it look like? When does it tend to occur? During academic instruction, after breaks from classwork, transitions between classes, meals, specials/electives, or at recess?.

Proposed Functions of Behaviors. Why is the student exhibiting a particular behavior? Escape Demands – The student is trying to avoid classwork, or trying to get out of participating in group activities. Seeking Access to Tangibles - The student is wanting to continue fun activities after breaks from classwork, or when returning from; specials, recess, or electives..

Proposed Functions of Behaviors. Attention Seeking – The student wants the teacher’s undivided attention, or has developed learned helplessness and cannot work independently anymore. Sensory Stimulation – The student is bored, and just wants to have fun. Control – The student is being oppositional and trying to take control of the environment..

Proposed Functions of Behaviors. A certain behavior may be to be triggered by a previous behavior. When the student is unable to get the desired response from staff after Non-compliance and/or Verbal Aggression, the intensity escalates into more aggressive and destructive behaviors. Also, Elopement from the classroom may occur during theses escalations..

Proposed Functions of Behaviors. *It is very important that the team (especially all of the student’s teachers) come to a consensus about the functions of each of the targeted behaviors. *In order for a plan to have the best chances of being effective, their has to be “buy-in” from ALL of the student’s teachers..

Proposed Functions of Behaviors. *Some targeted behaviors may be completely unrelated to other behaviors. Different situations can trigger different behaviors..

Proposed Functions of Behaviors. *The team should determine how often each targeted behavior occurs in a weeks time? The team should utilize all available anecdotal and statistical data. This data will serve as “baseline data” to measure progress made by the plan..

Contributors. Steffanie Sparrow, Licensed Specialist in School Psychology Bella More, Educational Diagnostician Samantha Baker, Social Emotional Learning Specialist Ruth Villegas Graduate Student.

End of Behavior Plan Development (Part I).