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What is the teacher's role in developing a bahavior intervention plan for students with...

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gsstom | Student, College Freshman | Honors

Posted June 11, 2013 at 10:46 PM via web

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What is the teacher's role in developing a bahavior intervention plan for students with challenging behaviors?

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Ashley Kannan | Middle School Teacher | (Level 3) Distinguished Educator

Posted June 11, 2013 at 11:12 PM (Answer #1)

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Any behavior intervention plan can only effectively work if there is "buy in" from the student, parent, and the teacher.  The teacher's role is critical in developing and executing a successful behavior intervention plan.  One reason why the teacher's role is critical is because they are going to be the ones doing most of the assessing of whether the plan is working and whether the challenging behavior is subsiding.  Their observing role is important.  They offer feedback and insight into if the plan is working and if the child is actually making strides towards changing.  The teacher is going to have to offer their assessment of how the child is doing in rectifying their behavior and channeling it into something more positive.  Another role the teacher has is helping to draft the intervention plan.  If the teacher is noticing challenging behavior in a student, then they are going to have a large responsibility in drafting the plan to see how if it can change the student's ways.  It does not make much sense for a teacher to notice a behavior and not participate in drafting a plan to help change it.  

I think that the teacher's role is also a positive one.  At this point, the teacher's role becomes more of a "coach" in terms of remaining positive, offering areas of improvement, and helping the "athlete," in this case the student, make progress.  No behavior plan is going to work instantly. This is not the work of a day.  It is the work of a prolonged period of time and the teacher's role is to help provide guidance and support to a student who is charged with the difficult task of changing errant ways or ways of poor choice.  The teacher's role becomes more of a support figure for a student, and perhaps a parental unit, who needs support in a trying time.

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hannaberry | Teacher | eNoter

Posted June 19, 2013 at 3:24 PM (Answer #2)

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It is important to keep in mind that a behavior intervention plan is actually created for the teacher to follow.The overarching goal of behavior management is to establish self- regulated, self-motivated change for appropriate behaviors. Behavior management teaches individuals skills that he or she needs to function within daily life. Functional skills are tasks and activities that are most often required in an individual’s everyday life. The first step in creating a behavior intervention plan would be for the teacher to complete a functional behavior assessment on the individual student. A functional behavior assessment is a process to identify the problem, determine the function or purpose of the behavior, and develop interventions to teach acceptable alternatives to the behavior.  A functional behavior assessment is process to systematically identify positive and negative behaviors by observing a student to develop behavior intervention strategies. Behavior management plays a vital part in establishing a social norm.Behavior management is typically found within a school setting. Behavior Management is a method for changing specific human behaviors that emphasizes regular encouragement or discouragement of behaviors that can be seen and for observing what happens both before and after the behavior. Within the school setting, behavior management differs from the term “discipline.” Discipline deals with the aftermath of the behavior that has occurred. Whereas the term “behavior management” involves the observations of all the factors including: the antecedent before the occurring behavior, the actual behavior, and the consequence after the behavior has occurred.

Along with team members such as the behavioral specialist and parent, the teacher helps with drafting a behavior intervention plan that includes the following: expectations, consequences, and rewards. Then, the teacher must model the expectations and apply the gradual release of responsibility for the individual student.

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