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.
Behavior intervention plans are devised and implemented to help students improve their behavior in class. These plans are usually used for students who have more than normal difficulty controlling their impulses in the classroom setting. The goal is to get teachers, administrators, counselors, parents, and of course the student, working toward the same goal—appropriate classroom behavior.
These plans usually specify some sort of action that should be taken when the student begins to behave inappropriately in class. This action should be tailored to the specific needs and temperament of the student involved. For example, suppose you have a student who has trouble getting along with other students. The behavior plan might suggest or require that the student be seated in a certain place where he/she is least likely to come into contact with certain other students who might cause problems with them.
Sometimes teacher actions are also part of the plan. Some students might easily become confrontational when their inappropriate behavior is verbally corrected by the teacher in front of the class. The plan might then call for the teacher to communicate with the student one-on-one, or even to send them to another room to be counseled by another adult.
The most effective plans involve teachers in the planning stages. It is less likely that a behavior intervention plan will work when it is just given to a teacher without their input.
The teacher plays an essential role in developing a behavioral modification plan for a student with challenging behaviors. The teacher is the person who sees the child every day. The teacher knows what behaviors the child displays as well as what modifications have and haven’t worked.
However, the teacher should not be developing this plan alone. The teacher should consult with the school psychologist, the guidance counselor, other members of the grade level team, teachers from previous years, and the parents or guardians of the student. It is possible the principal should also be involved. By bringing all these people together, the teacher will gather the knowledge and expertise of all stakeholders involved. Once all the input is provided, the teacher, along with the entire group involved, will be able to develop a plan to attempt to modify the behavior of the student.
Once the plan is developed, the teacher, select school personnel, and the parents or guardians will meet with the student and share the plan.
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.
Behavior intervention plans are developed to encourage socially accepted behavior and discourage challenging behavior. Such a plan needs to involve all the constituents depending on the type of plan and may include not only the student but also the teacher, other students, the student's family, friends, etc.
The critical aspects of an intervention plan include observation and recognition of challenging behavior, something which is clearly within the teacher's purview. Selecting a corrective action or developing an intervention strategy is mostly the role of the teacher, since teachers come in regular contact with the students and are, typically, most suited to carry out the intervention. Implementation of the intervention is the next key step and may not have direct involvement of the teacher. The final aspect of the intervention plan is monitoring the student's behavior post-intervention and modifying the plan when necessary to prevent challenging behavior.
Clearly, the teacher has a central role in developing the behavior intervention plan.