Teacher's Role in a Successful Behavior Plan

Over the last few years I have been very busy working with teachers to create individualized behavior plans for several different elementary school students. There have been amazingly successful plans where some of the most significant behavior problems in the school have turned it around. Children who made daily trips to the office are only there now to receive praise from the administration. Teachers previously brought to tears from the behaviors have stopped me in the hall to say "Oh my goodness, he's like a different kid!" Students who were close to being sent to a day placement school are now succeeding in a regular classroom. It's very encouraging if I focus on those students. However, there have also been some plans that have been revised and revised and revised and the student is still struggling and the teacher is still severely frustrated. I have been reflecting on why some behavior plans work and others don't. Of course one of the biggest factors is the student. All students are different and the motivation for the misbehavior or lacking skill is different in each student. While this is important to consider, this particular article does not focus on this. I'm going to focus today on the teacher's role in making the behavior plan successful.

• Focus on the Positive!!! The behavior plans that have had the most dramatic success are plans that allow the teacher to focus on the positive. Classroom consequences are still in place, but are not connected to the plan. Here is an example: Johnny's teachers will offer positive reinforcement frequently in the classroom by giving Johnny a “warm fuzzy” pom pom when he is caught engaging in a desired behavior. Johnny will chose the bag to keep the “warm fuzzies” in and carry the bag with him to every class. Once the bag is full, he receives an immediate reward. There is no limit to how many “warm fuzzies” he can earn in a day. He does not loose “warm fuzzies” that he has already earned. All teachers and staff who work with Johnny can give him “warm fuzzies” for his bag. This plan works because Johnny who was used to receiving a lot of negative feedback, is now getting positive attention frequently throughout the day. He receives something tangible (the warm fuzzy) that he can put into his bag. This begins to change his perception of himself, which changes his behavior, which changes his teacher's perception of him, which can potentially change his future. Plans that offer positive rewards completely separate from the classroom consequences seem to have the most significant effects.




• Be Consistent. Teachers who are able to be consistent and are able to follow through every time have the most success with the plan. Oppositional children are excellent at pushing limits to see how far they can push. Consistent teachers have more success because they don't offer the wiggle room.




• Be Flexible. This is not the opposite of being consistent. This is having flexibility in your expectations and stating them upfront. If the student was able to behave like everyone else in the class she would be. She may need some flexibility in some areas. For example you may need to have area for her to work in the classroom for times she needs to cool down and get away from a stimulus. The teacher may need to allow her extra time to finish projects if it is the transition that sets her off. Being flexible and willing to make acceptable changes for the student sets everyone up for success.




• Remember that all students are different. The behaviors may be exactly the same as a student you had two years ago. However, that doesn't mean that the motivation for the behavior or the lacking skills are the same. What works for one student may not work for the next. That is the reason for the individualized plan. I strongly recommend doing a formal Functional Behavioral Assessment and a Behavior Intervention Plan.

Teachers have a HUGE part in making the Behavior Plan sucessful. It is the teacher who has to follow through and implement it consistently every day. It is the teacher who has to push forward even when it appears it isn't working at first. It is the teacher who has a tremendous positive impact on the student when the behavior starts turning around. It is the teacher who does the work to change lives!

Reminders

1. Vote in the poll
It's on the left side of the page. I haven't had many voters yet, but the more I get, the more informative it will be for all of us. I plan to write an article about our responses. It will be hard to do that unless I hear from as many of you as possible. I think about 0.5% of my readers or less have voted so far. I was hoping for 20-30% or more.

2. Sign up for the Monthly Newsletter
Sign up on the right side of the page. It's far from Spam, I don't even get one out every month. Most months I send one email that highlights any new information or articles. It keeps you updated on new articles that may be helpful to you or others. I will never sell or share my email list. If you don't want to keep getting it, you can have your email removed easily.

3. Email me article ideas
I want to know what you are looking for. Sometimes, I have writers block. Sending me your ideas will help me tailor my information to my regular readers.

Thanks

Do You Understand Test Scores?

Do you understand the scores from cognitive assessments, academic assessments, and behavior rating scales? Understanding the basics of these assessments and what the test scores mean is extremely important when your child has been evaluated for special education. If you are like most parents and have lots of questions, I've written up the basics and compiled them onto one page. Read all about Understanding Test Scores at School Psychologist Files.

Do I Have to Sign?

Parents are asked to sign paperwork when services begin, when changes are made, and if services end. Let's not stop there. Parents must sign before any assessments begin. Parents must sign that they attended meetings. Parents sign that they received a copy of special education rights. The reasoning is to protect everyone involved. It gives documentation to show who attended the meetings, shows parental consent for what is outlined in the plan, and documents what has occurred at the meeting.

Should I sign if I don't agree?

You do not have to sign what you do not agree with. That being said- if you attended the meeting, please sign where it says to sign that you attended the meeting. If you received paperwork, please sign that you received it. If you do not agree with the findings or do not agree with the services offered, then do not sign where it asks if you are in agreement. There may also be an area to sign that you do not agree with the findings and you may have an opportunity to write a dissenting opinion.

What will happen if I don't sign?

In general, the answer is nothing. Literally nothing will happen if you don't sign. Services can not begin until the parent signs. Changes can not take place until the parents sign. Services can not end (in most states) until the parent signs. In most cases if the parent refuses to sign, everything will remain basically the same. Laws vary between states on this issue, so make sure to check your own state laws.

Is it okay to think about it overnight before signing?

Absolutely. If you aren't sure, take some time to think things over or check in with an advocate. However, please do so in a timely manner, for the sake of everyone involved.

What if we do not come to an agreement?

There are times when parents and the school system do not agree. Usually, when all parties stop and listen to each other, an agreement can be made that is in the best interest of the child. Remember that schools have very strict guidelines that must be followed and there are restrictions to what a school can do.

Think about exactly what it is you disagree with. If you do not agree with the guidelines the school is following, then there is not much that can be done unless you are willing to go through an expensive and drawn out process in court that will still likely amount to no changes. In this case, it would be my best advice to work with the school to determine what can be done for your child within the guidelines.

If you disagree because you feel the school is not following state or federal guidelines, there are steps you can take. Start by discussing the area you feel is not being followed with the school or the special education administrator. Usually a resolution can be made by providing a second opinion at the cost of the school system or through the use of a mediator.

What is Erin's advice?

Try to reach an agreement, where you can feel comfortable signing as quickly as possible. You don't want to leave this open. If you need time to take it in to discuss it and then suggest some changes, that is within your right. However, I do not suggest refusing to sign for long periods of time. Those battles rarely end well for parents, the school, or the child.

How Much of Your Child's Special Education Meeting Did You Understand?

As a School Psychologist- I attend numerous Special Education Meetings weekly. There are Child Study Meetings, where we discuss interventions and may decide to complete an evaluation. There are eligibility meetings, where we determine if a student is eligible for special education services. There are IEP meetings where we develop a plan for a student who is eligible for special education. Additionally, there are Manifestation Determination meetings, Functional Behavioral Assessments, Behavior Intervention Plans, and 504 Meetings.

I may attend around 5-10 meetings a week and I only work part time. Special education teachers, administrators, and a few others will attend these meetings as well. We are VERY used to the process and the terminology. That being said, we constantly have to remind ourselves that parents are often not used to any of it. We went to school for years to learn this, and we've been living it out in our careers. It's second nature to many of us. Parents often come in understanding very little. I try to be conscious of explaining what we are doing to the parents. However, it's a lot of information that gets thrown out very quickly.

I want to know how many of the readers feel that you understood what transpired in the meetings you attended? Did you feel rushed? Did you feel supported? Share your comments and please vote in the poll. I'll leave it open through January and then discuss the results.

Support for ADHD in the Schools

Penny Williams from A Mom's view of ADHD and I decided to join forces this month in an attempt to reach more people through our blogs. I believe that many of my readers would find her blog helpful and I also felt that I could offer some insight into the school perspective to her readers. Penny wrote Make Homework Routine a few weeks ago. If you found that helpful, check out her blog full of more strategies! A Mom's View of ADHD is an excellent resource for parents of children with ADHD. It's written from by a parent going through it and provides excellent insight and strategies. I highly recommend it as a place for parents to go to connect and gain support.

Be sure to check out my article, Support for ADHD in the Schools. I discussed the options available for receiving support in the schools for ADHD such as an IEP or a 504 Plan.

A Personal Challenge to All Parents

Confession time. I tend to write this blog with my professional hat on, keeping my personal life, personal. Today, I am writing as a mother of two very dear, but very spirited children. People tend to think since I am a School Psychologist, that I know exactly what to do in my own family, and that I should have it all together. The reality is that I have struggles just like everyone else. Sometimes, my kids just don't listen. Sometimes, I feel overwhelmed too. Sometimes, I don't respond in the most positive manner.

Sometimes it can be very difficult to be positive. I know this from experience. While I'm usually an optimistic person, who tends to find good in situations (at least eventually), I sometimes struggle in the heat of the moment. Especially, when I am running late or stressed about something, I have much less tolerance for resistance and disobedience from my children.

In the last few weeks I've really been having a difficult time with the morning routine. There are a lot of procedures that need to occur efficiently in order for everyone to get to work and school on time. I do not like that I have turned into a Drill Sargent with very little patience for any deviation from the schedule. There are mornings that I tell my children to get dressed multiple times and am ignored multiple times. As the clock ticks and it's time to rush out the door with two children (age 5 and 3) who haven't gotten dressed yet, I become more and more negative. By the time we get to the daily "Yes you are wearing a coat- it's 25 degrees outside!" argument with the second child, I have lost all patience. When they walk to the car, I'm behind carrying everything and making sure the door shuts, and have been known to yell "RUN!, RUN TO THE CAR, RUN!" and eventually pick up the meandering child and put her in the car at my own pace. How's that for a start to one's day? I don't feel very good about those days.

Thankfully, not every morning is like that. There are also days that everyone is calm and everyone got ready (although hurriedly), but we got to school/work on time and in good spirits. Specifically I think of a day earlier this week that I handed all the clothes to my five year old and asked him to get himself dressed and see if he could help his little sister a little bit. He helped her step by step, and was extremely proud of himself. I enthusiastically praised him for his help and everyone went to school and work happy that day.

So what is the difference between the crazy mornings and the relatively calm mornings? I want to say- "my kids." I want to say "some mornings they choose to focus on getting dressed and I don't have to argue with them, so we are happy." And while they do play a small part, the biggest factor is ME. I'm the difference. When I am more calm, I have the mindset to be more positive and encouraging, which the children actually respond to. When I am frantic, I think they retreat and are much more prone to act out or start throwing their own fits (about coats or shoes). Yes, there are days that my kids don't listen the first time. However, they are 3 and 5 years old. Also, they don't care if I am late, it means nothing to them. So, what is the main thing I can do to change our crazy mornings. It's not a magic cure to make my kids get ready in a hurried and frantic manner that will get everyone out the door on time. The answer is getting myself up earlier, so I am not stressing about my tardiness and I can focus on helping everyone else get ready.

So here's the challenge to all parents- Take a look at a part of your day that is prone to go poorly with your kids. Think about what you can do yourself to help change the situation. I don't mean what your children could or should do or what you need to do to change your child. Let's take a hard look at yourself first, and see what you can do to yourself to make a positive change in a situation. For my mornings- it's pretty obvious- like it or not, I need to wake up earlier. I'm always saying I should wake up earlier, but that snooze button is quite tempting every morning. Since I'm blogging about it, I now have many people out there to keep me accountable. I'm thinking that if I were not rushed and frantic, then I would be more patient with my kids and able to start using more positive methods for getting them to get ready. While there is an issue that I'm being ignored sometimes- right now I'm just going to focus on making a change to myself. I'm guessing it will spill into everyone else.

Let's all find one small thing we can do ourselves that will help be a blessing for our entire family.