development of an individual plan may include: The collection of background information through student files and interviews with relevant stakeholders including the student and their parents Observations in the classroom Collaborative meetings to share information and plan effective intervention strategies Teaching replacement behaviours Creating routines and environments to facilitate success Monitoring and evaluating the effectiveness of the behaviour plan. Responding to inappropriate Behaviours The best defence is always a great offence. Even with our positive approach to teaching and supporting appropriate behaviour, some problem behaviour will still occur. For some students, they do not know how to perform the expected behaviour or don’t know it well enough to routinely use it at the appropriate times. For other students, they are not sufficiently motivated or invested in using the appropriate behaviour even when they understand what is expected. The process of responding to problem behaviour is much like an error analysis, which is commonly used for academic work. Students who have a deficit” will need more “skills explicit instruction and practice while students who have a deficit” need more “performance prompts and cues to highlight the need for the replacement behaviour in context and may need more intense reinforcement when they use the replacement behaviour. A continuum of Reponses To correct behavioural we have a system in place that enables staff to efficiently “errors”, and effectively respond to a range of inappropriate behaviours, from relatively minor ones, to chronic persistent minor behaviours and to more serious and major problems. This continuum thinking begins with clarity between those behaviours that can and should be
development of an individual plan may include: The collection of background information through student files and interviews with relevant stakeholders including the student and their parents Observations in the classroom Collaborative meetings to share information and plan effective intervention strategies Teaching replacement behaviours Creating routines and environments to facilitate success Monitoring and evaluating the effectiveness of the behaviour plan. Responding to inappropriate Behaviours The best defence is always a great offence. Even with our positive approach to teaching and supporting appropriate behaviour, some problem behaviour will still occur. For some students, they do not know how to perform the expected behaviour or don’t know it well enough to routinely use it at the appropriate times. For other students, they are not sufficiently motivated or invested in using the appropriate behaviour even when they understand what is expected. The process of responding to problem behaviour is much like an error analysis, which is commonly used for academic work. Students who have a “skills deficit” will need more explicit instruction and practice while students who have a “performance deficit” need more prompts and cues to highlight the need for the replacement behaviour in context and may need more intense reinforcement when they use the replacement behaviour. A continuum of Reponses To correct behavioural “errors”, we have a system in place that enables staff to efficiently and effectively respond to a range of inappropriate behaviours, from relatively minor ones, to chronic persistent minor behaviours and to more serious and major problems. This continuum thinking begins with clarity between those behaviours that can and should be
St%20Joseph's%20Student%20Behaviour%20Support%20Plan.docx