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All Children Can Learn |
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What is a positive behavior plan?
Intervention at the early stages of chronic behavior problems offers a child the chance for success in the school setting. There could be far fewer referrals to juvenile authorities if parents and schools utilized early interventions, taking a positive approach to behavior issues rather than just punishment. Positive supports initiated before behaviors become seriously disruptive can often eliminate the need for a manifestation hearing that decides whether a child should be removed from his or her present educational setting to an alternative setting. A positive behavior plan and possibly an alternative discipline plan are proven strategies for addressing chronic behavior problems. They should be utilized as a proactive tool, not just a reactive tool. The law stresses the use of a positive behavior intervention plans, or BIP. Punishment does not teach a child to new behaviors. Punishment may stop the behavior temporarily, but it resumes once the child is over the fear factor. That is why traditional in-school suspensions, discipline slips to the office, and bad report cards do not change behavior for the better. These strategies just do not teach to new, more appropriate behaviors. If they were successful we would not see a repetitive pattern of their use for a child. If an IEP team want to reduce or eliminate specific behaviors, the desired replacement behavior should always be included in a behavior plan. The plan should focus only on just a few, say one or two of the most serious behaviors. A child can really only focus on a couple of specific behaviors at a time. Dilution of focus, and too many expectations can confuse everybody, most especially the child. As the replacement behaviors become stabalized, other behaviors could be addressed in the plan. When writing such a plan, the team should not overlook identifying the child's strengths and interests. This is just as important as identifying the function of the problem behavior. It is amazing what can happen when the focus shifts from poor behavior expectations to building on a youngster's strengths. This strength does not have to be in the area of academics. Such a strength could be in any number of areas, including art, dance, photography, animals, pottery, mechanical, automotive, etc. Rewards Positive reinforcers should be carefully chosen as they must be meaningful to that particular child. The possibilities here are limited only by the creativity of the team...and the child's special likes and interests. Rewards should be immediate, most likely by the end of the day to begin with. Too long a wait can sabotage a child's chance for reaching a reward goal. A reward system at school can be reinforced with a similar system at home. This also reinforces to the child that his parents and the school are working together to help him be successful. A Successful Behavior Plan Requires Teamwork and a Positive Approach A successful behavior plan involves responsibility, accountability, and communication on the part of staff, parents, and child. Progress should be expected in small steps, not necessarily leaps and bounds. Just writing down what is expected of "Johnny" will not change "Johnny's" behavior. Each team member must be ready to implement the plan as a team player, using the same positive interventions, the same positive reinforcers, and understanding the behavior triggers and what is necessary to reduce those triggers. They must communicate frequently to assess the success of the plan and to make changes as necessary.
Ó 2000, 2007 Judy Bonnell |
