Behavior Meetings with Team then Secondary Meeting with Student
Behavior Meetings with Team then Secondary Meeting with Student
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Holding team meetings and incorporating student...
Gives common messaging
Allows for capacity to be directed toward student growth
Removes logistical barriers
Implementation
Implementation
Overview
Establish a school and family based team meeting.
The goal of the meeting and the facilitator should be clear.
Family and school team both should be given time to update each other.
The team is ensuring they are "on the same page" with a plan for a target.
The student is then introduced to that meeting or a separate meeting to discuss the generation of the details of a plan.
Both the premeeting and the student meeting should use data from the target area to drive decision making.
Checkpoints should be established and a clear line of continuous communication should be developed.
Core Components
Meeting help to ensure debrief & reflection time is allowed
Be on the "same page" with team members
Talk through logistics to allow student meeting to focus on the what.
Should be brief and productive. (Asset Based)
Proactive Implementation
Establishing the expectation that pre-conferencing will occur to get on the "same page" with each other prior to introducing the student may be proactively done through ensuring this is consistently messaged.
Responsive Implementation
Responsively introducing pre-meetings typically stems from multiple adults not holding the expectations for the student. This may result in a "mom vs. dad" mentality" where the student pins one adult against another or leverages the expectations of one to suplant anothers.
Bucket fits
Bucket fits
Connection
If the need is connection then the student may select the participants they feel a strong relationship with to participate in the pre-meeting.
Skills Training
If the need is skill building then the specific skill progress should be discussed prior to the student meeting.
Awareness
If the need is awareness then updates between the adults should be given during the pre-meeting.
Emotional Regulation
If the need is regulation then the student may be given time to reflect on the adults and their response during the student meeting.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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