After putting any sort of behaviour plan in place it is critical to continue to observe, gather information and reflect to monitor the effectiveness of the plan.
The monitoring will be for a set period of time, and then there will be a review.
During the time the plan is in place, teachers and SLSOs should be observing and gathering information such as:
written observations
discussion of observations with the teacher /Learning Support Team
discussions with student
frequency/tracking charts
As the plan is being followed it is also important to:
maintain goals and objectives by restating them regularly
using positive praise and narration when you see the behaviour in use.
When a goal is reached it is important to maintain it—this helps the student to continue with the appropriate behaviour and not revert to the behaviour of concern.
SLSO's need to give attention to appropriate social behaviours and let students know how much they appreciate their willingness to replace the old behaviour with the more acceptable social behaviour. SLSO's will need to continually reinforce appropriate behaviour (pro-social skills because socialisation is a long-term learning process).
When implementing the plan, one reason for observing and monitoring is so that you can note issues which may be disrupting the plan or disrupting the needs of the others in the class.
It may be necessary to make small changes to ensure factors causing inappropriate behaviour are minimised.
Modifications may be made to things such as the:
environment, for example, traffic patterns, room arrangement, use of space
equipment or materials
experiences so that they are more appropriate for student's needs and interests
sequence of events or routines
timing of events or routines.
The actions and reactions of adults who work with students can also contribute or help to maintain the inappropriate behavioural patterns displayed by the student.
If you are to work effectively with students with challenging behaviours it is important that you take care of yourself. You will need to talk through incidents with other teachers or support staff and put in place strategies for dealing with your own feelings.
SLSOs often feel guilty about expressing their own feelings towards students who hurt or challenge them. It is important that you acknowledge your own feelings and understand why you are feeling the way you do. Access to support people such as counsellors may help you through these situations also.
Think about the ways you deal with stress, some people like rigorous sport or others slow meditative activities like Yoga and Tai Chi. It is important to look after yourself and partake in these activities regularly.
When working in a school you are working as a member of a team. The most important aspect of good teamwork is that there is joint action and cooperation.
Team members can receive support from each other by:
Verbal encouragement
Receiving coaching and demonstration of effective strategies by other team members within and outside the service - specialist workers
Updating their training in this area - services/ agencies
Collectively reviewing the effectiveness or success of the plan on an ongoing basis
being a good listener and encouraging debriefs.
When considering the implementation process of any behaviour plan, staff will need to acknowledge the following factors:
feelings identified by staff and reasons for these feelings
length of time the student's behaviour has existed (this will greatly influence the choice of strategies and the implications for altering that behaviour)
student's ability to learn new behaviours - or not (according to their age and abilities).
You might need to make variations and adjustments in the plan, AND understand that it might take a long time, due to factors such as:
short attention span
poor impulse control poor concentration
easily distracted emotional problems
learning disabilities chronic health problems
motor problems sensory loss
communication concerns (receptive, expressive language).
All involved are informed of strategies so that all are reinforcing the plan.
Who?
Staff and SLSOs, Learning Support Team
Parents and family members
Other professionals (as appropriate)
The student (as appropriate)
Why?
To ensure continuity of care both staff and family members need to be using the same strategies or techniques in order to eliminate or modify the behaviour of concern
By all those involved in the program demonstrating an awareness of the goals and cooperating, the implementation of the program will be far more effective as there will be shared responsibility.
For the student, consistency will be evident and they will see the adults as responsive to their needs and will feel valued as a result.
Minimise factors, which may lead to or maintain inappropriate behaviour as far as possible.
Minimise factors that may LEAD to the development of inappropriate behaviour in the individual student.
How inappropriate behaviours can be maintained:
Rewarding the disruptive behaviour (attention given at the time)
Exposing student to events that add to their inappropriate behaviour (such as too high noise level)
Not alerting student of changes in routine
Not managing time well (waiting periods too long for the student)
Poor planning / boredom (young students need to be actively involved - they are less likely to display problem behaviour)
By engaging in power struggles with the student
Insufficient positive reinforcement
Overuse of discouraging words such as "No" and "Don't"
Requests put into negative terms ("Don't run in the room!" instead of "We walk inside and we run outside")
Not providing appropriate role models (show not tell) - student observe and then copy
Not giving students adequate time to comply with a direction or request.
So remember…
Encourage the behaviour you want to see continued.
Minimise the attention of the behaviour you wish to discourage.
For some children any attention is enough - we need to model calm, objective actions.