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Behavior change takes time
Behavior change takes time
Have you heard it only takes 21 days to a change behavior or create a new habit? According to studies from University College London, it can take an average of 66 days for a new habit to become automatic. However, this timeline can vary significantly, ranging from 18 to 254 days depending on the complexity of the behavior, individual circumstances, and effort.
Behavior change takes team work
Behavior change takes team work
Behavior work can be very difficult and emotionally draining. Team work offers support, ideas, and a way to stay focused on the plan. Teams should meet regularly and with enough frequency to adjust the plan in response to changing conditions.
Addressing interfering behavior successfully means approaching behavior change at the foundational level.
Addressing interfering behavior successfully means approaching behavior change at the foundational level.
This page introduces FIVE BIG IDEAS that create a foundation for addressing interfering behaviors.
This page introduces FIVE BIG IDEAS that create a foundation for addressing interfering behaviors.
This foundation helps to lay the groundwork for decision-making when addressing interfering behaviors.
This foundation helps to lay the groundwork for decision-making when addressing interfering behaviors.
Big Idea 1: All behavior communicates.
Big Idea 1: All behavior communicates.
The student's interfering behavior is his attempt to communicate. Determining what he is communicating helps you to build your plan. There are many behavior "messages" to consider; you can learn more on the "What is the Message?" page. For students with intense interfering behaviors, the team should consider implementing a Functional Behavior Assessment (FBA). An FBA is a structured process that teams use to identify a specific or target behavior that interferes with a student’s education. Once the behavior is identified, the team uses a series of assessments, both formal and informal, to determine the function of the behavior. There is more information about FBAs on the Functional Behavior Assessment page.
Big Idea 2: Kids do well if they can
Big Idea 2: Kids do well if they can
Proponent Dr. Ross Greene says, “If kids could do well, they would do well. In other words, if the child had the skills to exhibit adaptive behavior, he wouldn’t be exhibiting interfering behavior. That’s because doing well (in the student’s thinking) is always preferable to not doing well.” This element reminds us that interfering behavior is most often the result of underdeveloped skills. Always presume competence.
Big Idea 3: Behavior is taught and learned.
Big Idea 3: Behavior is taught and learned.
This is a crucial part of the foundation! When you start with this Big Idea, you are then able to think in terms of "What can I teach the student?" We know behavior can be taught and learned! What can be taught so that students develop new skills? What do they need to learn?
Students who use interfering behaviors to deliver their message need instruction on how to get their needs met more effectively. Teachers and other adults can teach the skills that the student needs to display prosocial behaviors.
Big Idea 4: Diagnosis Matters
Big Idea 4: Diagnosis Matters
While not all students who need Behavior Intervention Plans have identified diagnoses, many do and understanding how the diagnosis affects behavior and learning is crucial to understanding what the student is communicating with their behavior.
Big Idea 5: The only behavior you control is your own!
Big Idea 5: The only behavior you control is your own!
While we want the student to change his behavior, in reality, he is not able to do so right now. We have a wealth of skills to draw upon so, at this point, we are the ones who must change what we are doing in order to change the student's responses. We can then have the time and space to help the student build the skills he needs in order to effectively change his behavior.
Remember - we bring our own issues to the "behavior dance".
Remember - we bring our own issues to the "behavior dance".
For most adults, certain behaviors are particularly difficult to handle unemotionally. Our emotional response, rather than a more informed cognitive response, can easily escalate the situation. Understanding that emotional responses are not generally helpful or effective can encourage people to make very careful planned responses in the face of interfering behavioral moments.
You now have the 5 BIG foundational ideas that should help guide your decision-making as you begin to positively support students to change their behavior. You can check out where you are on the Website Map, navigate using the tabs above, or move on to "Making a Plan. "
You now have the 5 BIG foundational ideas that should help guide your decision-making as you begin to positively support students to change their behavior. You can check out where you are on the Website Map, navigate using the tabs above, or move on to "Making a Plan. "
You can see the information from this page in this 22-minute video.
You can see the information from this page in this 22-minute video.
If you would prefer to view this video in another window or if you would like to share it, you can use this link:
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