I personally believe gathering and analyzing data is the most labor intensive part. The behavior plan or chart usually only takes a few minutes to create if the data collection process was collaborative and thorough and if you have a good template to use (which I can hopefully provide for you!).
“Trauma-informed education is a journey, not a checklist. There is no magical program that’s going to fix kids because we’re not fixing kids. We’re supporting kids in being successful.”
Mathew Portell, Principal Edutopia
That being said, here is a checklist to be a starting point of how to synthesize your data and organize all of the moving parts into a plan, which will be one step forward in supporting this student:
| Identifying and Incentivizing Positive Behaviors | ☑ Incorporating the target/replacement behavior ☑ Creating/using a layout with specific concrete goals (time/intervals vs. frequency of behaviors/ratio) ☑ Creating a reinforcement menu that aligns with a chart/plan ☑ Finding what skills from the ALSUP need to be explicitly taught and creating a scope and sequence for this instruction |
| Decreasing Negative Behaviors | ☑ Providing explicit strategies to extinguish the problem behavior that align with the function of the behavior ☑ Teaching de-escalation or self-regulation techniques such as using a break center or counting backwards ☑ Creating a Plan B with the student to find a new approach to an unsolved problem ☑ Update/change any environmental concerns ☑ Having predetermined restorative consequences for specific behaviors. For example, writing an apology note if a student uses unkind words. |
| Updating IEP | ☑ Using data to hold another IEP meeting to update, discuss, and review present levels, goals, special factors, services, and possibly the behavior intervention plan ☑ Setting expectations for parent communication (daily, weekly, sending chart home, email update, etc.) |
| Other Logistics | ☑ Would the student benefit from teacher directed strategies or student directed strategies? ☑ Creating a data monitoring system that aligns with IEP goals ☑ Considering behavior plan logistics – How will chart travel between classes? Will chart be laminated and re-used? If not, who will print chart every day and sent home to parents? Who is the point person for communicating with the parents about updates? ☑ Adding additional visuals if necessary (pictures of a student practicing the replacement behavior, visuals from social stories or expected vs. unexpected behaviors). ☑ Incorporating images to reflect student’s preferences such as Legos, Anime, Fortnight, etc. ☑ Setting meeting times to evaluate progress and update the plan as necessary |
Behavior Plan Checklist on Word
Other resources to evaluate: