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    • Step Two: Collecting Data
    • Step Three: Analyzing the Data
    • Step Four: Creating the Plan
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You are here: Home / Behavioral Supports / Step Four: Creating the Plan

Step Four: Creating the Plan

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:

– FBA template

– Sample IEP goals and accommodations

STEP FIVE: IMPLEMENTING/ADJUSTING THE PLAN

Behavioral Supports Section

  • Behavioral Supports
  • Step One: Setting a Shared Philosophical Foundation
  • Step Two: Collecting Data
  • Step Three: Analyzing the Data
  • Step Four: Creating the Plan
  • Step Five: Implementing/Adjusting Plan

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