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
Other resources to evaluate: