Behavior Intervention

Behavior Intervention

21st century learners are not the same as their predecessors. They have different learning styles as well as different social skills. Some students may need an individualized plan in order to succeed in their learning environment (Jones, 2008). A common misconception is that such a plan will be time consuming for the teacher. If implemented correctly not only will it be a dramatic change for the individual it may even have an impact on the classroom. In the video, Intervention for Severe and Chronic Behavior Problems, Dr. Wolfgang describes his “Escalation of Intervention” framework (Laureate, 2008). I think this is a powerful tool that can effectively improve behavior problems.

The first step is to gather sufficient data to determine how often the behavior manifests and the severity of the behavior. The teacher needs to also document the type of action that was taken (Laureate, 2008). While gathering data it is important to be focused on specific and observable behavior (Jones, 2008). The teacher might enlist the assistance of the school psychologist or counselor in order to obtain a neutral opinion. During this time the teacher should meet with the student to start developing a relationship-listening interaction. This interaction could be in the form of a knee-to-knee (Laureate, 2008). Having a conversation with the student and using the I-message format could help elevate some of the behaviors. If the behavior continues the teacher will need to move into the confronting-contracting approach (Laureate, 2008). Some students may respond quickly to a formalized agreement. A contract can help empower the student to develop skills to help manger their own behavior and build self-esteem (Jones, 2008). When creating a contract the teacher should include a reasonable timeframe to reanalyze the agreement.

If the student’s behavior has not changed then, according to Dr. Wolfgang, the teacher needs to involve the parent and/or the principal (Laureate, 2008). Depending on the behavior the teacher may just have a conference with the principal to obtain additional suggestions. Or the conference may have to include the parents and child (Laureate, 2008). I believe it is important that the child understands that you are having a conference to assist and develop a positive plan to help with his behavior.

A very powerful part of the “Escalation of Intervention” is the staff team (Laureate, 2008). At this point in the procedure a teacher may feel defeated regarding this student and his behavior. This emotion could affect her teaching and interaction with the rest of her students. The support team helps the teacher create an individualized behavior plan. The team also empowers the teacher with the feeling that she is not alone in this battle (Laureate, 2008). The support team is another set of eyes and ideas that the classroom teacher my not have thought of. The structure of the meeting follows a linear set of guidelines. They are as follows: define the problem, provide background information, develop solutions, and then implementation (Laureate, 2008). Just like the contract the team will reevaluate the implementation after a couple weeks.

Even after following all of Dr. Wolfgang’s interventions there still could be students that have severe issues and need to be removed from the classroom (Laureate, 2008). Individual teachers may create a code name or send a runner for assistance (Laureate, 2008). By pre-establishing this information the teacher should receive quicker assistance. An administrator may determine that this student is a safety concern for the student body and have to call the police to remove the child. Part of the negotiation to return to school may be a release from a mental health clinic (Laureate, 2008).

I believe that children want to be successful in their education and the lack of social and emotional skills can interrupt their success. A successful behavior plan will not change the individual over night. The teacher may need to have patience. The plan needs to be followed consistently by everyone that interacts with the student. Finally if the plan is not working, reevaluate and change the plan. Including the student in this process will help the student understand that you care about him as an individual.



References:
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., Custom 8th ed.). Boston: Allyn & Bacon.

Laureate Education, Inc. (Producer). Laureate Education, Inc. (Executive Producer). (2008). DVD Program 13. Classroom Management to Promote Student Learning (motion picture). Intervention for Severe and Chronic Behavior Problems. Baltimore: Author.