Does Your Child Have A Positive Behavior Plan?

Does your child struggle with behaviors that others may not understand? Is your child constantly being punished?

All IEPs allocate a portion to discuss behavior plans that may be needed for a student. More often than not, many of the strategies are progressively punitive. This means that the first step is moving from green to red, the the next consequence will result in removing a portion of the day that the student finds enjoyable, and so on. While a small group of students may find this effective, there is very little research that punitive actions will replace bad behavior.

Here are tips to consider if your child’s behavior is impacting their education.

  • What is the function of the behavior? Many behavioralist would argue that all behaviors have an antecedent. This means that behaviors (good or bad) are done for a reason. In and ideal situation, if the antecedents are addressed, the behaviors should no longer be present. Consider having an Functional Behavior Analysis done to help identify the function of the behavior. These assessments can be done by a behavioralist and can be paid for by the school district. The observation component will be done in various settings.
  • Is the behavior a result of the child’s disability? Many factors should be considered when making this determination. Do not wait until the behavior has become an issue and the student is now being considered for school-wide consequences. This can be considered during an FBA and sharing information about the disability that impacts your child’s behavior can be helpful. This is when a good relationship with the CST helps. Don’t be afraid to provide additional research to parents, teachers, and case managers. No one can possibly read every piece of research that is available. Having discussions prior to a manifestation determination meetings can be very impactful.
  • Is your child ever rewarded for doing what is right? More and more schools are moving towards Multi-teired Systems of Supports (MTSS). One of the models is Positive Behavior Supports in Schools (PBSIS). This program should be done on a school-wide level and then additional supports should be provided to students, classified or not, to help them find strategies for replacing negative behavior with positive. Many schools use a token reward system where students are provided with a ticket when they are “caught” following the school rules. This reinforces positive choices.
  • Be consistent! One of the major struggles with parents and teachers is to find balance between everyday unavoidable occurrences and structure. If the behavior was wrong yesterday, it is wrong today, and it will be wrong tomorrow. Work with a behavioralist to determine the best method of building continuity between home and school.
  • Teach your expectations. Teaching expected behavior is often over looked, especially as children become older. It is assumed that they should know appropriate behavior. Teachers, school staff, and family members should teach and model appropriate behaviors in a variety of environments.

To help your child, communication is invaluable. Sharing inform about your child and how their disability impacts their behavior will help to avoid unnecessary punitive consequences. Focus on your child’s strengths and reinforce when they exhibit appropriate behavior.

Remember that a child’s worth is not determined through their behavior. Identify the behavior as good or bad, if necessary, but never the child.

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