Module 3 Behavior Plans Work Best When They Fit the Student

When a child's behavior gets in the way of learning, it is tempting to look for a quick fix. A stronger starting point is to ask, "What skill or support does this student need in this moment?" One student may need explicit practice with following directions and seeking help. Another may need frequent, specific feedback for staying engaged. A third may need a group routine that makes positive peer talk easier. Effective behavior plans define the behavior, teach or reinforce a replacement behavior, and check whether adults are following the plan consistently (Epstein et al., 2008). When teachers and families see behavior as something we can understand and teach, students are less likely to feel labeled and more likely to feel supported. The best plans are specific, respectful, and matched to the child.

Reference

Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE 2008-012). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://eric.ed.gov/?id=ED502720