Richard: Planning for Behavior

This past month has been a March Madness of IEPs at my school. We all try to hold IEP meetings during this month to review student progress and make schedule arrangements for next year.  I found myself called to LEA several IEP meetings with students of various disabilities that were having or have had a history of behavior problems. Being the EBD teacher and Positive Behavior Support Coordinator, I have been given the role of behavior specialist.  As I sat in on meetings I noticed a common theme; many teachers struggle with behaviors that appear complicated, but have a fairly simple resolution.  

Many teachers expressed that students with ADHD are often off task, roaming the room, talking to others, or talking out of turn during discussion.  They also noted that many students with a learning disability engaged in negative behaviors during their most challenging academic times or when given independent work. 

I found myself asking the same basic questions any teacher with students with struggling behavior should ask. Why are they misbehaving? Is it to escape an assignment, to get attention, or some other reason?   When do they do it and who is around them when they engage in the behavior?  Is it an ongoing problem, or something that has recently happened so it seems to be a large issue now? Many teachers became vague when answering this question, which simply calls for data collection. 

I wanted to share some best practices that I have used with my students and others that I am coaching with their behaviors.  The most important thing is data, data, and more data. Luckily this doesn’t involve significant time or testing to collect.  I start each student out with an emotional survey, which allows them to describe their emotions on their terms and in specific circumstances.  If you visit the CEC website, they offer FREE inventories and resources for this, such as the “Exploring Emotions” lesson plan or “How Would I Feel?” worksheet.

To track behaviors, I use a daily behavior checklist that has no more than 6 target behaviors. The behaviors are created by the team, including the student, and are essentially the most important behaviors for success for that child. Often it includes things, such as “brings materials to class” or “responds to redirection appropriately.” 

A new trend in the behavior world is to use a check-in/checkout program with students, with and without a disability. With this, students are paired with a staff member they like (one of my student’s “coach” is a server in the cafeteria he calls his aunt) and they create a rewards system and check-in schedule. The students sees their coaches in the morning to make sure they are ready for the day and to get a morning pep talk, then they go back in the afternoon to review their behavior for the day. The coach celebrates the success and helps the student troubleshoot negative behaviors for the next day.

I have found that this works wonders for students. It gives them a greater sense of self-responsibility for their actions, they are held accountable to someone they admire, and feel support throughout the day. I even make it a point to check in on my students that are not in my class throughout the week at random times, just so they know I am there for them.

Behaviors are a challenge for many students and teachers, however, most can be overcome with increased student support and low-tech interventions. A simply high five at the end of the day, a “you can do it” in the morning, and a smile when they have made a mistake can do more for a child than we can ever know. 

I challenge you as you write your IEPs and accommodate spring fever with your students to try some of these techniques and to always remember, a student acts out for a reason, they are doing the best they can, and it is our task to help them help themselves.

 

Comments

[Octavia Burnett]

Hi, Richard. I agree so much with the problems that are addressed in the IEP meeting. I know that teaching in any classroom setting is challenging, but it is good to know that others may have the same questions that you may have when it comes to behavior problems in the classroom. I believe that colleagues are always beneficial when we have problems or issues in our classroom.

[Richard Williams]

Mrs. Edwards,
Thank you for your story! It is wonderful to hear of teachers going the extra mile and investing in those students who seem to have been rejected from the system but simply need a little direction and understanding. I applaud you for using your resources and helping fight the statistics of ED kids not graduating. You are right, seeing our ED students achieve great things makes every hard day, every tear, ever hair we have pulled out worth it. Great job!!

[Jeanne Edwrads]

Richard,
I enjoyed reading you blog on Planning for Behavior. I have been a special education teacher for nine years now and received two ED students on my caseload this year. I have had ED students before, however, these students were extremely challenging for me to work with in my resource classroom.
At the beginning of the school year I would end each school day by throwing my hands up and asking the question, “How much more can I take” or “Is it fair to devote all my time to these students who are interrupting the success of my other students?” I felt defeated and horrible for asking these questions, yet the other side of me pushed me to look for solutions.
I first started with collaborating with my colleagues and administration, however, became much uninspired by their input. They seemed to always end with “He/She will have to take responsibility for their actions or they will have to be placed at the alternative school.” Then I turned to publications and website searches to see what strategies I could use with these students in my classroom. While doing this I came to realize that I could not help these students if I did not understand what was causing the problem. I had an idea of what it was but had not collected any data, which led me to collecting data. Each week I would collect data on my students’ performance in every one of their classes, make notes on behaviors displayed in my class and what worked and did not work, and collecting the journeys of my students. My students’ journals included them writing their feelings down when they were upset (they could write down anything and I mean anything), then them reading their writings the next day when they were calmed down, and finally them writing a plan of action of how they can handle the situation better next time when they find themselves in a familiar situation after we have had discussed some strategies.
The journals and data were so valuable and helped me bring useful information into IEP meetings when developing plans for these students. One thing I learned that was most valuable to me as an educator is I cannot control my student’s behaviors; however, I have complete control of my own. I had to teach myself to remain calm and not respond to inappropriate behaviors and to always remain supportive and positive no matter what.
School has ended and I am happy to report that one of ED students graduated with a high school diploma. He was predicted to not graduate due to not passing either portion of his high school exam after four tries. I was able to advocate for very specific testing accommodations and had data to justify my reasoning. He not only passed both portions, but his scores increase by 20 points. My other student was predicted to end up at alternative school and to fail her grade, however, neither one of them happened.
My reward to all of this was the note that my female student left on my desk the last day of school which said, “I love you because you always believe in me, push me to do my best, and don’t take no for answer. I hope you have a great summer and please call me this summer to check in on me.” Seeing my male student walk across the stage at graduation with a small of his face and his mother giving me a hug afterwards with tears in her eyes while thanking me over and over again was enough to bring tears to my own eyes. I ended the school year with telling myself, “This is why you teach!”

[Beth]

Thank you for the ideas - behavior is an issue for many teachers. The behavior checklist and the check in/check out program will be very helpful in my classroom.

[Mark in NC]

It certainly feels like there is not enough time in the school day to collect all the data we need. The school I work at has a check-in/check-out procedure for certain students that are identified as at-risk for behavior and performance issues. While it has certainly helps many students, we still have a few that check-in just fine. They often fail to check-out with their counselor at the end of the day because they experience problems during the day. I guess they feel if they don’t check-out, then it doesn’t apply to them and they won’t have consequences. Our system appears to be set up that they don’t have consequences, they just don’t get to earn the weekly incentive. Perhaps the incentive isn’t enough for them to stay interested.

[Tyler Lauber]

Richard,

Thank you for the suggestions with working with students with different behaviors. This is the first year I have had students with any emotional and behavior issues. I really like the idea of having a coach for that student to connect with. I see myself as a coach for all my students. The coaching aspect for my students would give me a little less stress on trying to meet with all of my students at the beginning and end of the school day.

I totally agree that it is vitally important to collect as much data as possible on students' behaviors. I started a behavior plan with a student a few months ago and have collected data everyday on that behavior. It was a rough two weeks with the behavior plan, but now I am seeing a big change in this students behaviors. If I would not track the behaviors in the behavior chart, I would not be able to see the change in his behaviors.

[Dianne Csoto]

Richard, I definitely agree that having a behavior checklist can help a student to remain on task. I have a student who uses a checklist to remember what he is do to daily. I have also used a checklist to demonstrate if a student is off task. The data is then given to the parent, who can in turn give it to the doctor if needed. My resource teacher has her students on daily point sheets that are written into their IEPs. It can be time consuming for the general education teacher when you have several point sheets to fill out each half hour, but the students stay on task more often when they have the visual reminder. These sheets go home to be signed nightly by the parents. They are then returned. Students can earn rewards or have consequences based on their sheets. It has been a great help for IEP meetings as well as daily on task issues.

[Zalika]

Richard,

Thank you for the suggestions. I am definitely looking to try the behavior checklist, and the check in/check out program. I will also make use of the resources you've identified. I seldom have issues with behavior with students in my classes, however, their behavior in other classes is horrible. So, I'm trying to assist them with making positive changes in the hope that it will lessen or eliminate the negative behavior, and bring them more academic success.

Like Laura, I have middle school students who are not in any way impacted by the consequences they receive from their teachers or administration. There's one student who I assist with his art assignments. He consistently says that all he has to do is chill and play video games while others work. There are many others like him. Does anyone have advice on more ways to convince students that education is valuable? I thought I was pretty good at getting through to students and empowering them to make changes; this year has been the greatest challenge yet.

[William Bushlow]

Richard, your planning for behavior confirmed what I have observed with my 8 year old daughter who has ADHD. Every morning she meets Miss Judith, a cafeteria worker, and they chat about the day and other things an 8 year old would be interested in. This has never been a planned event just one that happened to occur. It's been going on since kindergarten. It does my daughter a world of good to know she has a true friend at school who believes she will have a good day every day. Works most of the time.

[Laura]

I think having a mentor/coach to help with behaviors can be very positive for the students. What can I do with middle school students who do not seem to be affected by anything? Several meetings, several suspensions and the behavior continues. This child has already lost all privileges of eighth grade and nothing is working.

[Melissa]

Richard currently this is my life. I must admit that I am the one who is guilty of not asking enough questions and collecting all the data I need too. I appreciate the resources you spoke about regarding the emotions.
I am currently working with a student using the check in/check out program and at first it was working great. Now, my student is very cleaver and is trying to manipulate his teachers for more points, pre-record his points, and seeking out more 'candy' from other teachers that is separate from his reward. I know that when we get back from our break I need to sit down with his teachers and break down his behaviors, point system, and how he is being rewarded. My question is if a student is sent to ISS or OSS multiple times a day should he still be rewarded for his daily points and or have the chance to earn that weekly goal reward?

Also, for my students with ADHD they are struggling and I have tried hard to come up with ideas for them. We have tried the stress balls or fidget toys(that my GE teachers fight me on) and chill out times(that they really fight me on because the student leaving and coming back disrupts the class)....but what else can I do?

[Lee]

Ok just and fyi Im in the observation stage of recieving my degree in elementary education. For the last couple of visits here at the elementary school the behavior has been horriable.I think this is because thier is no set disipline model for the class that I can implement. I have tried my best but this 5th grade class has pushed me to my wits end and the reason I think i have reached tis point is becasue i have no real power in the class to punish the students. Personally I would like to be one of the teachers that bring fun and engaging things to the classroom but everytime i have tried that the students behavior was not favorable enough for me to complete the lesson. I will try these methods you posted here and I am goign to stay positive and hope that it works otherwise my masters degree is going to have to get me out of education. sorry I needed to vent

[Brandi2012]

I agree with the idea of having the kids see a coach in the morning and at the end of the day. I think this is a positive way to help the kids address and perhaps think about the choices they will make. It allows them to receive the support they they may be seeking. Brandi 2012