Develop Positive Support Plan for Challenging Behaviors

Identify & Implement Activities to Develop Peer Relationships

Review Classroom Routines & Share Successes

Moving On to the Next Grade

Develop Contingency Plans

References

Acknowledgements

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DEVELOP POSITIVE SUPPORT PLAN FOR CHALLENGING BEHAVIORS

A Positive Support Plan is designed to provide positive approaches to challenging behaviors so a successful learning environment can be created for the student. It is not a behavioral program that simply spells out rules and consequences. Rather, it involves a functional assessment of specific behaviors that includes:

Identifying and defining the target behaviors
Identifying the events/circumstances associated with the problem behaviors
Determining the potential function/purpose of the problem behaviors
Developing hypothesis statements about the events in the environment and the occurrence of a student's challenging behavior

The underlying assumption of functional assessment is that an individual's behavior serves a purpose or function, and that any behavior is often a means of communication. Thus, the hypothesis statements are informed guesses about the relationship between the behaviors and the circumstances under which they occur. Clear hypothesis statements allow us to look at the communicative intent of problem behaviors and then design positive approaches such as:

Modifying the learning environment
Modifying the student's daily schedule/routine
Recognizing the student's learning style and preference.
Offering the student choices and some control over his/her learning
Anticipating difficult or anxiety provoking activities
Using clear and multisensory cues/prompts for transitions
Allowing for the need for physical movement
Analyzing physiological needs (hunger, medication, seizures, pain, other health concerns) and making adjustments if possible
Developing positive peer relationships
Teaching alternative skills/behaviors
Using positive reinforcement strategies

A combination of these approaches is often necessary for an effective support plan, and everyone involved with the student should be involved in the implementation of the program.

The materials needed to complete a functional assessment of behavior and determine the elements of a positive support plan are available from one of the inclusion facilitators. They are prepared to guide a team in developing the positive support plan for a particular student and have publications documenting its use and effectiveness.