![]() I was looking for something far more rigorous to make the change. While that’s enough for some kids, it was not enough in these cases. ![]() Their case manager (who I love) did have a rewards system that was more mild and just for everyone. The thing was that they spent most of the day with me, so I was the one who had to deal with it. What if they have an IEP and the SPED teacher should do it?įor the students I’m describing below, most of them had IEPs and therefore had a SPED case manager. If you’ve tried at least a couple of these 10 things and things only seem to be worse, it’s time to move forward with a plan. Severe behaviors also warrant a behavior plan – violent outbursts, refusal to do work, lack of evidence of any work completion, disruptive behaviors that affect the entire climate of a classroom community, etc. If you’ve tried strategies that worked with other students and it’s not resulting in the progress you’d expect, it’s time to tailor your approach. You would want to create an individual plan if you felt like nothing else was working. Why might you want to create an individual behavior plan? This is important in response to all four functions of behavior, but with attention, behavior plans can be a way to build in a tight structure for lots of teacher-student interaction. ![]() They allow you to provide explicit, targeted feedback on behavior and provide reinforcement that meets the student’s needs. They are tailored to the needs of the student. ![]() Individual behavior plans are just that – individual. You need an individualized behavior plan. You’re fed up with the behavior of a student. ![]()
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