Teacher’s Role in Developing a Behavior Intervention Plan for Students with Challenging Behavior

From the knowledge gathered in regards to student’s challenging behaviors is that they have causes and assessments need to be made in order to determine these causes individually. Assessments are also found useful in coming up with behavior intervention plans that are aimed at resolving challenging behaviors. Essentially, challenging behaviors that are expressed by students are a concern for both the school and the students’ families. It is said that in order for teachers to develop a suitable behavior intervention plan, they need to be adequately equipped. This effort is founded on the roles that the school and parents have in the helping the situation. School administrators need to ensure that the learning environment within the school is suitable for learning and thus they assist teachers who struggle with difficult students. Parents of these children also need to be well informed on how to work closely with the school in order to resolve the exhibited challenging behaviors that disrupt effective learning. This later effort is informed equips the teacher more in understanding about the nature of the challenging behavior and establishing appropriate responses while resolving them. This process conveys that it is the role of the teacher to identify any challenging behavior and describe it (in terms of its: frequency, intensity, and the nature of environment that this behavior occurs), and then make a report to the school. Using information obtained from the parents, an assessment is developed that indicates what triggers the occurrence of the behavior and its outcomes. From this a behavior intervention plan can be developed from a team work process in which the team includes: the teacher, the parents, and the school (Kaiser & Sklar, 2012: 239-250).

References

Kaiser, B. & Sklar, R. J. (2012). Challenging Behavior in Young Children 3^rd ed. Upper Saddle River: Pearson Education, Inc.