Research Paper on "Behavioral Support Plans"

>There are many key purposes behind behavior management, as achieving appropriate overall behaviors and reducing or eliminating negative behaviors has several benefits for the individuals involved and for the classroom and other settings as a whole. Negative behaviors do not lead to greater levels of happiness for the child exhibiting the behaviors, and most often they propel a cycle of upset and frustration or perpetuate a status quo of mediocre relationships and environments. The fact that positive reinforcement is such a natural and effective manner of dealing with many behavioral issues is itself an indicator of this fact: it leads to happier outcomes for all involved in is automatically and even unconsciously used because of the happiness and easing of relationships it brings about (Chapter 9). A primary purpose of behavior management, then, is ensuring that the individual with the behavioral issues receives the best care and instruction and enjoys their time in the classroom.

There is also, of course, an element of future preparation in all aspects of classroom learning, and this is perhaps more true in early education settings than in any other. Play activities, for example are often imitative and adult actions, and can be seen as children learning to negotiate the rules, expectations, and processes of the adult world (Young & Richardson, 2007). The same concept applies to behavior management, which is a way of making clear the expectations of interactions that will prepare younger students for progressing properly in their lives and relationships. This is another key purpose fulfilled by effective behavior management.

Finally, behavior management is also an essential ingredient in any properly functioning classroom. As mentioned above, disruptive behaviors can make lesson implementation very difficult if left unchecked, and can lead or contribute to an environment that is not conducive to the learning or enjoyment of any student. In addition to disrupting the learning/play of the individual students involved, time spent by the teacher in dealing with behavioral problems that were not effectively dealt with in a proactive manner is time that could be spent facilitating broader and more progressive goals in the classroom, encouraging learning for students, or any number of other activities. Effective behavior management allows for the time and resources of the teacher and the classroom to be utilized to their fullest potential and in the most efficient manner possible, which leads to the highest degree of positive outcomes for the classroom as a whole, for each of the individual students in the classroom, and finally for the teacher as well.

A discussion of the three behaviors examined in the previous function assessment makes these purposes quite clear. Hitting is an outward sign of an ineffective relationship or ability to communicate, therefore managing this behavior properly leads to better outcomes for the hitter, the "hittee," and the classroom as a whole by making rules and boundaries clear and avoiding future conflict. Eloping is similar in many regards, and management will help individual students integrate and form relationships more effectively without taking time out to deal with finding/bringing back a student. Fussing can be disruptive to the entire class as well, and is also an inappropriate way to express desires or frustrations, and thus all three purposes come into play in managing this behavior issue, as well.

Strategies for Determining Function

In order to effectively deal with behavioral issues in a proactive manner, it is necessary to understand the root cause or function of the behavior. Discovering what the child wants or is trying to achieve by acting in a certain manner, in other words, is essential to finding other means of communication and achieving satisfaction. Many if not most behavioral issues arise out of stress responses, when the child finds themselves in a situation they find uncomfortable, unfamiliar, or in some other way undesirable, and they do not know of or cannot think of a positive way to alter the situation and put themselves at ease (Chapter 4). One of the primary strategies for determining the function of a behavior, then, would be to exhibit caring and simply try to ask the child what is wrong, why they are behaving in a certain way, etc. (Chapter 4). This strategy has the advantage of being able to offer explicit and direct solutions and recommendations for future scenarios the student mind find him- or herself in.

Such a direct approach may not always be possible or appropriate, of course, and there are other strategies for determining the function of negative behaviors. Often, a relatively quick analysis of the situation will yield immediate clues as to the attempted function -- hitting in order to take a toy, for example, or eloping in an attempt to avoid a nap. When these strategies do not suffice, using a more specific knowledge of certain psychological tendencies such as the positive and negative reward systems might enable an analysis of the child's though process and the function of the behavior.

Behavioral Support Plans

Hitting: Possible functions for this behavior include forcing another to do something, stopping another from doing something, expressing dislike or frustration for a certain action, or even simply making contact when normal positive communication channels are not operating. Positive behavior supports for this issue include encouragement of using words, finding ways to express anger/frustration in more appropriate manners, finding alternative activities/people to play with (in certain cases), and an encouragement of physical play that is more suitable to the learning environment. Replacement behaviors for hitting thus include talking/asking for what is desired (or not desired), hugging/other appropriate physical communications, and simply removing oneself from a negative situation.

Eloping: Children who frequently elope are often attempting to avoid specific situations, individuals, or emotions that they do not know how to deal with; at other times it becomes a sort of game or ritual that affirms a bond between the eloper and the teacher that must seek out the student. Positive behavior supports include providing abundant emotional support and evidence of caring, discussions on building relationships and learning to enjoy different people and situations, and finding ways to handle emotional upset or confusion without creating physical distance or isolation. To these ends, replacement behaviors for eloping could include quiet playtime or reading (for older students), asking questions to improve clarity and understanding of the situation, and approaching teachers for contact rather than running away from them.

Fussing: While fussing or crying sometimes serves the very useful and necessary purpose of evidencing physical pain or other real distress, forced fussing can be used as a means to garner attention, to express frustration, or to manipulate a situation in order to achieve an extrinsic goal. This last can be difficult to correct in a way that is positively supportive; it is important not to provide the extrinsic reward desired, as this will only reinforce the reward system and make the behavior seem appropriate and effective (Chapter 4; Young & Richardson, 2007). Other supports include the encouragement of non-fussy language use and providing positive attention before fussing begins. Replacement behaviors include finding alternative activities to that desired by the fusser (in specific circumstances), requesting what is desired, or seeking out positive attention in a more direct and appropriate manner.

Designing and Implementing a Classroom Behavior Plan

One of the more essential roles of the teacher is developing and implementing a classroom behavior plan, though this is not always as simple as it may sound. There are several components to a classroom management and behavior plan that must be taken into consideration, and implementing these components… READ MORE