Ibrahim Gardner
Identifying intervention plans for students with internalizing behaviors is a critical aspect of education and child development. All children misbehave from time to time, but when a child's behavior significantly impacts their learning and ability to connect with their peers and educators, it may be time for a Behavior Intervention Plan (BIP). A BIP is a formal, written strategy that aims to address and reduce problem behaviors by rewarding positive ones. The success of such plans relies on consistency and collaboration between educators, behavior analysts, and parents or guardians. This approach helps to create a safe and nurturing learning environment, fostering a sense of belonging for the child and providing them with the tools to manage their emotions and behaviors effectively.
| Characteristics | Values |
|---|---|
| Purpose | To help a student who is struggling to behave in class |
| Format | Formal, written plan |
| Target audience | Students whose behavior is significantly impacting their learning |
| Strategies | - Stop problem behaviors by rewarding good behaviors through positive reinforcement strategies\n- Identify and address the root causes of misbehavior\n- Use visual tools like picture schedules or contingency maps to show the outcomes of different behaviors\n- Teach self-calming strategies like deep breathing\n- Focus on teaching alternative, positive ways to express needs and emotions\n- Provide a consistent routine with clear rules and expectations\n- Encourage collaboration between educators, behavior analysts, and parents\n- Adjust the learning environment to reduce triggers for problem behaviors\n- Teach students self-management techniques for independent regulation of emotions and behaviors |
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What You'll Learn
Understanding the function of the behaviour
Understanding the function of a student's internalising behaviours is crucial when identifying intervention plans. Internalising behaviours are a set of negative behaviours that are directed inwards, towards oneself, as a way of coping with stressful situations and circumstances. These behaviours are often internal monologues or physiological symptoms, and therefore are not always visible to others.
Internalising behaviours can manifest as depressive disorders, anxiety disorders, somatic complaints, and, in severe cases, suicidal ideation. Students may experience a range of feelings, such as sadness, worry, fear, loneliness, or hopelessness. These feelings can lead to poor school attendance, a decline in academic performance, and social issues with peers and adults. It is important to note that internalising behaviours are more prevalent among females, while externalising behaviours are more common in males.
The function of internalising behaviours can be understood through a variety of methods. Firstly, early intervention is critical. Identifying these behaviours early on can help change the trajectory for students with behavioural problems. This can be achieved through screening tools such as the Pediatric Symptom Checklist or the Children's Depression Inventory (CDI). Secondly, creating a safe and nurturing learning environment is essential. Teachers should focus on setting clear rules and expectations and consistently enforcing them. Additionally, acknowledging positive behaviours and praising small successes can help prevent and reduce challenging behaviours.
Another way to understand the function of internalising behaviours is by viewing them as a form of communication. Students who exhibit internalising behaviours may be expressing their feelings of frustration, anger, or fear. Instead of focusing on stopping the disruptive behaviour, educators should aim to uncover the underlying message and help students find appropriate ways to express their needs. This can be done by teaching students specific actions and words to use instead of inappropriate behaviours. Visual tools, such as picture schedules or choice boards, can also help students understand and remember appropriate behaviours.
Finally, a collaborative approach involving educators, behaviour analysts, and parents is beneficial. Behaviour analysts can help identify target behaviours, determine prerequisite skills, and select appropriate replacement behaviours. Parents can play a crucial role by promoting replacement behaviours and self-regulation skills at home, creating a structured environment, and providing frequent breaks. By combining these strategies, educators can better understand the function of students' internalising behaviours and develop effective intervention plans.
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Using visual tools and picture schedules
Visual tools and picture schedules are effective strategies for students with internalizing behaviors, especially those with attention-deficit/hyperactivity disorder (ADHD). Visual Activity Schedule (VAS) interventions are commonly used to improve academic, social, and independent classroom skills, as well as on-task and on-schedule behaviors.
VAS interventions have been shown to reduce the time needed to initiate a new activity, temper tantrums during transitions, and enhance and maintain multiple social skills. These interventions are often delivered through schedule-based tasks or the use of an iPad, aiding in the enhancement of academic skills and peer interaction, thereby reducing disruptive behaviors in the classroom.
Visual schedules can be particularly useful for students who struggle with transitions. By reviewing the schedule with the student before each transition, educators can provide routine opportunities for attention and reduce the likelihood of non-compliance. Additionally, embedding activities that offer opportunities for attention throughout the schedule can further support students who seek attention.
For students who can only focus for a limited time, planning breaks ahead of time can be beneficial. These breaks should be structured with designated locations, activities, and durations. Gradually extending work time and teaching self-calming strategies, such as deep breathing, can also help students regulate themselves before breaks are needed.
Visual tools, such as contingency maps, can illustrate the outcomes of different behaviors. Personalized social stories and choice boards can also help students understand and remember appropriate behaviors. These tools empower students to make better choices and foster a positive learning experience.
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Encouraging self-regulation and self-calming
To promote self-regulation, it is important to teach children specific strategies that they can use to calm themselves down when they are upset. One such strategy is S.T.A.R. breathing (Stop, Take a deep breath, And Relax), which can help children develop an automatic response of composure when they feel upset. Breaking activities into smaller, more manageable parts can also assist children in regulating their emotions and completing tasks. Additionally, providing non-judgmental and non-emotional feedback can help children understand their emotions and make better choices in the future.
Another important aspect of encouraging self-regulation is creating a calm and reflective environment. This can be achieved by approaching impulsive behavior calmly and giving children time to process and respond. Mindfulness and meditation practices can also be beneficial for children with self-regulation challenges. By slowing down and modeling self-reflection, adults can help children become more thoughtful and self-aware.
Self-monitoring is another effective strategy for promoting self-regulation. Students who self-monitor their performance can develop heightened awareness and a sense of self-efficacy, which can lead to positive behavior change. Visual tools, such as picture schedules and contingency maps, can also assist children in understanding appropriate behaviors and managing transitions.
Furthermore, it is essential to individualize intervention plans to meet the unique needs, abilities, and skills of each child. This may involve identifying specific target behaviors and choosing consistent names for both the inappropriate behavior and the desired replacement behavior. By teaching children specific actions and words to use instead, they can learn to express their needs in positive ways. Overall, the goal of intervention plans is to create a safe and nurturing learning environment that fosters a sense of belonging and connection for students with internalizing behaviors.
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Rewarding positive behaviours
One way to reward positive behaviour is to offer praise and acknowledgement. This can be done by stating the desired behaviour and then acknowledging students who are meeting expectations. For example, if students are lining up and some are not ready, you can state the specific behaviour that the students who are ready are displaying. Other students will then mimic this behaviour to receive praise. It is important to constantly acknowledge and praise appropriate behaviours.
Rewards can also be used to encourage positive behaviours. These can include snacks, toys, or fun activities. It is important to set clear guidelines for how to earn rewards, and to set realistic goals so that students can earn the rewards consistently and maintain motivation. It is also a good idea to get student input so that the rewards are desirable to the students.
Another way to reward positive behaviour is to adjust the learning environment to suit the student's needs. For example, for students who can only work for a certain length of time before needing a break, plan breaks ahead of time to get ahead of any potential meltdowns. You can then gradually extend the work time.
Finally, it is important to remember that all behaviour is a form of communication. When a child acts out, they are often expressing a need for connection. Instead of focusing on stopping the behaviour, it is more effective to teach the child alternative, positive ways to express their needs.
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Creating a safe, nurturing learning environment
Firstly, establish clear and consistent rules and expectations. Rules should be communicated effectively to students and enforced calmly and fairly. This includes praising positive behaviors and acknowledging small successes. Consistency is key, especially when dealing with disruptions to routines, as it helps maintain structure and predictability, reducing anxiety and promoting positive behaviors.
Secondly, foster an inclusive and diverse environment that celebrates self-expression and student achievements. This involves creating a culture of belonging, where students feel valued, understood, and safe to express themselves. Implementing a morning meeting model can help set a positive tone, build trust, and inspire empathy and teamwork among students.
Thirdly, design a physically and psychologically safe space. This includes eliminating bullying and any behaviors that weaken self-esteem, ensuring students feel empowered to learn and take risks. It is important to address the emotional needs of students, especially those from challenging home environments, by providing a supportive haven.
Additionally, offer an enriching and engaging curriculum that is tailored to students' needs, abilities, and learning styles. This may involve a multisensory approach, incorporating movement, play, and rest to enhance learning and cater to special educational needs. Utilize visual tools, such as picture schedules and contingency maps, to support students in understanding appropriate behaviors and managing transitions.
Finally, promote collaboration and communication. This includes communicating your passion for the subject and enthusiasm for learning. Ask students how they prefer to learn and encourage them to express their needs appropriately. Collaborate with educators, behavior analysts, and parents to implement comprehensive intervention plans, ensuring a consistent approach across school and home environments.
By implementing these strategies, educators can create a safe and nurturing learning environment that supports the unique needs of students with internalizing behaviors.
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Frequently asked questions
A Behavior Intervention Plan (BIP) is a formal written plan to help a child who is struggling to behave in class. It is customized to the needs, abilities, and skills of the child. It aims to stop problem behaviors by rewarding good behaviors.
Anyone can request a BIP, including the classroom teacher, the school psychologist or social worker, and parents.
The first step is to identify the function of the student's behavior. This can be done by collecting data on the antecedent (anything that happens immediately before the behavior), the behavior itself, and the consequences. Once the function is determined, strategies or interventions can be put in place, such as antecedent modification, self-management, and reinforcement.
Some specific strategies include using visual tools like picture schedules or choice boards, teaching self-calming strategies such as deep breathing, and providing frequent breaks, indoor and outdoor play, snacks, and rest. It is also important to teach the child specific actions and words to use instead of inappropriate behavior.
