Management Plan




	ESE502 : The Class : Structure : Management Plan

Management Plan

Occasionally, student problems appear so complex that a behavior assessment is called for.
The following steps simplify the process.

Behavior charting

Identify student
Fill out and use a Behavior Assessment Form

Define the behaviors to be observed (base record)
Set up a schedule of timing for observing the student's behaviors.
Example: 30 seconds of every other minute; 1 minute in five minutes
If possible observe the student in several settings.
Complete the observations using a Behavior Graphing Form.

Analyze the findings.
Develop the Behavior Enhancement system with the student (and with a team, if possible).
Remember to stay with five behaviors or less.
Develop a Contract.
Hold a meeting with the teachers, parents, student and administration.
Implement
Periodically review and adjust.

Behavior Assessment Form

Student observed Date

Teacher Time of day

Behavioral excesses: (Ex: talking, off task, attention seeking, touching others)

Behavioral deficits: (Ex: not responded, tardy, work not completed, refusing to cooperate, not following rules)

Motivation: (Ex: common ones are attention, power, anger, hostility, depressed, uncertain of task, feeling incapable, need for stimulation)

Teacher antecedents or responses: (Ex: monitor teacher behaviors that precede student misbehavior and also watch for any "payoffs" the teacher is supplying inadvertently)

Student antecedents: (Ex: what precedes the student outburst or lack or attention--look for another student saying something, length of time on task, difficulty with subject, ect.)

Student responses to corrections: (Ex: corrects self, gets angry, pouts, refusal, lethargy)

Once you have finished, you should:

Go on to Consequences
or
Go back to Reading

E-mail J'Anne Ellsworth at jet@sedona.net

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