Implementing and Modifying a Plan

Objectives

   - Learner's will be able to design and implement their chosen behavior management plan.
   - Learner's will be able to identify an issue in implementation or behavior and respond appropriately.    

Implementation

   Studies and research have shown that there are several key components to successful implementation of behavior 
   management plans, including:
     a) student involvement at initiation and throughout the school year
     b) the teacher has preconceived goals, reward and consequences to be suggested at implementation
     c) the program must be used consistently and fairly
     d) use it for the first time in a short period, for example a 2 day week, so students can get used to the
        behaviors and system without feeling overwhelmed or discouraged
      File:Taylor01.pdf is an article that discusses several components of behavior management 
        plans, emphasizing on effective implementation.

• If the link does not open, here is the citation:Taylor, S. S. (2011). Behavior basics: Quick behavior analysis and implementation of interventions for classroom teachers. Clearing House, 84(5), 197-203.

Modifications

   While changes can be helpful, they should occur sparingly so that students are aware of what is expected and have a
   clear understanding of how the system works.
   Changes should be done with the students and then be explained and modeled for a period of time before expecting
   students to follow the changes.
   Modifications should occur in reaction to a problem in the classroom. If students are demonstrating a behavior
   consistently or if the classroom expectations have changed, then changes should occur. Modifications should not be
   too drastic, but should have a strong impact on student behavior.
   As discussed by Forster(2012), in order to effectively transition from external motivations to internal motivations the plan  
   has to be implemented with consistency. Also discussed in this article are the effects of controlled behavior management used 
   through student involvement and productive, realistic changes only.

• View this article to see the negative effects of frequent changes to behavior management plans: Shook, A. (2012). A study of preservice educators’ dispositions to change behavior management strategies. Preventing School Failure, 56(2), 129-136.

Consistency

   It is essential that the plan be used daily to the same extent as the day before so that students are aware of the 
   direct impact and importance of each of their actions. Additionally, the plan needs to be used consistently between
   students. Behaviors that are unacceptable for one student should also be for others and the rewards and consequences
   must be the same for all students. The success of the plan is dependent upon the consistency of usage. If behaviors
   are accepted one day and punished the next, students will be unable to benefit from the program.
   Research has evaluated the effects of consistency on a school wide level and has determined that there are four components
   for successful school behavior success. The success of behavior management was concluded to be dependent upon the consistency 
   of enforcement and expectations at the school-wide level, non-classroom settings, classrooms and peer influence (Burke et. 
   al., 2005). View this article for more information and ideas. Hagan-Burke, S., Burke, M. D., & Martin, E. (2005). The 
   Internal consistency of the school-wide subscales of the effective behavioral support survey. Education & Treatment Of 
   Children (ETC), 28(4), 400-413.

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