A behavior management plan includes a written summary of the assessment that determined the student's qualifying behaviors and a detailed strategy to increase appropriate behaviors and decrease inappropriate behaviors. Inappropriate behavior is generally defined as any behavior that interferes with the student's academic or social development or the development of his classmates. This strategy includes the type of reinforcement for appropriate behaviors, consequences for inappropriate behaviors, and who will enforce the reinforcement and consequences. Parents must provide written consent before the plan can be implemented.
Most students will exhibit inappropriate behavior in the classroom at one time. However, when inappropriate behavior becomes so disruptive that the student's learning is affected, intervention is often necessary. Also, a referral may be made if the behavior is so disruptive that it affects other students' learning. Often students who exhibit disruptive behavior in the classroom have a diagnosis of attention-deficit hyperactivity disorder or mood disorder, but this is not always the case. In some instances, the student may live in a dysfunctional environment or may have been exposed to trauma or abuse. At times, these behaviors are the result of ineffective parenting strategies at home.
Most behavior management is implemented by the classroom teacher, since she is the person who spends the majority of the time with the student. However, a team typically consisting of the classroom teacher, teacher's assistant, psychologist, behavior coordinator, school counselor, principal and parent will develop and implement the behavior management plan.
Behavior management can be very effective for improving student behavior when the plan is implemented correctly. All staff who interact with the child, as well as the parents, should understand the plan and know how to enforce it properly. The targeted behaviors should be clearly defined, as should the reinforcements and consequences. The plan should also allow room for adaptations such as changing the reinforcements and consequences. Stickers may be effective for positive reinforcement initially, but the student may lose interest in them after some time. The positive reinforcement should be just that -- positively reinforcing -- to be effective. By the same token, consequences should discourage the inappropriate behavior to be effective.