6. Use the results to develop a support plan

The results of the data and a successful test of the hypothesis are then used to develop an appropriate support plan. A good support plan contains many components, which may include a behavior intervention plan (BIP), crisis management plan, environmental modifications, skills teaching, and maintenance strategies. Including Positive Behavioral Supports, or PBS (providing interventions and modifications that support positive behaviors, rather than offering negative consequences for undesired behaviors), should always be a part of the overall plan of action. According to the East Hampton Public Schools, East Hampton, CT, a support plan should be designed that considers the following components:

• Improving student skill deficit areas
• Enhancing student motivation
• De-emphasizing adult control as a main component of BIP
• Modify/changing antecedent circumstances
• Modify/changing consequential circumstances
• Presenting and practicing alternative student response options that are acceptable and practical
• Modify/adjust/changing curriculum requirements, instructional methodologies and/or strategies
• Modify/adjust/changing educational setting, class environment and/or physical attributes of the instructional location; and
• Designing and implementing a BIP that is accepted by and will be supported by parents, staff, administration, and, to the degree possible, the student

The support plan must be clearly written, so that all parties are sure of their own responsibilities. The strategies in the plan must directly address the cause, and be comprehensive enough to ensure a change that would be noticeable to the student. For example, if Ms. Abraham had simply switched perfume brands, or used less quantity, it may not have had an impact on how Jonathan viewed the level of difficulty in that classroom. The team should also consider developing strategies that can be used at home and in the community as well (offensive odors do not just occur at school!).

Example:
Remember Joey who hated the kids in his math class? The following is an example of ONE PART of his support plan:

Teaching Joey to self-monitor his breakdowns and proactively prevent a meltdown

A “PASS” card will be developed by the team leader, with whom Joey has a good rapport. She will review its use, and check for understanding. The pass would allow Joey to go to the office (with his work) when he presents the pass to Ms. Abraham. Ms. Abraham is to let him leave the room upon presentation of the pass, without exception or delay. He will then complete his work in the office meeting room and the nurse (whom he likes immensely), will be in charge of monitoring his stress level and deciding when he should return to class. He will earn 10 points on his behavior contract for using the pass, 50 if he uses it before exhibiting negative behaviors (which have been defined).

The entire plan also included strategies such as Social Stories, Positive Behavioral Supports, teaching the ‘Hidden Curriculum’, teaching to the other students’ behavior, etc. (Click here to learn more about Hidden Curriculum).

Sometimes, if the behaviors create a danger to the child or to others, a crisis management plan should be included as part of the overall support plan. A crisis plan must also include all persons’ responsibilities as well as the circumstances under which they would be used. For instance, who would be in charge of decision-making (and who would be the back-up if they are not available), will the child be taken from the room and if so to what destination, at what point would the parent be called, is the child ever to be sent home and description of those scenarios, are restraints of any kind ever to be used, by which trained staff members, etc. These decisions need to be made BEFORE an incident, not as it is in progress.

Other appropriate interventions, as well as additional types of assessments, are discussed in detail in many other Modules including:

• Strategies for Less-structured Times of the Day
• Hidden Curriculum
• Ecological Assessment
• Behavior Contracts
• Classroom Structure/Environmental Modifications
• Cognitive Behavior Modification
  (Click above names to jump to a module you want to learn)