How can behavior intervention plans be effectively implemented in a rural, inclusive classroom setting, where there is no dedicated educational assistance or administrative support, and where the absence of one-on-one support makes accurate behavior tracking challenging? Specifically, how can educators address significant behavioral issues, such as aggression and violent reactions to perceived offenses, in the absence of reliable data collection methods, while maintaining a safe and supportive learning environment for students on the autism spectrum with subtle support needs?
Hi,
This question would require more specific details to get a complete answer but I know that is unreasonable of me to ask due to privacy. Since you have a lack of administrative help that makes your situation even more difficult and I am sorry that you are dealing with that. I can offer some suggestions from my own experience I think may help.
1. Put this situation in an email so that it is in writing. Explicitly ask your admin for help and state the facts of the student not receiving proper support for implementation of the BIP. If a 1:1 is required in their documentation, this email will add pressure for admin to provide more because they will not want to be out of compliance.
2. Any instance of behavior that causes serious disruptions to the flow of the classroom should also be written about in an email and documented. I say this so that you have a paper trail of steps you have taken to provide support as well as with the emails you can have solid data that shows the instances of high levels of support.
3. If there is no 1:1, push for one as hard as you can. Take all the data you have and continue taking it so you can build a case to present to your district as to why the student needs 1:1.
4. If there is no support and there is a BIP, you may have to implement it and if this causes you to miss service times on other students track all the missed sessions. These missed sessions are also a trackable piece of data that can be used to strengthen your case as to why your student needs a 1:1. It clearly shows that supporting your students BIP takes away from the education from other students.
5. If they are willing, and even if they may not be, train the gen ed teacher as best you can and ask for their support. They may not be able to implement perfectly, but any help counts and if they get involved and are annoyed, they might bring it to their union. You could also ask them to take it to the union before you train them and they may help there too.
I hope this helps.
Bonjour,
Votre plan dépend des troubles de ces élèves et de la nature de cette classe inclusive, sinon le travail en petit groupe (au sein de cette même classe) qui change selon les buts de chaque activité proposée peut aider à cerner les points forts et les points faibles communs et individuels pour un éventuel projet thérapeutique ou de prise en charge d'inspiration de thérapie de groupe.
Bon courage à vous
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